#tandemrecords

[travellerrecords]

Flea market scoops today, some decent stuff out there still 👍 #shirleylites #strakers #modernsoundcooperation #selectrecords #tandemrecords #tkdisco #nugroove #thegapband #mainsqueeze #fleamarket #bargaingram #✌️ (at Turku, Finland)

[symtrend]

Teachers May Not Detect Over-Medication When teachers rate their students at the same time students rate themselves, evidence of problems with mental status, mood, and/or medication side effects may appear. An earlier post (3/19/14) demonstrated a case where a teen had a "covert" depression, undetected by his teacher. The chart above is data of a 19-year old girl with Autism and a seizure disorder in the same class as the previous case. She was on four medications and rated herself as sleepy (filled circles, middle graph) much more often than her teacher rated her (open circles). On other measures of sadness and nervousness she usually rated herself more positively than her teacher. In a busy classroom, a student who is quiet may be viewed as well behaved and attentive. When the school nurse and doctor reviewed this student's medical record. They saw that all of her medications had sleepiness as a potential side effect. They contacted her pediatrician and prescribing psychiatrist and informed them about the student's sleepiness. Her medication regimen changed. Unfortunately, tracking did not continue after that change because it happened over the summer.

[symtrend]

Feedback about Behavior Can Change It Without Self-Awareness Simultaneous data recording by a teacher and student about the student's behavior and sharing of graphs displaying both perspectives can change behavior, even when the student is not aware of the changes. Methods: The above graph displays data recorded in a class by a student (open circles) and his teacher (closed circles). Positive points (not displayed here) were given for behaviors such as answering questions, staying on topic, and raising one's hand. Demerits were given for disruptive behaviors such as interrupting, speaking out of turn, or making noises. The teacher started data collection before the student (Staff baseline) and recorded more frequently during the "Weaning" period. The student recorded with a paper form during the "Self Score" period and then with SymTrend software on a Palm computer during the "PDA Score" period. During both the Self Score and PDA Score periods, the student and teacher would compare scores allocated after each class. Results: Note that the student never gave himself demerits. He always insisted that he had not interrupted and that what he said was important, on topic, and appropriately timed. The teacher explained the basis for her allocation of demerits. But note too that the frequency of the disruptive behaviors diminished from the baseline period through to the end of the PDA Score period. The student still insisted he was using the same criteria for deciding when and what to do in class, but his behavior changed. Disruptive behaviors returned after the feedback sessions were eventually discontinued, but were less frequent on days when the student was self-monitoring (note open circles are less frequent during Weaning).