Arranging_1 – CEUey

Displaying 1 - 25 of 297

Inclusion context is not an ideal fit	Identify some solutions that might work for this problem. Be as specific as you like, adapting course solutions so they fit the problem best.

	training for staff in inclusion practices for whole class opportunities for socialization
	-Peer modeling -Build in games for the students to aid in social interaction -Parent input on social interaction at home



	Contriving opportunities for social interactions with peers, using interests of the included student as a starting point.
	Training to identify cues about peer interest during social interactions. Modeling social interactions Watching videos to teach appropriate interactions with peers in school environment.
	Possibly providing a secondary reinforcer to use initially, then fading as soon as possible. Incorporating interests into social opportunities.
	Put in activities that promote social opportunities such as group work or classwide game
	Providing suggestions to the teacher such as good inclusion game, strategic partnering, choosing a hobbie/topic of interest to the student.
	At the IEP level, advocate for measurable social goals—not just academic inclusion. Example: "Amelia will initiate or respond to peer interactions during classroom routines or specials at least twice per activity, 3x/week Use strategies that align with third grade routines and won’t single her out: Partner/Group Assignments: Ensure Amelia is assigned to partners with positive peer models for collaborative tasks. "Buddy System": Rotate peer buddies for morning routines, transitions, or specials. Conversation Starters or Visual Supports: Create simple laminated cue cards Amelia can use (e.g., “What did you draw?” or “What game do you like?”). Circle Time Check-ins: Give her a role like passing out materials or calling on classmates, increasing social contact. Create a small social group (2–3 peers) where Amelia can practice greeting, turn-taking, and commenting in structured activities (board games, cooperative tasks). Use video modeling or role-play to prep for specific situations (e.g., joining a group during art or lunch). Propose structured peer interaction times: lunch bunch, book clubs, “jobs” she can do with a classmate. Include general education teacher and staff in light-touch training: how to support peer pairing, reinforce inclusion naturally, and notice missed moments. Gently challenge the "she’ll socialize when ready" mindset by explaining: Some students need coaching or scaffolding to build those skills. Social withdrawal is not just a personality trait—it may be a skill deficit or an issue of opportunity.

	Build n social opportunities
	Due to the lack of meaningful engagement with peers, the classroom should be altered to be more inclusive. teaching formats should be implemented to encourage peer involvement and social reciprocity and teach social skills, for not only the client, but for the entire classroom. Asking the client and the classroom peers is beneficial for determining the first step in the changes.
	Target specific skills, such as conversation skills, and model. Provide training to the teacher and support staff. Recommend the incorporation of more whole class initiatives
	the teacher can arrange the lessons and in-lass work periods to allow for social opportunities.
	the social integration is not included in the IEP before the teacher started to implement the inclusion for Amelia. the behavior analyst need to conduct an observation in school environment, and to identified the problem of Amelia in lack of social integration. is it because of the lack of social interest deficit or social skill deficit, then make a new IEP for Amelia, such as finding Amelia's favorite activities, encourage into peer play, provide the prompt and reinforcer when Amelia does well. the teacher also need to be trained to help Amelia.



	Social scripts, modeling, one to one practice, small group interactions.
	Provide observation Base on observation made determination of support Look at what resources cluld be available Seek to provide training and support

	Social Skills Training: Develop structured opportunities where Amelia can practice social skills in a safe, supported environment. This can include role-playing common interactions, practicing greetings, turn-taking, and understanding social cues. Peer Buddy System: Pair Amelia with a peer who can serve as a social buddy. This buddy can help her navigate social interactions in less structured settings and gradually encourage more social participation. Small Group Activities: Amelia may feel less overwhelmed in smaller groups. Incorporating her into group activities with clear roles can ease social interactions. For example, pairing her with a group for cooperative tasks like group projects or small discussion groups. Visual Supports or Cues: Amelia might benefit from visual reminders or cues that prompt social behaviors. For instance, having a checklist or visual guide for social interactions could help her know when and how to engage with others.
Inclusion context is not an ideal fit	Identify some solutions that might work for this problem. Be as specific as you like, adapting course solutions so they fit the problem best.