Guidance for Assessment Task 2 Introductory remarks: 1. The focus of this course is on the students with problem behaviour who you have in your classes. As a teacher you respond to how these children function, or behave rather than just the fact that some of them may have a specific diagnosis whereas others do not. Thus for the purposes of this assignment we can consider the same risk and protective factors behind the development of the behaviour. We are also using the same evidence-based practice (school-wide and within a class) for all students with problem behaviour. 2. The task outlineexplicitly requires you to use readings from all of the topics 2, 3 and 4 in your response. However, you are not expected to use all of the papers in any of these topics 3. The excellent reading in Topic 3 by Simpson, Peterson & Smith, (2011) Critical educational program components for students with emotional and behavioral disorders: Science, policy, and practice, strongly makes the point that to be effective, programs for students with emotional and behavioural disorders need to be based on research, that is, they must be based on “methods that are scientifically and technically sound and unambiguously connected to desired outcomes.” (p. 232). The aim of this part of the course is to expose you to these evidence-based strategies and techniques that research has shown to be effective. This is done via the selected readings, and the purpose of this assignment is to allow you to demonstrate that you had read these and developed an awareness of strategies and approaches that had been validated by research. Accordingly, your response needs to be based on the readings, not your own professional practice. Simpson et al. go on to make the point that teachers will of course incorporate other constructs (logical judgement, common sense, personal experience and attitudes) in their “instructional management and other decisions” (p.233). However, these are things that you bring to the course, whereas what we are hoping you take from the course and demonstrate through this assignment, is the other component of awareness of evidence-based best practice. Part 1 :Task Outline: “You have been invited to a conference for new and practising teachers. Using the readings from Topics two, three and four develop a thirty minute presentation that outlines the risk and protective factors associated with the development of problem behaviour and / or mental ill-health.” Rubric: “Demonstrates an awareness of home, school and community risk and protective factors in the development of mental health disorders and behaviour problems” 14 marks You need to explicitly cover, across the three settings, both risk factors ( those factors that may place children at greater risk of developing a mental health disorder or challenging behaviour), and protective factors ( those that may promote good mental health and act as buffers to the risk factors). For example, a student who lives in an abusive family in a low socio-economic area where there is community disharmony (such as violence) is at increased risk of developing problem behaviour and/or mental health problems. However, in that same situation that particular student may have a very supportive parent, strong community involvement through sport and a youth club and a sense of connectedness at school. These are protective factors which promote the likelihood of social and emotional well-being by acting as a buffer to the risk factors. Sample Extract: Risk and Protective Factors “Significant risk factors identified in the family context include non-supportive home environments, parental divorce and parental use of corporal punishment (Crews et al., 2007), exposure to violence in the home, family instability and parent/child conflict (Bradshaw, Glaser, Calhoun & Bates, 2006), parental characteristics such as mental health and drug abuse issues, social isolation, long term unemployment, lack of supervision, abuse and neglect (Whelan cited in Healey, 2003).” Part 2 : Task Outline: “Within the presentation outline evidence-based classroom and school-wide strategies that could be employed to support students with problem behaviour to increase their engagement and learning outcomes.” Rubric: Discusses classroom and schoolwide strategies to support students with mental health disorders and/or behaviour problems 14 marks Here you need to discuss classroom and schoolwide strategies to support students with problem behaviours and/or emotional disturbance. The important role played by teachers and schools is obvious from the results of the National Surveys of Children and Adolescents ( 2013) which indicate that schools are important sources of both prevention and support for students including through referral of students ( This paper is Reading 1 in Topic 4- relevant section pages 1-10) Specifically: 1. The Report on the Second Australian Child and Adolescent Survey of Mental Health and Wellbeing by Lawrence et al. (2015) was carried out in 2013-14. Parents or carers in 2,967 households with children from 4-17 years old completed a questionnaire with a trained interviewer, while the young people aged between 11 and 17, themselves completed a questionnaire privately. The focus of the questionnaire for both parents and children was on discovering the prevalence and impact of Anxiety Disorders, Major Depressive Disorder, ADHD and Conduct Disorder (Foreword and pages 3-10 of the Report). This Report (p.8) makes the following points: “Almost one in seven (13.9%) 4-17 year-olds were assessed as having mental disorders in the previous 12 months. This is equivalent to 560,000 Australian children and adolescents.” (page 4) and “Schools play a major role in supporting young people with emotional and behavioural problems and are often where symptoms of mental disorders are first identified.” (page 8) I have already made the point that t are many more children who demonstrate problem behaviour but who do not have a diagnosis of a mental health disorder so this has implications for all teachers and means that teaching and learning methods must actively work towards promoting good mental health and emotional well-being through programs that focus on enhancing self-worth, resilience, social skills etc. In relation to challenging behaviours (with or without a diagnosis of a mental health disorder) teachers and schools need to put in place strategies for behaviour change while also coping with the behavioural issues in class. Thus, in your response, you need to write about what effective schools and classrooms should“look like”e.g. specific classroom-based approaches from the paper by Simpson et al. p.235; the deterrents and incentives that students find to be most effective (Infantino & Little, p.504) or the views of students in the paper by Howard & Johnson who "... talked less about the school’s role in providing social support and much more about providing special help to overcome learning difficulties” (Howard & Johnson, 2000, p.329). The papers by Infantino& Little (p. 498) and by Arbuckle & Little (p.64) both discuss the behaviours that teachers find most troublesome. The point that almost 20% of surveyed Australian teachers do not feel confident in relation to behaviour management (Arbuckle & Little, p.61) also has implications about the need for professional development, maybe through a conference such as this hypothesised one at which you are presenting. Sample Extract: Implications for Schools As all schools have a professional and ethical responsibility to provide a safe learning environment, free from bullying or harassment (NSW Department of Education and Communities, 2015), a social skills program would seem an ideal intervention for the classroom, one that can be incorporated into teaching practice (Reinke et al., 2006). Hart et al., state that it is also important to develop “mental health literacy” particularly in the case of adolescents who may be resistant to seeking help (2016, p.2). Further, in relation to our core responsibility of optimising learning outcomes for all students Simpson et al. indicate that the best teaching practice is through strategies such as direct instruction, modelling, varying group structures and frequent opportunities for practising new knowledge (2011, p. 238). This assignment challenges you to engage with the readings and make informed judgements about what whole-school initiatives/programs/policies and what classroom-based strategies best support these students. Also take note about what the readings say in relation to the important link between academic achievement and behaviour. Demonstrates awareness of content provided in course readings and commentaries 6 marks As already mentioned several times, it is important that you demonstrate an understanding of the readings not just information obtained from the on-line sources that I have posted in the Resources tab on Blackboard. Development of response, presentation, correct referencing 6 marks These marks are for the overall presentation in terms of correct spelling and grammar and correct APA-style referencing. The university’s quick guide to APA referencing is available on the following link: http://libguides.newcastle.edu.au/ld.php?content_id=24800207 with a fuller range at this link: http://libguides.newcastle.edu.au/apa-6th Assessment Task 2 You have been invited to a conference for new and practising teachers. Using the readings from Topics Two, Three and Four develop a thirty minute presentation that outlines the risk and protective factors associated with the development of problem behaviour and/or mental ill-health. Within the presentation outline evidence-based classroom and schoolwide strategies that could be employed to support students with problem behaviour to increase their engagement and learning outcomes. References to course readings need to be included in the presentation and a reference list supplied. This presentation should be in the form of a PowerPoint presentation, which should include slides (not more than 15 slides) plus detailed notes (replaces the verbal presentation). • Do I need to include references? Yes, you are expected to use evidence to support your presentation. Therefore you need to incorporate in-slide citations and a full reference list at the end of the presentation. • Is the reference list part of the 15 slides? No, the 15 slides include the presentation only. Subsequent to the 15 slides you include a further slide (s) in which you include all the references you have used. • How detailed should the notes be? The notes should basically be structured the way your 'speech' would be if you were to present it verbally, that is they should NOT be in dot format. • What is the word count for the notes? I have not set a word count but rather a guide time count will be used. If you gave the presentation verbally it should take about 25-35 minutes. So read your notes aloud to see how long time it takes to go through them.