PROMPTS FOR THE CATEGORY OF SOCIAL EMOTIONAL DISORDER
CRITERION 2 FORM
Criterion Two: The identified Social Emotional Disorder results in activity limitations and participation restrictions for the student at school requiring significant education adjustments.
According to the P-12 Curriculum Framework, a curriculum for all ensures that:
  • the intended curriculum, for all students, is based on mandated curriculum documents
  • teaching uses a repertoire of strategies to support intellectual engagement, connectedness to the wider world, supportive classroom environments, and recognition of difference
  • assessment enables all students to demonstrate their learning through various modes and technologies.
For the purposes of verification, significant education adjustments:
  • may benefit all/other students, but are essential for the identified student to access and participate in the intended curriculum
  • need to be specific and targeted to the identified impairment and the individual student
  • include the range and breadth, frequency and intensity of adjustments that are required.
Please refer to the following for more information on adjustments and students with disabilities:
  • Curriculum Guidelines for Students with Disabilities
()
  • Disability Standards for Education (
Please Note:
  • These prompts are intended as a guide to assist schools with recording the evidence required for verification.
  • It is not essential to answer every prompt or to present information in the exact order of the prompts
  • It is only necessary to record information once in the most appropriate domain, e.g. Curriculum, Communication etc.
  • The relevant information provided by school teams should be a summary demonstrating the educational impact of the student’s impairment at school and the associated significant education adjustments.

CURRICULUM / PROMPTS FOR SCHOOL TEAMS
Consider the prompts and include information relevant to the verification request.
Achieved Curriculum
  • Essential Learnings
  • KLAs
  • Junctureseg (P-3), (4-7)
  • Early Years Curriculum
Knowledge, Functioning and Understanding of the World
  • General knowledge
  • Applying knowledge and skills in different contexts or environments
  • Learning and developing specific skills/abilities
Pedagogy
  • Instructional strategies
Resources
  • Collaborative planning
  • Assistive technology
Assessment/Reporting
  • Modes
  • NAPLAN
  • QCATs
/ Describe the student’s functioning related to the impairment:
What are the student’s current achievement levels according to the essential learnings?
Are there discrepancies in functioning between the KLAs?
Describe the student’s current developmental levels, information processing and learning styles.
How does the student:
  • learn best including explicit teaching, hands-on activities, concrete materials, frequent practice, adult assistance, visually
  • store, retain then subsequently recall and generalise information
  • interpret, select, plan, organise, sequence, research and synthesise information
  • generalise skills to different contexts
  • think flexibly and focus on areas outside of particular interest areas?
How does this affect the student’s ability to access the intended curriculum?
How practical and functional is the student’s knowledge and understanding of the world?
How do all of these characteristicscompare with their same age peers?
Are there any contextual/environmental factors which impact on the student’s ability to learn?
Describe the associated education adjustments:
What targeted interventions/adjustments have occurred/are occurring? Consider pedagogy, resources including materials and people, assessment and reporting. (Summary, if applicable)
What targeted/individualised/specialised programs are in place? (Summary, if applicable)
What are the results/outcomes from any interventions/adjustments/targeted programs that have been used?
What support/information has been accessed/provided by:
  • the school
  • outside agencies to support the student at school?

COMMUNICATION / PROMPTS FOR SCHOOL TEAMS
Consider the prompts and include information relevant to the verification request.
Receptive
Expressive
Pragmatics (language use)
Speech
Communicating (both giving and receiving the message) for a range of purposes across a range of contexts / Describe the student’s functioning related to the impairment:
Describe the student’s current communication skills/levels/behaviours (verbal and non-verbal).
Consider the following:
  • conversation skills/use of pragmatics
  • comprehension and levels of understanding including masking behaviours
  • appropriate gestures and body language
  • ability to listen, process information and follow instructions
  • ability to participate in groups
How does the student understand and use language:
  • in the classroom
  • in other environments
  • to meet personal needs
  • to convey information/thoughts appropriately?
How do the student’s communication skills/levels/behaviours compare with their same age peers?
Are there any contextual/environmental factors which impact on the student’s ability to learn?
Describe the associated education adjustments:
What targeted interventions/adjustments have occurred/are occurring? (Summary, if applicable)
What targeted/individualised/specialised programs are in place? (Summary, if applicable)
What are the results/outcomes from any interventions/adjustments/targeted programs that have been used?
What support/information has been accessed/provided by:
  • the school
  • outside agencies (eg Speech Pathologists)to support the student at school?

SOCIAL / EMOTIONAL PARTICIPATION AND WELLBEING / PROMPTS FOR SCHOOL TEAMS
Consider the prompts and include information relevant to the verification request.
  • Social/Interaction Skills
  • Self-Management Strategies
/ Describe the student’s functioning related to the impairment:
Describe the student’s current social skills and emotional wellbeing.
Consider the student’s social/interaction skills such as:
  • ability to learn and develop socially appropriate skills/abilities and/or learn/follow social rules
  • reciprocity in conversations and/or ability to share and take turns
  • understanding consequences of actions
  • ability to relate to others socially – able to interpret, consider other’s thoughts and feelings and/or predict social situations and responses
  • friendship skills, participate in recreational activities and/or maintain socially appropriate behaviour in a range of settings such as break/transition/free time
  • ability to make decisions, request assistance and/or solve problems.
Consider the student’s self-management strategies such as:
  • emotional regulation skills (understanding self and appropriate coping strategies)
  • anger/aggression management and/or conflict resolution
  • taking responsibility for actions
  • ability to cope with non preferred activities
  • .
Does the student display anxiety, obsessive behaviour, impulsivity, hyperactivity, inattention, oppositional defiance?
How do the student’s social skills and emotional wellbeing compare with their same age peers?
Are there any contextual/environmental or participation factors which impact on the student’s ability to learn?
Describe the associated education adjustments:
What targeted interventions/adjustments have occurred/are occurring? (Summary, if applicable)
What targeted/individualised/specialised programs are in place? (Summary, if applicable)
What are the results/outcomes from any interventions/adjustments/targeted programs that have been used?
What support/information has been accessed/provided by:
  • the school
  • outside agencies (eg CYMHS, Specialist)to support the student at school?

LEARNING ENVIRONMENT / PROMPTS FOR SCHOOL TEAMS
Consider the prompts and include information relevant to the verification request.
Classroom and Non-Classroom Environment
Organisational skills / Describe the student’s functioning related to the impairment:
Describe the student’s ability to access the learning environment.
Consider the following:
  • responsibility for belongings and self
  • attention and concentration
  • ability to initiate, sustain and maintain interactions with others
  • decision-making ability and/or ability to follow through
Does the student require:
  • assistive technology (e.g. laptop, Alphasmart, iPods)
  • specific strategies/programs e.g. around the playground, assemblies, specialist lessons, transition within the school or other environments, visual supports
  • changes in the physical environment to modify inattention, restlessness, hyperactivity and disorganisation,
How Is the student able to organise themselves and function independently?
How does the student’s ability to access the learning environmentcompare with their same age peers?
Describe the associated education adjustments:
What targeted interventions/adjustments have occurred/are occurring? (Summary, if applicable)
What targeted/individualised/specialised programs are in place? (Summary, if applicable)
What are the results/outcomes from any interventions/adjustments/targeted programs that have been used?
What support/information has been accessed/provided by:
  • the school
  • outside agencies (eg Occupational Therapist, Specialist) to support the student at school?

HEALTH AND SAFETY / PROMPTS FOR SCHOOL TEAMS
Consider the prompts and include information relevant to the verification request.
Adaptive Skills
Mobility / Describe the student’s functioning related to the impairment:
Describe the student’s current health and safety needs (including degree and frequency) which impact on their learning.
Consider:
  • behaviours that put the student’s (or other students) health and safety at risk
  • self care skills
  • specialised health support/procedures
  • individualised eating, drinking and dietary requirements
  • individualised essential hygiene routines.
How do the student’s current health and safety needscompare with their same age peers?
Are there any contextual/environmental factors which impact on the student’s ability to access the curriculum?
Describe the associated education adjustments:
What targeted interventions/adjustments have occurred/are occurring? (Summary, if applicable)
What targeted /individualised/specialised programs are in place? (Summary, if applicable)
What are the results/outcomes from any interventions/adjustments/targeted programs that have been used?
What support/information has been accessed/provided by:
  • the school
  • outside agencies to support the student at school?

Appendix to SED Prompts

Examples related to specific disorders

ADHD

Student’s functioning / Adjustments
  • Restlessness/constant movement
  • Lack of concentration/inability to stay on task
  • Impulsivity
  • Has difficulty listening to instructions
  • Has difficulty following instructions
  • Rushes work
/
  • Provide a “legal space” in the classroom or elsewhere for student to move about after cuing the teacher (restlessness)
  • Provide tall desks from which the student can stand and work or alternative seating arrangements
  • Provide “wiggle” cushions or fitness balls
  • Allow student to talk through how they will tackle a task (Impulsivity)
  • Use of concrete materials and hands on activities
  • Break tasks into manageable chunks
  • Allow student to tackle writing tasks in short bursts, giving a starting and finishing time for each
  • Guide the writing process when required. Correct mistakes later
  • Student use of a keyboard: a laptop, PC or Alphasmart
  • Teach how to use the Thesaurus and synonyms on computer
  • Coordinate Student monitoring- management of challenges, behavioural, social & emotional functioning, work output, further interventions required
  • Monitor or supervise student behaviour to limit over excitement in physical activities, games, social events
  • Teach the student decision-making steps a) Consider effect of behaviour on others, b) consequences of behaviour, c) carefully consider unique situation, d) possible alternatives, e) Consider what is the best action to take (EBDIM, pg 130)
  • Use Aussie Optimism Module 2 - Decision-Making- Detect, Investigate, Decide (DID)

ODD

Student’s functioning / Adjustments
  • Strong, reactive, need to control & have own way
  • Often spiteful & vindictive,
  • Displays angry outbursts
  • Disruptive behaviour/deliberately annoys people
  • Disrespectful to peers and teachers
  • Aggressive verbal and physical behaviour
  • Refusal to follow teacher’s instructions
/
  • Regular wrap-around team meetings. Involve parents in a supportive way whenever possible
  • Develop an “improvement” behaviour plan using creative strategies and rewards in familiar terms such as Harry Potter Quaffles and Golden Snitches-nominated number lead to a concrete reward. “Are you working towards a ‘Quaffle’, X?” rather than negative comment
  • Allow for some time-out when student is struggling to comply
  • Use consequences for non compliance from least intrusive to sending home
  • Coordinate Student monitoring- management of challenges, behavioural, social & emotional functioning, work output, further interventions required
  • Teach “Stop, Think, Do” or other cognitive behaviour strategies
  • Anger Management strategies e.g. use of “Feelings’ Barometer or Thermometer”, feelings’ diary, stress balls etc
  • Individual/small group counselling

Anxiety

Student’s functioning / Adjustments
  • Difficulty concentrating and mind going blank
  • Restlessness or feeling keyed up or on edge
  • Excessive worrying and catastrophising
  • Irritable
  • Socially withdrawn
  • School refusal
/
  • Relaxation training
  • Teach identification of emotions
  • Cognitive behaviour strategies
  • Individual Counselling
  • Group Programs e.g. Friends for Life, Social Skills Program, Coping Skills/Emotional Resilience programs
  • Medication
  • Flexible timetable

Depression

Student Functioning / Adjustments
  • Low energy, fatigue,
  • Poor concentration or difficulty making decisions
  • Feelings of hopelessness
  • Low self esteem
  • Insomnia (difficulty sleeping) or hypersomnia (sleep constantly)
  • Poor appetite or irregular eating patterns
/
  • Cognitive behaviour strategies
  • Individual Counselling
  • Group programs e.g. Aussie Optimism, Bounce Back, and Friends for Life Program
  • Social Skills Program, Coping Skills/Emotional Resilience Program
  • Medication
  • Flexible timetable

General Strategies

Improving Organisation (PRIMs, pgs 12-140)

  • Establish a routine to be followed for organisation & appropriate use of work materials
  • Provide time at the beginning of the day for student to organise materials
  • Visual Timetable on classroom board or in student diary
  • Use of Boardmaker or visual prompts
  • Provide time at various points during the day to organise materials
  • Provide written and verbal instructions for the routine
  • Provide student with an organisational check list such as routine activities, materials needed, steps to follow
  • Give student one task to perform at a time
  • Assign student shorter tasks and increase over time
  • Monitor progress

Improving Memory (PRIMS, pgs 15-31)

  • Pre-teach concepts and vocabulary
  • Question for understanding
  • Concentration/memory games and mnemonics
  • Use multiple modalities (auditory, visual, and tactile) for instructions
  • Reduce visual or auditory distractions
  • Provide verbal information to support instruction the student receives visually and vice versa
  • Use visual timetable, visual aids
  • Reduce amount of information on a page
  • Have student follow one-, two-, and three step directions

Improving Concentration(PRIMS, pgs33-35)

  • Teach note taking, highlighting, outlining, summarising skills
  • Break down larger tasks into smaller tasks
  • Appoint a peer tutor
  • Reinforce student for beginning, staying on and completing tasks
  • Use multiple modalities (auditory, visual, and tactile) for instructions
  • Reduce visual or auditory distractions
  • Play games to improve concentration eg tic-tac toe, checkers or chess
  • Present concepts using Who, What, Where, When, How and Why

Following Verbal Directions(PRIMSpg55)

  • Teacher use a signal e.g. clapping hands, ringing small bell, song, before giving directions
  • Reduce verbal directions to steps
  • Give directions in a variety of ways, e.g. verbal and written
  • Provide alternatives for the traditional format of presenting verbal directions, eg tape record, summarise directions and directions given by peers
  • Encourage student to self-monitor his/her performance and following verbal directions
  • Monitor by self or teacher frustration, anxiety, and anger levels

References

Le Messurier, M. 2010. Teaching Tough Kids Simple and proven strategies for student success. London: Routledge.

McCarney,S. B. (1992). Emotional or Behaviour Disorder Intervention Manual. USA: Hawthorne Educational Services Inc.

McCarney, S. B., Wunderlich, K.C., Bauer, A.M. (1993). The Pre-Referral Intervention Manual. USA: Hawthorne Educational Services Inc.

Roberts, C. (2003). Aussie Optimism Social Life skills. Curtain University of Technology.

Resources

Johns, B H., Crowley, E. P, Guetzloe, E. (2002). Effective Curriculum for Students with Emotional and Behavioural Disorders. Denver: Love Publishing Co.

Le Messurier, M. 2010. Teaching Tough Kids Simple and proven strategies for student success. London: Routledge.

McCarney,S. B. (1992). Emotional or Behaviour Disorder Intervention Manual. USA: Hawthorne Educational Services Inc.

McCarney, S. B., Wunderlich, K.C., Bauer, A.M. (1993). The Pre-Referral Intervention Manual. USA: Hawthorne Educational Services Inc.

Roberts, C. (2003). Aussie Optimism Social Life skills. Curtain University of Technology.

What is working memory? York University website

Classroom Support for children with working memory impairments York University website

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