Executive Solution Overview
– a year ago **files (2)** – ## AcademicInterventionSample.pdf – ## AcademicCaseStudy.pdf **## AcademicInterventionSample.pdf** [removed] **## AcademicCaseStudy.pdf** BACKGROUND / Purpose of the project. Please develop an academic intervention for the following students. His name is: MV He is in s…
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– a year ago
**files (2)**
– ## AcademicInterventionSample.pdf
– ## AcademicCaseStudy.pdf
**## AcademicInterventionSample.pdf**
[removed]
**## AcademicCaseStudy.pdf**
BACKGROUND / Purpose of the project.
Please develop an academic intervention for the following students.
His name is: MV
He is in second grade, diagnosed with Autism and ADHD. He curently receives speech therapy,
occupational therapy and counseling services. The main concern is that he refuses to do any
academic task. When the teacher ask to complete an assignment he gets mad and the behavior he
displays is throwing furniture on the floor such as chairs, desks, pencils.
MV disrup the learning of other students in the classroom and his grades are being negatively
impacted since he refuses to do any academic task.
As an intervention; it is proposed that he uses a personalized schedule and a timer to indicate
when he will take a break, two breaks of 5 minutes within a period will be allow so MV can go
to a sensory corner of do a prefer activity with the condition that he needs to do academic tasks
when he is not in breaks. It is predicted that if the intervention works in 8 weeks, we can start
decreasing the amount of breaks so MV can be more present in class.
Please include these sections and the graphs. (calculate the ffect Size/PND of the data as shown
on the example)
Please see attached document as a reference.
The academic intervention should include the following sections and the graphs::
Section 1: Problem Identification
1. Referral source and reason for referral.
2. Operational Definition of the problem behavior – defined in the context of appropriate grade
and/or peer expectations.
3. Explanation of collaborative discussion with referral source and others (i.e. parents/teachers).
4. Explain the discrepancy between current and desired level of performance.
5. Develop a baseline.
Section 2: Problem Analysis
1. Perform a functional analysis
2. Develop hypotheses
Section 3: Intervention
1. Define Goals of intervention within context of appropriate grade and/or peer expectation
2. Describe intervention that is selected. Be sure to discuss how intervention is:
a. linked to observable, measurable goals.
b. based on data from problem analysis and hypothesis testing.
c. evidence-based
d. developed collaboratively
e. monitored
f. approved by supervisor (university and on-site)
3. Describe how intervention reflects sensitivity to individual differences, resources, classroom
practices,
and other system issues.
4. Discuss logistics of setting, time, resources and personnel
5. Discuss how Intervention is monitored and data is provided
Section 4: Evaluation
1. Provide data and charts that reflect student performance as it pertains to operationally
defined goals.
2. Show how Data are used to inform further problem solving and decision making (i.e. if
performance did not
improve what was done to alter the plan)
3. Discussion of strengths and weaknesses of the intervention.
4. Discussion of follow up
5. Discuss how intervention results were reviewed with team members (i.e. referral sources
such as parents/teachers)
**## AcademicCaseStudy.pdf**
BACKGROUND / Purpose of the project.
Please develop an academic intervention for the following students.
His name is: MV
He is in second grade, diagnosed with Autism and ADHD. He curently receives speech therapy,
occupational therapy and counseling services. The main concern is that he refuses to do any
academic task. When the teacher ask to complete an assignment he gets mad and the behavior he
displays is throwing furniture on the floor such as chairs, desks, pencils.
MV disrup the learning of other students in the classroom and his grades are being negatively
impacted since he refuses to do any academic task.
As an intervention; it is proposed that he uses a personalized schedule and a timer to indicate
when he will take a break, two breaks of 5 minutes within a period will be allow so MV can go
to a sensory corner of do a prefer activity with the condition that he needs to do academic tasks
when he is not in breaks. It is predicted that if the intervention works in 8 weeks, we can start
decreasing the amount of breaks so MV can be more present in class.
Please include these sections and the graphs. (calculate the ffect Size/PND of the data as shown
on the example)
Please see attached document as a reference.
The academic intervention should include the following sections and the graphs::
Section 1: Problem Identification
1. Referral source and reason for referral.
2. Operational Definition of the problem behavior – defined in the context of appropriate grade
and/or peer expectations.
3. Explanation of collaborative discussion with referral source and others (i.e. parents/teachers).
4. Explain the discrepancy between current and desired level of performance.
5. Develop a baseline.
Section 2: Problem Analysis
1. Perform a functional analysis
2. Develop hypotheses
Section 3: Intervention
1. Define Goals of intervention within context of appropriate grade and/or peer expectation
2. Describe intervention that is selected. Be sure to discuss how intervention is:
a. linked to observable, measurable goals.
b. based on data from problem analysis and hypothesis testing.
c. evidence-based
d. developed collaboratively
e. monitored
f. approved by supervisor (university and on-site)
3. Describe how intervention reflects sensitivity to individual differences, resources, classroom
practices,
and other system issues.
4. Discuss logistics of setting, time, resources and personnel
5. Discuss how Intervention is monitored and data is provided
Section 4: Evaluation
1. Provide data and charts that reflect student performance as it pertains to operationally
defined goals.
2. Show how Data are used to inform further problem solving and decision making (i.e. if
performance did not
improve what was done to alter the plan)
3. Discussion of strengths and weaknesses of the intervention.
4. Discussion of follow up
5. Discuss how intervention results were reviewed with team members (i.e. referral sources
such as parents/teachers)
**## AcademicInterventionSample.pdf**
[removed]
**## AcademicCaseStudy.pdf**
BACKGROUND / Purpose of the project.
Please develop an academic intervention for the following students.
His name is: MV
He is in second grade, diagnosed with Autism and ADHD. He curently receives speech therapy,
occupational therapy and counseling services. The main concern is that he refuses to do any
academic task. When the teacher ask to complete an assignment he gets mad and the behavior he
displays is throwing furniture on the floor such as chairs, desks, pencils.
MV disrup the learning of other students in the classroom and his grades are being negatively
impacted since he refuses to do any academic task.
As an intervention; it is proposed that he uses a personalized schedule and a timer to indicate
when he will take a break, two breaks of 5 minutes within a period will be allow so MV can go
to a sensory corner of do a prefer activity with the condition that he needs to do academic tasks
when he is not in breaks. It is predicted that if the intervention works in 8 weeks, we can start
decreasing the amount of breaks so MV can be more present in class.
Please include these sections and the graphs. (calculate the ffect Size/PND of the data as shown
on the example)
Please see attached document as a reference.
The academic intervention should include the following sections and the graphs::
Section 1: Problem Identification
1. Referral source and reason for referral.
2. Operational Definition of the problem behavior – defined in the context of appropriate grade
and/or peer expectations.
3. Explanation of collaborative discussion with referral source and others (i.e. parents/teachers).
4. Explain the discrepancy between current and desired level of performance.
5. Develop a baseline.
Section 2: Problem Analysis
1. Perform a functional analysis
2. Develop hypotheses
Section 3: Intervention
1. Define Goals of intervention within context of appropriate grade and/or peer expectation
2. Describe intervention that is selected. Be sure to discuss how intervention is:
a. linked to observable, measurable goals.
b. based on data from problem analysis and hypothesis testing.
c. evidence-based
d. developed collaboratively
e. monitored
f. approved by supervisor (university and on-site)
3. Describe how intervention reflects sensitivity to individual differences, resources, classroom
practices,
and other system issues.
4. Discuss logistics of setting, time, resources and personnel
5. Discuss how Intervention is monitored and data is provided
Section 4: Evaluation
1. Provide data and charts that reflect student performance as it pertains to operationally
defined goals.
2. Show how Data are used to inform further problem solving and decision making (i.e. if
performance did not
improve what was done to alter the plan)
3. Discussion of strengths and weaknesses of the intervention.
4. Discussion of follow up
5. Discuss how intervention results were reviewed with team members (i.e. referral sources
such as parents/teachers)
**## AcademicInterventionSample.pdf**
[removed]
**## AcademicCaseStudy.pdf**
BACKGROUND / Purpose of the project.
Please develop an academic intervention for the following students.
His name is: MV
He is in second grade, diagnosed with Autism and ADHD. He curently receives speech therapy,
occupational therapy and counseling services. The main concern is that he refuses to do any
academic task. When the teacher ask to complete an assignment he gets mad and the behavior he
displays is throwing furniture on the floor such as chairs, desks, pencils.
MV disrup the learning of other students in the classroom and his grades are being negatively
impacted since he refuses to do any academic task.
As an intervention; it is proposed that he uses a personalized schedule and a timer to indicate
when he will take a break, two breaks of 5 minutes within a period will be allow so MV can go
to a sensory corner of do a prefer activity with the condition that he needs to do academic tasks
when he is not in breaks. It is predicted that if the intervention works in 8 weeks, we can start
decreasing the amount of breaks so MV can be more present in class.
Please include these sections and the graphs. (calculate the ffect Size/PND of the data as shown
on the example)
Please see attached document as a reference.
The academic intervention should include the following sections and the graphs::
Section 1: Problem Identification
1. Referral source and reason for referral.
2. Operational Definition of the problem behavior – defined in the context of appropriate grade
and/or peer expectations.
3. Explanation of collaborative discussion with referral source and others (i.e. parents/teachers).
4. Explain the discrepancy between current and desired level of performance.
5. Develop a baseline.
Section 2: Problem Analysis
1. Perform a functional analysis
2. Develop hypotheses
Section 3: Intervention
1. Define Goals of intervention within context of appropriate grade and/or peer expectation
2. Describe intervention that is selected. Be sure to discuss how intervention is:
a. linked to observable, measurable goals.
b. based on data from problem analysis and hypothesis testing.
c. evidence-based
d. developed collaboratively
e. monitored
f. approved by supervisor (university and on-site)
3. Describe how intervention reflects sensitivity to individual differences, resources, classroom
practices,
and other system issues.
4. Discuss logistics of setting, time, resources and personnel
5. Discuss how Intervention is monitored and data is provided
Section 4: Evaluation
1. Provide data and charts that reflect student performance as it pertains to operationally
defined goals.
2. Show how Data are used to inform further problem solving and decision making (i.e. if
performance did not
improve what was done to alter the plan)
3. Discussion of strengths and weaknesses of the intervention.
4. Discussion of follow up
5. Discuss how intervention results were reviewed with team members (i.e. referral sources
such as parents/teachers)