1 / 16

Student Report

Student Report. Andrea Casimiro Donna Cratsenburg-Scott Tiarra Darby University of Phoenix, Online SPE 521 April 2, 2007. Introducing Sam. Fifteen year-old ninth-grader Bi-polar with Attention Deficit Disorder

javier
Download Presentation

Student Report

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Student Report Andrea Casimiro Donna Cratsenburg-Scott Tiarra Darby University of Phoenix, Online SPE 521 April 2, 2007

  2. Introducing Sam • Fifteen year-old ninth-grader • Bi-polar with Attention Deficit Disorder • Enrolled in Garfield Park Academy (school for emotionally and behaviorally disturbed) • Parents referred Sam for testing at age five

  3. Sam…continued • Attended residential program (age 10-12) • Self-contained classroom (grades 9, 10 and 11) • Currently on a fifth grade level • Behavior has improved.

  4. Lucas’ Development and Placement • 14 years old • Broad Language Learning Disabilities • Self-contained LD classroom • Services since 2nd grade • Behavioral difficulties

  5. Lucas’ Family Life • Lives at home • Sibling with possible disabilities • Parents educated professionals • Middle-class Caucasian family

  6. Lucas’ Education • Talks incessantly • Acts out when frustrated • Reads at 2nd-grade level • 4th-grade math skills • Language deficits barrier to learning

  7. Classroom Observations - Sam • Bright, well lit classroom with visual interest • Basic mathematics lesson (multiplication and division) • Seated in front row with one-on-one aide • Used visual items as instructional strategy (abacus and other hands-on materials)

  8. Classroom Observations Continued - Sam • Disruptive and distracting classroom behavior • Sent away from classroom • Verbal and physical abuse typical

  9. Observing Lucas in Language Arts • Slow to start and complete assignments • Talked inappropriately • Easily distracted • Distracts classmates

  10. Lucas…con’t. • Responds well to multi-modal instruction • Material presented via auditory, visual and hands-on approach

  11. Thomas in the Classroom • Distressed with misplacement of desk items • Communicates with gestures • Non-responsive with little eye contact

  12. Thomas…con’t. • Socially withdrawn • Short attention span • Little academic progress in class

  13. Remediation for “Roderick”Reading • Literacy crucial for adult independence • Goal: Develop larger pool of sight words (>400) • Objective: recognize specific sets of sight words in isolation • Objective: recognize specific set of sight words in assigned reading materials. • Desired proficiency: 80% accuracy

  14. Remediation…math • Mathematics skills not at grade level • Goal: learn to count by and recite multiplication tables up to “ten times” for numbers up to ten’s. • Objective: demonstrate understanding of multiplication problems using concrete materials • Objective: calculate problems of two digits times one digit • Condition: one-on-one multi-modal approach using manipulatives • Desired proficiency: 80% accuracy

  15. Remediation…behavior • Roderick’s behavior a continued problem • Goal: learn to control frustration • Objective: request permission to walk away • Objective: take deep breaths • Appropriate rewards • Proficiency: remain calm three of five days per week

  16. References Brend, M. and Jackson, D. (2006). Finding Positive Alternatives to Physical Restraint. Learning Disability Practice, 9 (10), 32-38. Retrieved March 28, 2007, from EBSCOhost. Morgan, C., Roy, M. and Chance, P. (2003). Psychiatric Comorbidity and Medication Use in Autism: A Community Survey. Psychiatric Bulletin, 27, 378-381. Retrieved March 15, 2007 from http://pb.rcpsych.org/cgi/content/full/27/10/378. Margolis, H. and McCabe, P. (2004). Self-Efficacy: A Key to Improving the Motivation of Struggling Learners. The Clearing House, 77 (6), 241-249. Retrieved March 28, 2007, from EBSCOhost.

More Related