Note: This week’s Assessment will be completed at the same time you study the resources. As you view videos and read articles and the website you will work through the Assessment. Download and review the Teacher’s Role Assessment handout now, and use it to record information and respond to the prompts.

• Charles, C. M. (2008). Today’s best classroom management strategies: Paths to positive discipline. Boston, MA: Pearson.
  
  - Strategy 10, “Using Special Tactics”
  - Using Special Discipline Tactics to Help Students With Neurological Based Behavior”
  
  This section describes the challenges related to teaching children with neurologically based problems and suggests approaches to use in the classroom. Teachers must understand the behavior, relate on a personal level, use positive approaches, and teach students self-control.
   
• National Dissemination Center for Children With Special Needs. (2012). Special factors in IEP development. Retrieved from http://nichcy.org/schoolage/iep/meetings/special-factors#behavior

If a student’s behavior interferes with his or her learning or the learning of others, interventions that address behavioral and social needs will be included with an IEP. This website provides information on positive behavioral interventions, supports, and other strategies that would be part of an effective IEP implementation plan.

• Stanberry, K. (n.d.). Executive function: A new lens for viewing your child: This theory of how we mentally navigate life offers a new way to view a child. Retrieved November 8, 2012, from http://www.greatschools.org/special-education/health/1017-executive-function-lens-to-view-your-child.gs?page=all
  
  While the theory of executive functioning is not considered an exact science, most teachers can easily identify a student who lacks controls over personal and work routines. This article describes the cognitive controls known as executive functions. As you read, consider which of the executive functions can strengthen or weaken a student’s performance.