Communication Strategies
Student’s Name
Institutional XXXXXXXXXXX
XXXXXXXXXXXXX Strategies
Question/Prompt: XXXXXXXXXXXXX XX vital for XXX successful development XX positive parent-teacher XXXXXXXXXXXXX. Please XXXXXXXX a student (real or XXXXXXXX) who exhibits a difficult behavior in XXX XXXXXXXXX. XXX XXXX textbook and at least one scholarly resource XX develop a self-management XXXX for XXX XXXXXXX. XXXXXXXX how you XXXXX provide initial XXX ongoing communication XXXXX XXX XXXX-XXXXXXXXXX XXXX to the student’s parents. Why is XXXX XXXXXX communication XXXXXXXX XXX most effective choice for XXX described student XXX his or her XXXXXXX?
Post
XX my XXXXXXXXX, there is a male student, XXXXX, XXX exhibits aggressiveness. I have observed the XX-year old difficult behaviors due XX random signs such as XXXXXXXXX, anxiety, XXXXXXXXX, disorganization, XXXX communication, XXX XXXXXX problems. XXXX after a correction to XXXXXX XXXX XXXXXX XXXXXXXXX, he ends XX XXXXXXX XXXXXXX in the XXXXXXXXX environment by XXXXXXXX fights with others. XXXXXXXXXXXX, XXXXX XXXX into fights XXX bullies XXX XXXXXXX. XXXXXXXXXXX, through XXXX XXXX-management XXXX, XXXXX XXX overcome his XXXXXXXXXX behavior.
The self-XXXXXXXXXX XXXX XX XXXXXXXX to as Self-XXXXXXXXXX XXXXXXXXX. Self-XXXXXXXXXX XXXXXXXXX applies to Peter because it provides a XXXXXX milestone XXXXXXX easing XXX behaviors (Bruhn et XX., XXXX). Besides, the plan involves XXX parents who XXX issues XXXX a Parent XXXX-Monitoring Attention. There is a list XX questions that parents XXXX XX either X (yes) or N (no), based on XXXXX’s behavior XX the end of the XXXX-management XXXXXX. XXX XXXXXX XXXXX two weeks.
XXX first week is marked XX XXXXXXX Peter’s XXXXXXXXXX XXXXXXXX XXX XXXXXXXXXXX the triggers (Bruhn et XX., XXXX). XXXXXXXXXXX XX XXXXXXXX XX XXX XXXXXXXXX XXXXX and XXXX. XX XXX classroom, most XXXXX XXXXXX XXXXXX XXXX. XXXXX XX easily XXXXXXXXX XXXX XXX XXXXX XXXX XXXX belongs XX XXX. Also, XXX plan XXXXXXX XXXXX in learning XX express XXXXXXX XX naming each XXXXXXX. XXXXXXX XX XXXXX the physical XXXXXXXXXX of XXX emotions, XXX XXXXXXX encourages XXXXX to express XXXXXXX XXXX agitated. Each XXXX, XXX XXXXXXXX and occurrences XXX marked. XXXXXXXXXXX, XXX XXXX finds appropriate XXXXXXX for Peter. XXX instance, XXXXX is XXXXXXXX XXXX a XXXXXXX XXXX XXXX XXX favorite XXXXXXX (XXXXXXX), XX XXX XXX of every XXXX he limits XXX XXXXXXXXXX XXXXXXXX.
The second XXXX focuses XX XXXXXXXXXXX a positive relationship XXXX XXXXX. Specifically, XXX XXXX XXXXXXX XX a XXXXXXXX XXXXXXXXXXXX XXXXXXX Peter and XXX XXXXXXX. XXXXXXXX XXXXXXXXXXXX XXX result from XXXXXXXXXXXXX factors XXXX XX the parents XXXXXXXXX or criticizing Peter. XXXXXXXXX, XXX list XX XXXXXXXXX notes the essential XXXXXXXX that Peter’s XXXXXXX must use to enhance a positive XXXXXXXXXXXX. XXXX XX XXX important factors XXXXXXX limiting XXXXXXX XXXXXX XXXXXXXX that XXXXX watches XXX access (Alsalamah, 2017). Also, XXXXXXX XXXX XXXXXXXXXX Peter XX setting XXXXXXXXX XXXXX XXXX as kindness and XXXXXXX in XXXXX. In this way, Peter XXXXXXXX calmness XXX XXXXXXXXX XXXXXXXXX. After the two XXXXX, an XXXXXXXXXX XX the plan is XXXX to identify XXXXX’s XXXXXXXXXX and strengths. XXXX XXX XXXXXXX, an appropriate XXXXXXXXXX is made to XXXXXXXXX XXXXXXXXXX.
In my opinion, Self-Monitoring XXXXXXXXX XX an XXXXXXXXX self-XXXXXXXXXX plan XXXXXXX it offers assistance from XXXX school and home perspective. XX XXXXXX, XXXXX XXXX XXXXX XXXXXXXXX XX home, where XXX XXXXXXX XXXXXXXXXXX in XXXXXXXXX a positive XXXXXXXXXXXX. XX XXXXXXXXXXX the XXXXXXXX and rewarding better XXXXXXXX, XXXXX XXX XXXXXXX XXXX his XXXXXXXXXX XXXXXXXX and learn to XXXXXXX his XXXXXXXX. Besides, the parents take a XXXXXX XXXX in the development XXX XXXXXX XXXXXXX, XXXXXXXX Peter XXXXXXX XXXX-mannered XX XXXX and school.
References
Alsalamah, X. (2017). Use of XXX XXXX-Monitoring XXXXXXXX among Students XXXX XXXXXXXXX Deficit XXXXXXXXXXXXX Disorder: X Systematic Review. Journal XX Education and Practice, 8(14), 118-XXX.
XXXXX, X. L., Waller, X., &XXX; Hasselbring, X. S. (XXXX). XXXXXX, XXXXX, and XXXXXXX: The emergence XX XXXXXXXXXX-based self-XXXXXXXXXX. XXXXXXXXXXXX in School XXX Clinic, XX(3), XXX-162.