Intervention Plan Design
Student’s Name
University’s Name
Date;
1.Introduction
The case study generally is about a young girl called Iman. She comes from a family of four, her being the eldest child. Growing up, Iman developed developmental milestones an effect of the father taking hyperactivity pills when he was growing up. Regarding Iman’s general wellbeing, the mother explains to us that she is usually very joyful and outgoing. She gets on well with the other family members, but then to some point, she is quite forgetful and disorganized. She also gets easily distracted
Academic history
Iman’s parents are concerned about their daughter’s academics. Iman’s biggest problem has been reading and writing, which has caused her to have low grades since she started school. Since she scored C and D grades continuously, she has repeated grade three twice already. This academic year alone, all her grades have dropped significantly, and her teachers are considering holding her in class three for the time in a row. The silver lining in this situation is that Iman scores higher grades in math, and this is a sign that she can get better at reading and writing. From the evidence stated, it is clear that Iman needs an intervention program. According to research done, Iman has MRD, which is the abbreviation for mixed reading difficulties. The victim’s decoding is below average; reading comprehension and speech fluency are also below average (Spear,2015). The victim usually has particular strengths in other fields, and in our case study, Iman’s performance in math.
The intervention in this case study is essential so that Iman can improve in both decoding and comprehension, which, according to this study, can be developed. Majority of the children who suffer MRD undergo screening to identify the causes of low performance. From identifying the problem, whether decoding or comprehension, then an intervention plan can be formulated.
2.Literature review
According to research done recently on interventions on children aged between five and twelve, the challenges can reverse after using specific intervention plans that expose the child to several situations where the child starts to learn. After some time, the difficulties reduce, and in some children, it completely heals. The criteria used in the essay begin with the social outlook of the child. In most cases, children with reading difficulties suffer from low self- esteem. The children go through counseling intending to motivate them and explain to them that they are like any other child. Advice is usually tricky in the beginning, but as time goes by, the child starts to understand (Wanzek, Vuaghn, Kim&Cavanaugh,2006). Social gatherings are also part and parcel of the intervention plan whereby the child is encouraged to speak in groups since they hardly did that.
The social outcome of this research with children interacting in learning groups yielded positive results since most children turned out to let loose and make friends. The friends also understood their situation and motivated them. On the other hand, adverse effects acknowledged in that some children developed attitude problems; their attitude worsened probably because of them being treated differently (Wanzek et al., 2006).
Since social interactions in groups yielded positive results, the group decided to select it since Iman was already an outgoing child, and it would not be difficult to get her studying in groups. An essay on reading interventions and social outcomes of children with MRD acknowledges that social interactions better the child both intellectually and physically, not forgetting mentally (Dental et al.,2006). On the essentials of assessing and overcoming reading difficulties essay, the author states that continuous tests should be given to the child to enhance practice and evaluate the child’s progress. This test should start with simple criteria and keep upgrading to the difficult ones(Kilpatrick,2015).
In their pursuit to find out the effects of intensive reading intervention, whereby fluency and decoding interventions are done for two hours a day for a week to deduce a vast improvement, although the results varied from one child to another. (Denton et al.,2006)
3.METHODOLOGY
CHILD PARTICIPANT
As stated earlier, the child taken through the intervention program is called Iman. She has repeated grade three twice already, and her teacher wants her to retake the class. She suffers from MRD, which has worsened over the years.
INTERVENTION PROCEDURES
Intervention session 1
Being the first day, Iman will get counseled to make her feel comfortable. This will go on for twenty minutes. For the rest of the time, twenty-five minutes, intensive reading will carry on where by Iman will be taken through reading and writing classes. Here Iman will read books and try to interpret them according to how she understood the text
Intervention session 2
Decoding, fluency, and comprehension will go on on the second day to reverse the mixed reading disorder. Due to the limited time, the session will be done with utmost care to gain maximum yield. To break the monotony and avoid dozing. Children are exceptionally delicate, and long hours make them fatigued.
Intervention session 3
On day three, Iman will get involved in group learning. Group learning will help Iman to interact with her peers and practice public speaking. This will allow academic interaction to improve her speech. The learner Iman will ask each other questions and answer them in the right language. This will enhance a healthy competition and interactive session
Intervention session 4
On day four, intensive reading and writing will resume like in day one. Here we will focus again on decoding, fluency, and comprehension. She will be taught the necessary writing skills to help her remember what she might have forgotten. This is all that will happen on day four
Intervention session 5
On day five, Iman will get tested on all that she has learned for the five days to assess her growth throughout the week. Once done, the test will get marked, and results recorded. To finish the session, Iman will get talked to by the members of the group who will congratulate her and motivate her.
Data collection techniques
Interviewing
We, as a group, visited Iman’s Family and interviewed them on Iman’s case. The family gave us much information on the situation and even allowed Iman to talk to us.
Documents and research
After the interview, research commenced to find out what Iman’s disorder. From different studies, we compiled the information to one document that was the guide all through. Possible intervention methods researched to increase the chances of success.
Direct observation
While interviewing her parents, some group members set out to observe Iman, her behaviors and characteristics so that a deeper understanding of her situation could be gotten
For the instruments, we took videos of Iman playing so that it could be evidence of fieldwork. We also asked Iman’s parents for her report cards to try and evaluate her progress in school and where and when she started failing in school. Data analysis methods were both qualitative and quantitative. For qualitative analysis, direct observations and interviews carried out to acquire first-hand information. On the other hand, quantitative analysis methods were research orientations on MRD.
Data Analysis
From the data collected, an analysis got done. From Iman’s results, it was crystal clear that intervention plans do more good than bad. With the right plan, at least thirty percent improvement is gotten. Also, decoding and fluency can get reversed in many cases where the incident is not severe. From Imans’s reading and writing results, if the plan continued for a month, then better results would get noted.
Conclusion
After finishing our intervention plan for the five days, a noticeable improvement seen in Iman. Her tests, compared to the first one she did improve significantly. Her writing, on the other hand, was still a work in progress. The group members believe that if the intervention plan went on for two months, then Iman would have turned out to be impeccable. She only needed a push.
REFERENCES
- Wanzek, J., Vaughn, S., Kim, A. H., & Cavanaugh, C. L. (2006). The effects of reading interventions on social outcomes for elementary students with reading difficulties: A synthesis. Reading & Writing Quarterly, 22(2), 121-138.
- Denton, C. A., Fletcher, J. M., Anthony, J. L., & Francis, D. J. (2006). An evaluation of intensive intervention for students with persistent reading difficulties. Journal of learning disabilities, 39(5), 447-466.
- Kilpatrick, D. A. (2015). Essentials of assessing, preventing, and overcoming reading difficulties. John Wiley & Sons.
- Spear-Swerling, L. (2015). Common Types of Reading Problems and How to Help Children Who Have Them. The Reading Teacher, 69(5), 513-522. doi:10.1002/trtr.1410
- Vaughn, S., Cirino, P. T., Wanzek, J., Wexler, J., Fletcher, J. M., Denton, C. D., … & Francis, D. J. (2010). Response to intervention for middle school students with reading difficulties: Effects of a primary and secondary intervention. School Psychology Review, 39(1), 3-21.