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Results Based Project Practicum II Kristen Kennedy.

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Presentation on theme: "Results Based Project Practicum II Kristen Kennedy."— Presentation transcript:

1 Results Based Project Practicum II Kristen Kennedy

2 Process Data/ Hours Summary Semester II Total Direct Service Hours = 67 hours & 15 minutes Semester II Total Indirect Hours= 77 Semester II Total Hours= 144 Hours & 15 Minutes Practicum I & II Total Direct Hours=147 Hours & 30 Minutes Practicum I & II Total Indirect Hours= 189 Hours & 20 Minutes Practicum I & II Cumulative Hours= 336 Hours & 50 Minutes 40 % of 300 Hours= At Least 120 Direct Hours 60% of 300 Hours= At Least 180 Indirect Hours With Certification in the Primary Setting, I attest that I have logged at least 300 hours at Mill Creek Elementary under the Supervision of Jeanine Riggert- Milke. At least 120 Hours (40% of 300) were spent in direct student contact whereas at least 180 hours (60% of 300) were spent in indirect services.

3 Individual Sessions With D--- For this project I met with an individual student for six weeks to work on behavior management skills. I collected Perceptual Data from both the student and his mother as well as his teacher. I collected Results Based Data from the student’s teacher.

4 Student Information D--- is a second grade student who was referred to the counselor for help with behavior problems. D--- frequently has difficulty concentrating on work and causes disruptions daily. At the time D--- was referred for services, his assigned classroom seat was the safety seat. D--- frequently “pouts” when he does not get his way or when he does not want to do his work. When pouting, D--- does not make eye-contact, is completely non-verbal, and non-responsive.

5 Perceptual Data Perceptual data was generated from pre and post tests focusing on behavior given to both D---’s teacher and his mother. D--- was rated on a scale from 1-3 on behavior management skills. D---, D---’s teacher, and his mother also provided perceptual data on counselor effectiveness at the end of the six weeks.

6 Results Based Data Results based data was gathered from the teacher. Twice a week the teacher filled out a behavior quick check form for the student. The student was rated on a scale of 1-3, 1= Some of the time, 2= Most of the time, & 3= All of the time on specified areas of concern with classroom behaviors. The checklist was filled out at the end of the morning and again at the end of the afternoon. The teacher also tracked D---’s safety seat visits during the six weeks of counseling.

7 Individual Session Breakdown At the beginning of each session D--- and I went over his behavior quick check for the day. We discussed strategies for improvement and self-management. We took a solution-focused approach and started each session with D--- telling me one good thing that he was able to do in class that day. We discussed issues as needed and role-played classroom scenarios and scenarios at home where I would present a challenge and he would have to problem solve to find a solution.

8 Perceptual Data 1.At home my child has difficulty following directions 2.At home my child has difficulty managing his/ her behavior 3.At home my child is disrespectful 4.At home my child is unable to finish his/ her homework 1= Sometimes 2= Most of the time 3= All of the time 1= Sometimes 2= Most of the time 3= All of the time

9 Perceptual Teacher Data 1.My student can sit at his/ her desk appropriately 2.My student can do his/ her work quietly 3.My student can follow the directions I give him/ her 4.My student seems comfortable in my classroom 1= Sometimes 2= Most of the time 3= All of the time

10 Results Based Teacher Data 1.This morning my student was able to sit quietly in his/ her chair and not cause disruptions 2.This morning my student was able to finish his/ her work 3.This morning my student was able to follow directions 4.This morning my student seemed comfortable in my classroom 1= Sometimes 2= Most of the time 3= All of the time

11 Things to Consider * It is important to note, during week 5, D---’s mother went to jail. D---’s mother went to jail. D--- was not informed as to where his mother was, all he knew was that she left and he couldn’t call her. D--- was not informed as to where his mother was, all he knew was that she left and he couldn’t call her. D--- described feeling sad and confused and a little bit distracted. D--- described feeling sad and confused and a little bit distracted.

12 Considerations Continued * One might note D---’s morning during week five was a bit of a set-back. * It is important to look at all of the data! * After meeting with the counselor and discussing his feelings about the situation at home, and discussing strategies for improvement for the rest of the afternoon, he was able to adjust and make the necessary improvements!

13 Results Based Teacher Data 1.This afternoon my student was able to sit quietly in his/ her chair and not cause disruptions 2.This afternoon my student was able to finish all of his/ her work 3.This afternoon my student was able to follow directions 4.This afternoon my student seemed comfortable in my classroom 1= Sometimes 2= Most of the time 3= All of the time

14 Safety Seat Visits/ Results Based

15 Counselor Effectiveness Teacher Data 1. I feel my student has benefited from meetings with the school counselor. YES NO 2. I feel my student’s counselor has provided adequate strategies to help him/ her manage his/ her behavior. YES NO 3. I feel my student can do well in his/ her classroom as a result of meeting with the school counselor. YES NO 4. I feel my student can be successful in school as a result of meeting with his/ her counselor. YES NO YES NO Additional Comments- “I have seen a huge improvement in D---’s attitude.”

16 Counselor Effectiveness Parent Data 1. I feel my child has benefited from meetings with the school counselor. YES NO 2. I feel my child’s counselor has provided adequate strategies to help him/ her manage his/ her behavior. YES NO 3. I feel my child can do well in his/ her classroom as a result of meeting with the school counselor. YES NO 4. I feel my child can be successful in school as a result of meeting with his/ her counselor. YES NO YES NO Additional Comments- “I would like to know strategies to help D--- be more motivated at home to do his homework.”

17 Counselor Effectiveness Student Data 1. I feel I have benefited from meetings with the school counselor. YES NO 2. I feel my counselor has provided adequate strategies to help me manage my behavior. YES NO 3. I feel I can do well in my classroom as a result of meeting with the school counselor. YES NO 4. I feel I can be successful in school as a result of meeting with my counselor. YES NO 5. I am able to take what I have learned and use it in the classroom. YES NO Additional Comments- “I like when we play games and I get to tell you about my day. Thanks for helping me with my problems.”

18 Summary of Results Overall, the six-weeks D--- and I shared discussing strategies to help with behavior issues at school provided positive results. D--- made gains at home as seen in the parent perceptual data as well as in the classroom as seen in the teacher perceptual and results based data. Despite a few setbacks, D--- was able to carry strategies discussed in counseling over into the classroom with a few reminders. D--- continues to meet with the counselor on an as needed basis.

19 Suggestions for Future Practice Remember to communicate often with parents/ guardians about the process and not only the product of counseling. Share data/ charts with students so they can see their growth & gain a sense of accomplishment. Celebrate Success!


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