Group 7

• Helping Process


  A collaborative effort between a helper and a client, aiming to achieve positive change through structured, flexible stages to empower the client
• Helping Process


  • Sets forth critical competencies for community practitioners from many different professional backgrounds that focus on problem management solutions, such as assessment, program planning, and evaluation
• Early intervention is a crucial process in education to support students with special needs at the earliest opportunity
• Benefits of helping process or early intervention


  • Prevents Falling Behind
  • Help Support Families and Guardians
  • Develops Collective Understanding
• Exceptional children


  Those who deviate physically, intellectually, emotionally, or socially from typical development and require modified educational programs
• Assessment and evaluation techniques


  • Interviews
  • Observations
  • Records
  • Tests
  • Collateral contacts
• Standardized Questionnaires and Rating Scales


  Commonly used evaluation methods in therapy and counseling that provide quantitative measures of symptoms, behaviors, and personality traits
• Psychosocial Assessments


  Used in social work to summarize relevant information about a client into concise statements that allow other professionals to understand the client and the client's problem(s)
• Observational Methods


  Used in therapy and counseling to assess the client's needs, track progress, and guide treatment planning
• Considerations for exceptional individuals


  • Cultural Competence
  • Use of Culturally Appropriate Communication with Parents and Families
  • Ensure that Special Education Paraeducators have Appropriate Training
  • Maintain Accurate Client Records and Assure that Appropriate Confidentiality Standards are in place
• Challenges that exceptional individuals may face in the helping process


  • Accessibility Challenges
  • Lack of Support and Resources
  • Discrimination and Stigmatization
  • Inadequate Training and Support for Paraeducators
  • Lack of Confidentiality and Due Process
  • Cultural Competence and Communication
  • Limited Reach of Resources
• Strategies for establishing rapport and trust with exceptional learners


  • Creating a Welcoming and Safe Environment
  • Active Listening and Empathy
  • Understanding the Exceptional Children's Perspective
  • Respecting Individual Differences
  • Building Trust Through Consistency
  • Collaboration with Parents or Guardians
• Friendship Circle


  An organization that has a mission to bring happiness and companionship to exceptional children and young adults by celebrating their individuality
• Friendship Circle's programs


  • Teenage volunteers visit children for 1 hour to 2 hours every week
  • They conduct "Sports Night" to build the confidence and physical health of exceptional individuals
  • They have a "Children's Torah Circle" program which helps to teach children everything from gross motor and cognitive techniques to communication and language skills
• Liliane Foundation


  An organization that uses the Community Based Rehabilitation (CBR) approach which has an aim to empower children and youth while also ensuring their health, well-being and development
• Liliane Foundation's goals


  • Child Development
  • Rehabilitation and Care
  • Sustainable Livelihood
• Philippine Foundation for the Rehabilitation of the Disabled (PRFD)


  A non-profit organization dedicated to the promotion of measures to prevent disability, protect and rehabilitate the disabled and equalize opportunities for disabled persons
• PRFD's objectives


  • To promote the recognition of outstanding individuals and organizations involved in rehabilitation through the Apolinario Mabini Awards
  • To promote the training and development of qualified individuals in rehabilitation careers
  • To support medical, social, educational and vocational rehabilitation programs and activities which help enable persons with disabilities to become self-reliant
• SMART Goals


  Specific, Measurable, Achievable, Relevant, Time-bound
• Steps in setting SMART goals for personal development


  • Specific
  • Measurable
  • Achievable
  • Relevant
  • Time-bound
• Examples of individualized goals for exceptional individuals


  • Academic Goals
  • Social Goals
  • Emotional Goal
• Time-bound


  Set deadlines for the goals to create a sense of urgency and motivation. It is crucial to have a timeline as it helps an individual in prioritizing tasks and measuring progress effectively.
• For exceptional individuals, individualized goals might differ significantly depending on their own abilities, challenges and goals.
• Examples of individualized goals across different domains

  • Academic Goals
  • Social Goals
  • Emotional Goals
  • Life Skills Goals
  • Career Goals
• Academic Goals


  To improve reading comprehension skills by practicing summarization techniques and reading challenging text daily.
• Social Goals


  • Strengthen social communication skills by participating in structured group activities such as clubs or team sports, focusing on turn-taking and active listening
  • Increase peer interaction by initiating conversations with classmates or joining social events outside of school hours
  • Develop empathy and perspective-taking skills through volunteering or community service activities
• Emotional Goals


  • Improve self-regulation skills by practicing mindfulness techniques or relaxation exercises daily
  • Enhance emotional awareness by keeping a journal to track and reflect on feelings and triggers
  • Develop coping strategies for managing stress or anxiety, such as deep breathing exercises or creating a personal relaxation kit
• Life Skills Goals


  • Build independence by learning practical life skills such as cooking, budgeting, or navigating public transportation
  • Develop time management skills by creating a weekly schedule and setting goals for completing tasks or assignments
  • Increase self-advocacy skills by practicing assertive communication and seeking support when needed, such as requesting accommodations or clarifying instructions
• Career Goals


  • Explore career interests through job shadowing, internships, or informational interviews with professionals in various fields
  • Develop a portfolio showcasing skills and accomplishments relevant to desired career paths, such as writing samples, projects, or presentations
  • Set short-term and long-term career goals with actionable steps for achieving them, including education and skill development milestones
• Evidence-based practice (EBP) involves combining the most current and relevant research findings with clinical expertise and patient preferences to enhance patient outcomes
• 5 Steps of Evidence-Based Strategies


  1. Ask

  2. Acquire

  3. Appraise

  4. Apply

  5. Audit
• Behavioral Interventions


  Behavioral interventions are founded on the theory that all behaviors are acquired through classical and operant conditioning. Maladaptive behaviors can be modified utilizing principles such as reinforcement, modeling, graded tasks, and habit formation.
• Affective Interventions


  Affective interventions focus on changing behavior by addressing emotions and affective states. They aim to modify emotional responses and attitudes to promote positive behavioral changes.
• Cognitive Interventions


  Cognitive interventions focus on addressing deficits in memory, learning, perception, language, and thinking to enhance cognitive functioning. They aim to improve cognitive skills and abilities through various techniques and strategies.
• Pharmaceutical Therapy


  Pharmaceutical therapy involves the administration of medications to manage and treat health conditions effectively. It encompasses the use of pharmaceutical products to address symptoms, prevent disease progression, and improve the quality of life for patients.
• Adaptive Interventions


  In adaptive interventions, the practitioner or another entity adjusts the dosage (duration, frequency, or amount), type, or delivery mode of an intervention to cater to the evolving and distinct requirements of individuals or organizations.

  
• Components of Adaptive Interventions


  • Decision Points
  • Tailoring Variable(s)
  • Intervention Options
  • Decision Rules
  • Distal Outcome
  • Proximal Outcomes

  
• Curriculum-Based Measurement (CBM)


  A method teachers use to find out how students are progressing in basic academic areas such as math, reading, writing, and spelling.
• Annual Goals (IEP Goals)


  They are like a road map. Where's the child heading this year? What will he or she work on, both academically and in terms of functional development? What does the IEP team feel the child can achieve by the end of the year–again, academically and functionally.
• Tools and Formats for Tracking and Documenting Progress


  • Frequency Recording
  • Curriculum-Based Assessment
  • Student Self-Monitoring
  • Student Interviews