انا محبطة جدا اريد مساعدتكم

[سنسنسنسن]

انا جدا محطبة التحقت بدبلوم تربية خاصة اعاقة عقلية
طلبت منا الدكتورة
اطلع عن تعديل سلوك طفل معاق عقليا باللغة الاتجليزية وطلبت ترجمتها ارجو منكم المساعدة

[ندى الايام]

رد: انا محبطة جدا اريد مساعدتكم

اهلا بك اختي الكريمة
ستجدي باذن الله من يساعدك هنا من اهل الاختصاص والخبرة
وفقك الله

[سنسنسنسن]

رد: انا محبطة جدا اريد مساعدتكم

شكرا لكي يارب

[عيون القمر]

رد: انا محبطة جدا اريد مساعدتكم

مرحبا اختي اسمحي لي ان احاول مساعدتك
واتمنى ان اوفق .. مصدر الخطة ادارة الارشاد المنطقة الشرقية

Implementation of the plan Alyhalh
 Child's Name: S.. R Age: 17
 start date: 3/4/2003
 unwanted behavior: Q suffers from attention deficit accompanied by excessive motor activity.
 the operational definition of the unwanted behavior:
Suffering (o) of attention deficit accompanied by excessive motor activity in the classroom.
 suffering (o) of attention deficit accompanied by excessive motor activity, where the (o) of this behavior when a failure to read or write a particular character or failure to perform a specific task, where it is (o) As a result, attention deficit and then to intervene in the affairs of his colleagues and occurs repeat this behavior is due to the fortune of this behavior of laughter and admiration by his colleagues from the same group that belongs to the caller.
 stimuli tribal unwanted behavior:
Failure and frustration when asked to (o) Implementation of a task within the classroom can not work on the implementation, and when he wants to achieve Xia wants to work can not be achieved and when a student in that it works on attention deficit accompanied by excessive motor activity.
• the desired behavior:
Is that the (o) pay attention to the teacher during the explanation of the lesson and not interfere in the affairs of his colleagues only after authorized by the teacher, and cooperate with them to achieve the desired goal of the educational process in the classroom and work (o) coupled with attention deficit-reduction activity motor overload.

 method of measuring unwanted behavior:
Has procedures for the measurement of the unwanted behavior through observations by the teacher during the follow-up to the student in class and follow-up to the student and record the frequency of occurrence of unwanted behavior, through the feedback form form of behavior.
 remedial actions (methods of treatment used):
Measures to control the behavior was attention deficit accompanied by excessive motor activity through several methods of behavioral therapy that have been taken to reduce unwanted behavior and these methods include:
First: differential reinforcement of other behaviors: where this procedure is effective action to reduce and end unwanted behavior, where as a student to pay attention to explain to folks promoting the student to work to forget unwanted behavior.
II: differential reinforcement of behavior contrary, he used the procedures used to reduce the incidence of unwanted behavior I have described in this approach to promote student discipline permission of the teacher when he wants to pass from Shea, or talk to him and the promotion of this behavior whenever it occurs and then resort to intermittent behavior so as not to satisfy the new behavior of the learner.
Third: differential reinforcement of a decrease in behavior: where you in this procedure to promote the gradual decrease in the number of times the behavior occurs after a period of time where the more you take care Mamedp student to the teacher during the explanation to Balswwal simple non-embarrassing to answer the oldest and has strengthened the physical and symbolic, and then I consider it him during the explanation process does not occur until the distraction and promote the greater the share of the attention of the student curriculum.

IV: Use a relaxation technique: In this method I demand from (o) Bhmlqp be viewed on high for 20 seconds and when the tension as a reason enough to ask him to relax and return back to the back of a chair and relax both arms so as to get a high proportion of non-attention and motor activity in excess I promote this behavior in the course of attention.
Fifth: Use the method of exclusion: the goal of this method is the first phase of reducing the incidence of unwanted behavior where you take this method of removal of sources through the promotion of the student for a specified period immediately after the behavior occurs where you remove the student from his seat and lift the his hands and put his face against the wall so as not to see what other people share their enjoyment during the school and ask the student why are you here? When the answer I have achieved the desired goal of exclusion.
VI: Method configuration, where Bam must be aware of this procedure the new behavior of users to access the successive approximation to the desired behavior, where do I promote a student at each time attention was used with the child in the therapeutic use of this method is the continued strengthening and after having ascertained the incidence of attention, I intermittent reinforcement due to the lack of saturation, and then go to the task of other children and that would work to reduce excessive motor activity.
Among these factors are the following:
• The use of teaching aids (mock, panel Algizb, cards).
• explanation when I calmly and without emotion or temper for the students.
• writing or drawing on the blackboard or other characters.
• Use the panel reinforcement and follow-up consistently.
• When I Mounadp the student in his name.

• When combined with the share in the spirit of fun.
• When the student is expected to be his participation in the debate within the quota.
• When I deal with students treated well and without discrimination.
• When do I organize a show of hands to share and distribute questions equally.
• When Otnoa of the two methods of explanation.
• When you devote the time to write a letter on the blackboard in the book.
• When the board with information and clearly.
• minimize the importance of exams (non-threat of the mark).
• Do not allow students to go out to the water cycle.
• When Hndami appropriate, but not dramatically.
The final results of the program:
After using the treatment methods mentioned above with (o) have been reduced behavior to a large extent by the continuing and boosters when you are sure of a desired behavior oldest intermittent reinforcement does not occur until the process of saturation, which may lead to the return of distraction has been egregious behavior and attract the attention of the student by all means and the previous methods and the promotion of the child in each exercise correctly and work to reduce and cut in two major unwanted behavior.
The student has been cooperative in reducing the unwanted behavior through classes and through the process of adjusting the row through the plate augmentation classroom and through the boosters material and symbolic.

Graphical representation of the behavior of others is desirable and which has been monitoring process of the model form, the follow-up of the unwanted behavior and the results were as follows represented through the graphical representation:





Recommendations:
After the completion of behavioral therapy to the student (s) and the reduction behavior of attention deficit accompanied by excessive motor activity, I therefore make the following recommendations:
1 - that the student is very cooperative in achieving educational goals.
2 - Verbal talk with the student what is required to implement to work to achieve.
3 - Increase training for the student to achieve the best learning possible.
4 - continued enhancement of the optimal behavior and to take intermittent reinforcement after the behavior occurs in the desired so as not to saturation of the Slough, therefore, lose the required value required of him.
5 - Follow-up to the desired behaviors, monitoring and follow-up unwanted behaviors to complete the treatment process first hand.
Survey:
• Child's Name: XYZ Gender: Male
First Name Last Name
• Address: 31 / supermarket Hawamdeh Amman Jabal Al-Hussein
The street number to maintain the village / city
• Child's birth date year, month, day
1986 3 17
• the date of interview 2002 2 3

• the child's age: Year 17 Month 4 Day 22
• The reason the conversion: the child suffers from mental disability associated with the simple social underdevelopment.
• Mother's name:
First Name: P Middle Name: A. Last Name: BC. Mother's age: 37 years
• highest educational qualification of the mother: The third setting the employment of mothers: housewife
• Name of the Father:
First name: GS Father's Name: M. Last Name: u work Father: not working
Parental age: 45 years
• highest educational qualification of the father: the first preparatory
• Number of family members: 13 of the brothers and sisters.
• Housing: King of the total number of rooms: 2
• the number of people living housing: 14
• family income: no income and rely on neighbors and begging.
• academic curriculum for the student: the student did not attend kindergarten.
• The level of academic achievement: very weak.
• topics that suffers from poor include: reading, writing, arithmetic, science
• The student likes school, but the reason: poverty is not a section for entering the school.

• child is ready to learn: in a good level.
• Child speaks fluent high without problems.
• Child expresses itself Plame clear.
• ability to focus attention and a weak proportion.
• Child nicely for the skills of independence, but supported on other on other matters.
• the child is calm and controlled Panevalath, the child is aggressive, if not attacked by anyone else.
• the child understand and improve the act.
• The level of social maturity of less than the level of his peers.
• noted the following symptoms on the child during infancy: Qzm Alodhafr, Tbail bedding, absent-mindedness, and daydreaming, anger aggressive extremist.
• Biography of the child in general:
Child XYZ, I turn to the center of Karak care and rehabilitation in the history of 25/3/2002 to be the process of assessment and training and demonstrate the potential benefit from the services of the Center and had been arrested on the child several times before the Committee against begging and vagrancy, where was sentenced to displacement on 27/11/2001 by the Juvenile Court of Oman, where the event runs begging as a profession and his sister is younger in age, the child is suffering from mental retardation when he was a simple mental 6 years and 11 months at the age of 17 years, and that time the child was not enrolled in any school during infancy and very now.

• Biography pathogenesis of L:
• the mother was not exposed to any of the disease during the pre-birth.
• maternal age at birth: 19 years of the duration of pregnancy in months: 7 months.
• newborn: Khaddaj type of pregnancy: one.
• birth: normal
• vulnerability of the child for cramps during his childhood.
• breastfeeding was normal for the child.
• the child has suffered from problems or physical manifestation of motor delay, including: walk, talk, sit down for the unity
• Vaccination and Immunology (Immunization).
Taking the child during his childhood vaccines the following: Triple, measles, polio, hepatitis, measles, mumps.
• family history of health.
• that the father and the mother, a degree of kinship between them - cousins.
• that the father is suffering from several diseases including heart, epilepsy, diabetes, mental illness.
• that the mother suffers from many diseases, including enlargement of the heart and other diseases.
• Number of loads for the mother 13 pregnancy. Do not get abortions or the death toll of any pregnancy.

Recommendations:
Having examined the information and ask the child himself, I make the following recommendations for children are as follows: --
First: that the child is subject to learning and training.
Second: to be the child's education on academic skills, independence and social development.
Third: to be trained child to a profession that is subject to training.
Fourth: to educate the family Sahiaotgier directions to hinder the family that their son's family rejects her son as a result of their disability.
V: Training for Child and instruction on the skills of independence and social adjustment that the child is suffering from social backwardness.
VI: Follow-up child's health status and mental health.
VII: the work of the psychological evaluation and application of tests on the student to know the strengths and weaknesses.
VIII: Work on the interviews between the student and his family.







Form measuring the level of current performance
Mentally disabled student
Date: 1/4/2003 Student Name: XYZ Date of Birth: 1986
The name of the resident students: b u m
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1 - language skills:
A - linguistic tradition
1 - The student responds to the voices of familiar things around him.
2 - reduce the student certain physical movements (such as applause, shaking the head, moving hands .... such as a teacher.
B - initial concepts for the linguistic
1 - The following tools are used correctly (such as cup, spoon, comb).
C - receptive language
1 - respond to the instructions, consisting of a single application (such as give me, take, go).
2 - refers to the objects and used daily (such as soap, towel, toothbrush and toothpaste).
3 - refers to the objects in the classroom (such as chair, table, closet shelf).
4 - refers to the members of his entire body
5 - refers to the functions of the five senses.
6 - refers to the functions of the Parties.
7 - refers to the familiar things in their environment (such as a game, car, bus, book)
8 - refers to the use of things such as (bus, pencil, book, Koch, key).
9 - corresponds to the different images.
10 - corresponds to the coins and paper +
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D - expressive language
1 - utter different voices.
2 - imitate certain sounds from the environment.
3 - reflects the need when eating and drinking and bathroom.
4 - imitate certain words.
5 - use the word yes and the word no.
6 - the so-called familiar things in their environment (cup / bowl / bus / pending).
7 - utter a whole sentence.
8 - the so-called members of his entire body.
9 - called his name and his father and his family.
10 - the so-called different images.
11 - the so-called use things (such as shoes, a chair, a knife, bed, key).
12 - the so-called acts of images (such as standing, sitting, eating, explains, write).
13 - the so-called missing parts in the photos.
14 - the so-called opposites, such as different (fat, skinny) (cold, hot) (sweet, over).
15 - the so-called primary colors.
16 - the so-called non-core colors.
17 - the so-called image similar and different images in each set of pictures.
18 - talking about the positions that got him by the short period of time.
19 - does not respond much to request one at the same time.
20 - the so-called events of some pictures as it came in the story.
21 - remember the three things / three numbers in the same sequence in which it recalled.
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22 - the so-called coins.
23 - the so-called paper money.
E reading
22 - reads the letters of the alphabet (a) to (j)
23 - reads the letters of the alphabet associated with words.
24 - read simple sentences.

And - write:
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