Interventions & Instructional Support to Develop Academic Skills
School psychologists have knowledge of biological, cultural, and social influences on academic skills; human learning, cognitive, and developmental processes; and evidence-based curricula and instructional strategies (NASP, 2010).
"The potential possibilities of any child are the most intriguing and stimulating in all creation."
- Ray L. Wilbur
"The potential possibilities of any child are the most intriguing and stimulating in all creation."
- Ray L. Wilbur
Course Work
APSY 651: Disorders of Learning and Behaviour
This course provided an opportunity for students to enhance their insight and understanding of childhood and adolescent disorders. Information with respect to the nature and scope of learning and behavior disorders, as well as opportunities to facilitate academic and applied interests relative to the specific topics, issues and trends within this field of study, were provided.
APSY 652: Academic and Learning Assessment
This course focused on developing an understanding of the principles and methodological guidelines for assessing a broad range of academic achievement and language skills. Incorporating evidence-based approach with assessment for educational planning and
decision-making process is emphasized.
EDPS 654: Neurobiological and Developmental Bases of Learning and Behaviour
This course examined the field of cognitive neuroscience from an assessment framework, promoting our growing understanding of neurobehavioural disorders and current testing techniques and practices. A focus on brain development and brain-behaviour relationships, as well as the neurophysiological and cognitive aspects of developmental disorders were investigated.
APSY 658: Interventions to Promote Cognitive, Academic, & Neuropsychological Well-Being
This course focused on evidence-based interventions aimed at promoting cognitive, academic, and neuropsychological development. The theoretical and empirical basis of interventions, as well as the principles and processes involved in specific interventions, were explored.
ASPY 656: Practicum in Academic and Language Assessment and Intervention
EDPS 675: Practicum in Cognitive and Neuropsychological Assessment and Intervention
EDPS 676: Practicum in Social, Emotional and Behavioural Assessment and Intervention
The three practicum experiences provided me with an opportunity to use assessment data to develop evidence-based strategies to promote child and adolescent school performance. These experiences instilled in me that all areas of a child's and adolescent's life may influence their attainment and performance of academic skills.
APSY 651: Disorders of Learning and Behaviour
This course provided an opportunity for students to enhance their insight and understanding of childhood and adolescent disorders. Information with respect to the nature and scope of learning and behavior disorders, as well as opportunities to facilitate academic and applied interests relative to the specific topics, issues and trends within this field of study, were provided.
APSY 652: Academic and Learning Assessment
This course focused on developing an understanding of the principles and methodological guidelines for assessing a broad range of academic achievement and language skills. Incorporating evidence-based approach with assessment for educational planning and
decision-making process is emphasized.
EDPS 654: Neurobiological and Developmental Bases of Learning and Behaviour
This course examined the field of cognitive neuroscience from an assessment framework, promoting our growing understanding of neurobehavioural disorders and current testing techniques and practices. A focus on brain development and brain-behaviour relationships, as well as the neurophysiological and cognitive aspects of developmental disorders were investigated.
APSY 658: Interventions to Promote Cognitive, Academic, & Neuropsychological Well-Being
This course focused on evidence-based interventions aimed at promoting cognitive, academic, and neuropsychological development. The theoretical and empirical basis of interventions, as well as the principles and processes involved in specific interventions, were explored.
ASPY 656: Practicum in Academic and Language Assessment and Intervention
EDPS 675: Practicum in Cognitive and Neuropsychological Assessment and Intervention
EDPS 676: Practicum in Social, Emotional and Behavioural Assessment and Intervention
The three practicum experiences provided me with an opportunity to use assessment data to develop evidence-based strategies to promote child and adolescent school performance. These experiences instilled in me that all areas of a child's and adolescent's life may influence their attainment and performance of academic skills.
Work Samples
In my experience as a Learning Assistance Teacher (LAT) and within the clinic during my practicums, I have had the opportunity to work with a variety of students who possess effective decoding and reading skills, but struggle with comprehending passages and information they are reading. The evidence-based interventions depicted within this power point are just a few that have been effective for children and adolescents who are struggling with reading comprehension.
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Another aspect of my work within this domain is the investigation of how cognitive processes support development and learning. I have included a paper that I did on the NEPSY-II. The NEPSY-II allows a school psychologist to investigate both school-based problems and clinical referral questions in the areas of executive functions. Understanding a child's or adolescent's strengths and weaknesses can guide in the identification of areas that are related to academic and social difficulties which may result in a variety of childhood disorders and in the identification of appropriate interventions. |
The development of writing skills involve a variety of skills and elements. There are a variety of assessment tools available to assess an individual's writing skills. A colleague and I presented on the Test of Written Language-3rd edition, which is based on the theoretical basis that writing consists of five components and that writing skills should be measured through both contrived and spontaneous format. This assessment provides vast information on the developmental level an individual's writing skills and in guiding specific recommendations to aid in writing interventions and/or strategies.
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This paper examines and compares the cognitive profile and academic achievement of children with one of the three ADHD-subtypes. I was quite surprised to learn that the academic differences between the three subtypes of ADHD were inconclusive, though some studies have found that inattention appears to play more of an essential role in the performance of academic tasks than hyperactivity and impulsivity. The research I completed for this paper has provided me with valuable information when determining appropriate interventions for children with ADHD. |
Levels of Competence
Rate: Medium
Reflection:
My background as a Learning Assistance Teacher (LAT) has provided me with a variety of opportunities in the development, implementation, and evaluation on intervention and programs to address student need. I have had the opportunity to collaborate with teachers, families, and other professionals to ensure that the chosen strategies and interventions would address student need. My practicum experiences have provided me with opportunities to provide information in recommending intervention based on a child's or adolescent's cognitive strengths and weaknesses. My courses and experiences within this program have increased my confidence in providing evidence-based interventions and support to children, families, teachers, and other professionals in the recommendations of interventions to develop academic skills.
Rate: Medium
Reflection:
My background as a Learning Assistance Teacher (LAT) has provided me with a variety of opportunities in the development, implementation, and evaluation on intervention and programs to address student need. I have had the opportunity to collaborate with teachers, families, and other professionals to ensure that the chosen strategies and interventions would address student need. My practicum experiences have provided me with opportunities to provide information in recommending intervention based on a child's or adolescent's cognitive strengths and weaknesses. My courses and experiences within this program have increased my confidence in providing evidence-based interventions and support to children, families, teachers, and other professionals in the recommendations of interventions to develop academic skills.
Annotated Bibliography
Grover, T. A., & DiPerna, J. C. (2007). Service delivery for response to intervention: Core components and directions for future research. School Psychology Review, 36(4), 526-540.
This article reviews the potential benefits of the Response to Intervention (RTI) model in servicing children with instructional and behavioural needs. One key component of RTI is the implementation of evidence-based interventions; therefore, knowledge on how RTI may influence the development and sustainability of interventions within a school setting is of utmost importance for school psychologists who work in the province of Saskatchewan.
Mash, E. J., & Barkley, R. A. (2006). Treatment of Childhood Disorders. New York, NY: Guilford Press.
This text offers a wide range of intervention programs and strategies for children and adolescents based on diagnostic category. I have referenced this text throughout my practicums when selecting evidence-based programs to address specific areas of need.
Upah, K., & Tilly, D. W. (2002). Best practices in designing, implementing, and evaluating quality interventions. In Thomas, A., & Grimes, J. (Eds.), Best practices in school psychology (pp. 483-501). Bethesda, MD: NASP Publications.
The chapter in this text provides critical quality indicators of intervention through a problem-solving process. Suggestions on monitoring of implementation allows school psychologists to assess the progress in designing, implementing, and evaluating quality interventions. This chapter provided me with a framework for determining and conducting interventions in my own work as a Learning Assistance Teacher, as well as in my practicums.
Wendling, B. J., & Mather, N. (2009). Essentials of Evidence Based Academic Interventions. NJ: John Wiley & Sons
This book offers many suggestions for both interventions and accommodations for students experiencing academic difficulties. During my practicums, I have found this book extremely beneficial in determining evidence-based interventions and strategies to recommend for specific areas of academic difficulties my clients may be experiencing.
Grover, T. A., & DiPerna, J. C. (2007). Service delivery for response to intervention: Core components and directions for future research. School Psychology Review, 36(4), 526-540.
This article reviews the potential benefits of the Response to Intervention (RTI) model in servicing children with instructional and behavioural needs. One key component of RTI is the implementation of evidence-based interventions; therefore, knowledge on how RTI may influence the development and sustainability of interventions within a school setting is of utmost importance for school psychologists who work in the province of Saskatchewan.
Mash, E. J., & Barkley, R. A. (2006). Treatment of Childhood Disorders. New York, NY: Guilford Press.
This text offers a wide range of intervention programs and strategies for children and adolescents based on diagnostic category. I have referenced this text throughout my practicums when selecting evidence-based programs to address specific areas of need.
Upah, K., & Tilly, D. W. (2002). Best practices in designing, implementing, and evaluating quality interventions. In Thomas, A., & Grimes, J. (Eds.), Best practices in school psychology (pp. 483-501). Bethesda, MD: NASP Publications.
The chapter in this text provides critical quality indicators of intervention through a problem-solving process. Suggestions on monitoring of implementation allows school psychologists to assess the progress in designing, implementing, and evaluating quality interventions. This chapter provided me with a framework for determining and conducting interventions in my own work as a Learning Assistance Teacher, as well as in my practicums.
Wendling, B. J., & Mather, N. (2009). Essentials of Evidence Based Academic Interventions. NJ: John Wiley & Sons
This book offers many suggestions for both interventions and accommodations for students experiencing academic difficulties. During my practicums, I have found this book extremely beneficial in determining evidence-based interventions and strategies to recommend for specific areas of academic difficulties my clients may be experiencing.