Mentoring as a Communication Coach in a Public School Setting

2012 ◽  
Vol 21 (3) ◽  
pp. 115-121
Author(s):  
Catherine George ◽  
Faye Warren
Keyword(s):  
Public School ◽  
Role Models ◽  
School Setting

Abstract People using speech generating devices face many challenges, one of which is the lack of role models. They seldom have the opportunity to meet and interact with other proficient SGD users. This article addresses key considerations for initiating an AAC mentoring position as a Communication Coach in a public school setting. Outcomes and considerations to facilitate the likelihood of success are discussed from both administrative and mentor perspectives.

Makers on the move: a mobile makerspace at a comprehensive public high school

2015 ◽  
Vol 33 (4) ◽  
pp. 497-504 ◽  
Author(s):  
IdaMae Louise Craddock
Keyword(s):  
High School ◽  
Public School ◽  
Design Methodology ◽  
School Setting ◽  
Maker Movement ◽  
Public High School ◽  
Content Type ◽  
Advantages And Disadvantages ◽  
Maker Culture ◽  
The Maker Movement

Purpose – The purpose of this paper is to describe the implementation of a mobile makerspace program in a public school setting. Insights, challenges, successes, projects as well as recommendations will be shared. Design/methodology/approach – This paper describes a mobile makerspace program in a public high school in Virginia. It discusses the growth of mobile making, the advantages and disadvantages of mobility, and how the program was implemented. Findings – Mobile makerspaces are a fast-growing manifestation of maker culture. It is possible to have a makerspace in a public school and take the maker culture to other schools in the area. Having a steady supply of students or library interns that are willing to travel to other schools is critical. Originality/value – Makerspaces in libraries is still a relatively new phenomenon. While the research is coming on stationary makerspaces, mobile making is a new horizon for the maker movement. This paper seeks to provide a description of one such program.

Treating Childhood Obesity in a Public School Setting

1979 ◽  
Vol 49 (10) ◽  
pp. 569-571 ◽  
Author(s):  
Brian Ruppenthal ◽  
Eugene Gibbs
Keyword(s):  
Childhood Obesity ◽  
Public School ◽  
School Setting

The Effects of Physical Time-Out on the Aggressive Behaviors of a Severely Emotionally Disturbed Child in a Public School Setting

AAESPH Review ◽  
1979 ◽  
Vol 4 (4) ◽  
pp. 399-406 ◽  
Author(s):  
Mary Beth Noll ◽  
Richard L. Simpson
Keyword(s):  
Public School ◽  
Emotionally Disturbed ◽  
Physical Restraint ◽  
School Setting ◽  
Verbal Aggression ◽  
Disturbed Child ◽  
Physical Time ◽  
Time Out ◽  
Severely Emotionally Disturbed ◽  
The Subject

A firm physical restraint procedure was applied to a 6-year-old severely emotionally disturbed male in a self-contained special education classroom in a public school. The treatment procedure consisted of physically holding the subject, contingent on the occurrence of verbal aggression, a response frequently accompanied by physical aggression. Following each instance of verbal aggression, the subject was placed in a “basket hold”; this consisted of crossing the child's arms in front of him while the adult simultaneously stepped behind and sat him on the floor between his legs. The subject's eyes were covered by one hand of the adult to reduce external stimuli and to firmly establish the security of adult control. The subject was not released from physical time-out until all verbal and physical aggressions had ceased for a period of 30 seconds. Experimental sessions were conducted through an A-B-A-B design, where A consisted of baseline sessions and B of sessions in which physical time-out was initiated. The data indicate that the restraint procedure was effective in significantly reducing the maladaptive aggressive responses of the subject in the public school setting.

Teaching Menstrual Care to a Student With Autism Spectrum Disorder in a School Setting

2022 ◽  
pp. 541-555
Author(s):  
Karly Cordova
Keyword(s):  
Autism Spectrum Disorder ◽  
Public School ◽  
Intellectual Disabilities ◽  
School Setting ◽  
Self Care ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
School Staff ◽  
Empirically Supported ◽  
Residential Staff

There is a lack of training for parents, school staff, and residential staff aimed at helping persons with intellectual disabilities acquire menstrual self-care skills. This may be due in part to the sensitive nature of this topic, the aversion to performing menstrual care for individuals with a disability, and the lack of empirically supported training protocols. This chapter critically reviews behavior analytic research on menstrual care that has been published in peer reviewed journals. This is followed by a case illustration using behavior analytic methods to teach menstrual self-care skills for a student with autism spectrum disorder in a public school setting. Evaluated using a multiple baseline across behaviors design, it was shown that the student increased her independent performance of selected menstrual self-case skills.

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