Classroom behavior rules that create a safe and productive learning environment

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Students and teachers need to have procedures for everything based on   the needs of the particular class. Establishing classroom procedures,   rules, consequences, and reward systems help to optimize time for   instruction and allows the learning environment to operate efficiently.

In this assignment, you will  create Section 3 “Classroom   Procedures” and the Section 4 “Rules, Consequences, and   Reward Systems.”

Part 1: Classroom Procedures

Use the “Class Profile” as a sample class of students   for your selected grade level and complete the “Procedures ,   Rules, Consequences, and Rewards” template.

  • Five procedures, including one procedure addressing     students’ safe and responsible use of technology
  • The     purpose of each procedure
  • Procedure steps and   activities
  • When each procedure will be introduced, modeled,     and practiced
  • Assessment and feedback

Below your procedures write a 100-150 word rationale explaining how   procedures minimize distractions and maximize instructional time.

Part 2: Rules, Consequences, and Rewards
List five rules and five consequences for your future classroom   that include:

  • Classroom behavior rules that create a safe and productive     learning environment
  • Explanation of your consequences in   action,
  • Description of where and how you will document the   consequences.
  • Explanation of your personal reward   system.

Support your writing with a minimum of 2-3 scholarly resources.

This assignment uses a rubric. Review the rubric prior to beginning   the assignment to become familiar with the expectations for successful completion.

Class Profile

 

Student Name English Language Learner Socio-economic

Status

 Race/ Ethnicity Native Language Gender IEP/504 Other Age Reading

Performance Level

 Math Performance

Level
Arturo Yes

4

 Low SES Mexican Spanish Male No Glasses Grade level One year below grade level – 98 At grade level

151
Bertie Yes

5

 Low SES Vietnamese Vietnamese Female No None Grade level One year above grade level – 210 At grade level

108
Beryl No Mid SES White English Female No   Grade level Two years above grade level – 268 At grade level

163
Brandie Yes

4

 Low SES Liberian Liberian English Female No None Grade level At grade level – 178 One year below grade level

79
Dessie Yes

4

 Mid SES Russian Russian Female No None Grade level At grade level – 113 One year below grade level

65
Diana Yes

4

 Low SES Mexican Spanish Female No None Grade level One year below grade level – 79 At grade level

198
Donnie No Mid SES African American English Female Yes Hearing Aids Grade level At grade level – 150 At grade level

124
Eduardo Yes

5

 Low SES Puerto Riccan Spanish Male No Glasses Grade level One year below grade level – 88 At grade level

101
Emma No Mid SES White English Female No None Grade level At grade level – 124 At grade level

135
Enrique No Low SES Mexican English Male ADHD None One year above grade level One year below grade level – 45 At grade level

163
Fatma Yes

5

 Low SES Mexican Spanish Female No Glasses Grade level One year below grade level – 21 One year above grade level

289
Frances No Mid SES Mexican English Female No Diabetic, Glasses Grade level At grade level – 116 At grade level

114
Francesca Yes

5

 Low SES Mexican Spanish Female No None Grade level At grade level – 162 At grade level

178
Fredrick No Low SES White English Male Learning Disabled None One year above grade level Two years below grade level – 285 Two years below grade level

15
Ines Yes

4

 Low SES Mexican Spanish Female Learning Disabled Glasses Grade level One year below grade level – 50 One year below grade level

55
Jade No Mid SES African American English Female No None Grade level At grade level – 183 One year above grade level

224
Kent No High SES White English Male ADHD Glasses Grade level At grade level – 178 One year above grade level

208
Lolita Yes

5

 Low SES Navajo Navajo Female No None Grade level At grade level – 110 At grade level

141
Maria No Mid SES Mexican Spanish Female No NOTE: School does not have gifted program Grade level At grade level – 139 Two years above grade level

296
Mason Yes

4

 Low SES Vietnamese Vietnamese Male Yes High Functioning Autism Grade level At grade level – 154 At grade level

138
Nick No Low SES White English Male No None Grade level One year above grade level – 205 At grade level

180
Noah No Low SES African American English Male No Glasses Grade level At grade level – 193 At grade level

177
Sharlene No Mid SES White English Female No None Grade level One year above grade level – 110 At grade level

125
Sophia Yes

5

 Mid SES Guatamalen Spanish Female No None Grade level At grade level – 129 At grade level

152
Stuart No Mid SES White English Male No Allergic to peanuts Grade level One year above grade level – 231 At grade level

116
Terrence No Mid SES African American English Male No None Grade level At grade level – 189 At grade level

192
Wade No Mid SES White English Male No Glasses Grade level At grade level – 179 One year above grade level

223
Welington Yes

3

 Low SES Cuban Spanish Male Learning Disabled Glasses Grade level One year below grade level – 82 Two years below grade level

24
Wendell Yes

2

 Low SES Somalian Refugee Somali Male No None Grade level One year below grade level – 51 Two years below grade level

45
Yung Yes

4

 Low SES Burmese Burmese Male No None One year below grade level One year below grade level – 98 Two years below grade level

65

 

 

Scaled Scores Key: Above Grade Level = 200 +, At Grade Level = 100-199, Below Grade Level = 0-99

Orgins (

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In this assignment, you will summarize beliefs about the origin of  the universe and life, including what Christians believe, what you  believe, and how people’s beliefs about origins might impact how they  live.

After reflecting on chapters 1 and 2 of Genesis, in a total  of 750-1050-words, complete the “Origins Template” to do the following:

  1. Summarize  the Christian beliefs about the following: origins, Genesis 1 and 2,  general and special revelation, and the three Christian approaches to  creation.
  2. Explain and support your current understanding of the  origin of the universe, evolution, and the age of the earth, and  whether or not your view can be reconciled with the message of the Bible  and science.
  3. Express how your current understanding of the  origin of the universe impacts or supports your worldview, specifically  your view of the nature of God, the nature of humanity (human value,  dignity, and flourishing), and the responsibility to care for the  earth.

Use two to four academic resources in addition to the Bible.

While  APA style is not required for the body of this assignment, solid  academic writing is expected, and documentation of sources should be  presented using APA formatting guidelines, which can be found in the APA  Style Guide, located in the Student Success Center

 

 

 

Name:

Course:

Date:

Instructor:

Origins

Christian Beliefs

In 250-350 words, respond thoroughly to the prompt in the assignment. Be sure to include citations.

Current Understanding

In 250-350 words, respond thoroughly to the prompt in the assignment. Be sure to include citations.

Impact of Current Understanding

In 250-350 words, respond thoroughly to all the prompts in the assignment. Be sure to include citations.

References

Author, A. A., & Author, B. B. (Year). Title of article. Journal Title, Volume (Issue), Page numbers. Retrieved from url/permalink with hyperlink removed

 

 

© 2020. Grand Canyon University. All Rights Reserved.

 

© 2020. Grand Canyon University. All Rights Reserved.

SPD 580 Benchmark

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Read the following two case studies and respond to their associated prompts. Submit your responses to each case in one submission.

Case 1:

Student: Joshua

Age: 9

Grade: 4th

82% SIMILARITY SCORE 8   PLAGIARISM ISSUES 23   GRAMMAR ISSUES Internet Source   0% Inst itut ion   82%

James Witt SPD 580- Benchmark

(1).docx

Summary  1336 Words

Reading Comprehension Research Paper 1

Benchmark

Benchmark

By: James Witt

Grand Canyon University: SPD 580

Submission Date: 2/6/2019

Benchmark

Early reading is a crucial part of human growth and development. As such, parents and

teachers should always nurture the best reading sett ings for children. How can they

achieve such sett ings? In this study, we seek to answer this question. The paper

explores the two case, one of Joshua and the other of Nicole and the correct

execution of early reading approaches, which will enhance their learning goals. The

study focuses on five areas namely Strengths, Measurable academic goals, Strategies

for given goals, one independent practice act ivity for target goal and Progress

t imeframe of goals worked on during the school year. Viability and accuracy are also

Case #1:

Student: Joshua

Age: Nine

Grade: Fourth

Joshua is K-8 grade nine-year-old boy who attends an urban school. He is in the 4th

grade and he is very much obsessed with insects. He explores and studies them

every t ime he has an opportunity. Living with her mother and elder sister, Joshua is

poor in reading, and identifying sight words. Presently, he has learned pre-primer,

primer and first-grade sight words. Even though, he struggles to recite second grade

sight words. All the same, in his evaluation, his special education, and general

education teacher says Joshua is a hard working pupil. While his mother wishes to help

him improve his reading, she has no t ime, as she is only available during weekends.

Strengths: Ability to decode new word and have an understanding of reading

materials

Intervention: “Reading fluency & improving second-grade sight words recognit ion”

 Student: Submitted to Grand Canyon University 1…

 Student: Submitted to Grand Canyon University 2…

 comma between indepe…: grade and  grade, and

 Spelling mistake: pre-primer  preppier

 Student: Submitted to Grand Canyon University 2…

 

 

Three Goals:

Goal 1: Joshua should recall 4-6 sight words from flashcards with fluency of 80%. He

will also be able to construct grammatically sound sentences.

Goal 2: The reading fluency should increase to an 80% accuracy to his grade level

average.

Goal 3: He should highlight second grade target words with accuracy of 80%.

Strategy/Rational:

Goal 1: Reading, Re-reading and repeating strategy

To improve his reading, Joshua will use “reading, re-reading, ore repeating” strategies

to help him commit to memory the words and also give him an opportunity to

remember sight and target word, in doing this exercise he will be expected to use 3-4

sight words, create, and construct grammatically correct sentences with an 80%

accuracy. The use of flashcard will motivate him causing him to be more creative and

steadfast in his learning with much accuracy.

Goal 2: Using mapping or graphic organizer

The mapping or graphic organizer will be used in this goal attainment. He will create

same for efforts toward reading fluency. When completed the reading exercise,

Joshua will construct a “mind-mapping chart” to remember important points and

assist in the repeating of the story with lit t le to no prompting. This exercise will help

Joshua to become a fluent and comprehensive reader.

Goal 3: Using flashcards

With the correct use of flashcard, he will re-sight grade level words. The strategy of

recalling and re-sighting will help Joshua to repeat words over 2-3 consecutive days

with fluency. In classroom activity, he will locate words hidden on a pectoris chart and

recall them.

Hands on Activity: Bingo – Joshua will use playing cards (creative flash cards) to match

words given.in completing this exercise he not only learns but also enjoys the fun

while doing so. At this stage, once the word has been matched correct ly he will recite

with no prompting. It is important that his support system assists him where

necessary, thus his older sibling will assist where needed.

Sigh-words Scavenger Hunt – the use of flash cards the student will highlight “target

words, formulate sentences, and read each them aloud”. Creating a learning journey

will be meaningful as he goes treasure hunting for the cards and shouting aloud when

he retrieves. All the stakeholders at his home can share in his excitement and fun in

learning.

Progress Monitoring: this strategy is vital since it involves all those who have worked

closely with Joshua. His mother, sister, special Ed teacher and even those who

evaluate him will be able to give feedback on his growth. The use of “worksheets,

games, individual, small and whole group activit ies”, will give accurate record. At the

end of the year once he remains focused, he is expected to master his goals with

accuracy and precision at an 80% accuracy.

Case 2:

Student: Nicole

Age: 13

Grade: Eighth

Nicole is an eighth-grade-student who lives with both parents and an elder brother

and attends a suburban middle school. She lays Basketball for her school and she is

also a social pre-teen. Nicole loves and enjoys her school life. She performs well in

science and social studies. Nonetheless, she struggles in language arts. She does well

when materials a teacher or another student reads materials loud to her. She is also

good in hands-on act ivit ies. Presently, Nicole reads 55 words per minute and struggles

to decode unfamiliar words. Her teacher and her father met to discuss they can help

her.

 Hyphenation pro…: hard working  hard-working

 Student: Submitted to Grand Canyon University 2…

 Student: Submitted to Grand Canyon University 2…

 Statistically detect wrong use of …: ore  or

 Statistically detect wrong use …: same  some

 assist, assistance (help): assist  help

 Spelling mistake: pectoris  sectors

 Use an m-dash.: –  —

 Passive voice: It is important that

 assist, assistance (help): assists  help

 assist, assistance (help): assist  help

 Use an m-dash.: –  —

 

 

Strengths: “Social skills, does well when materials are read aloud, hands-on act ivit ies”.

Intervention: “Decoding unfamiliar words, read 55 words per minute and att itude

toward work needs improving.”

Three Goals:

Goal 1: At the end of the school year, she will be able to decode new words with

minimal prompting at an accuracy of 80%.

Goal 2: Improved reading fluency with an 80% accuracy

Goal 3: Nicole will improve drast ically on her behavioral skills with much accuracy of

80%.

Strategy/Rational:

Goal 1: Implementing “Correct ive reading and Rewards reading,” “Nicole will be able to

correct ly decode unfamiliar words. Nicole will be given individual letters and words, she

will be instructed to listen to the sound of each word(s) and use the letters to play

with each sound to see how they are similar and different. By doing this act ivity Nicole

will increase her abilit ies to correct ly decode unfamiliar words during reading.”

Goal 2: Introduce the strategy of “before reading, during reading and after reading”

strategy. This will help her to act ivate her pre requisite knowledge, re reading and

skimming skills and at this point use target questions to ensure understanding and

comprehension. The materials presented will give her an opportunity to excel in

reading.

Goal 3: this is an excellent strategy “reading aloud”; she will be encouraged to slow

the rate of her speech while reading and in turn helps her to focus on the reading and

not finishing the content. With this, she will also be able to highlight and document

new words for future reference. Since the task is to achieve a more fluent reading,

she will work on her breathing and clarity of words. For the work to be meaningful, a

modified version will be given for her practice.

Hands on Activity: The use of “mind-mapping act ivity,” Nicole will be able to record

target information in order to guide her reading and recall system. It in turn helps her

classroom att itude towards the work. Giving her act ivit ies like, creating a graphic

organizer at home not only keeps her occupied but also keeps her creative. The

student will create a group of “words, sounds, blends, or diphthongs, using that list

she will replace those words with consonants to create nonsense words.” “For

example using the “consonant “z,” she will create nonsense words like zute, zain,

zoot etc. By creating these types of words, her parents or teacher will be able to

check for understanding”.

Progress Monitoring: “Nicole’s progress will be monitor by her parents while

completing homework or projects given and her teacher Ms. Checkovich during reading

activit ies, individual, small, and whole group activit ies.”

Nicole’s progress will be accurately assessed since her parents, teacher Ms.

Checkovich, and even classmates played a vital role in her learning. It will be seen at

the end of her tenure that she has improved in reading, correct ly decode new words

as well as changing her behavioral habit for the best.

Reference

Classroom Strategies. (n.d.). Retrieved October 25, 2016, from

http://www.readingrockets.org/strategies

Decoding Skills When Reading. (2013). Retrieved October 25, 2016, from

http://theeducatorsroom.com/2013/04/part-3-whats-the-word-decoding-skills-in-

reading/

Dolch Word List – Grade Two. (n.d.). Retrieved October 26, 2016, from

http://www.kidzone.ws/dolch/grade2.htm

 accurate: accurate  right

 comma between inde…: school and  school, and

 Spelling mistake: pre-teen  preteen

 Student: Submitted to Grand Canyon University 2…

 Student: Submitted to Grand Canyon University 2…

 Student: Submitted to Grand Canyon University 2…

 Spelling mistake: pre  are

 

 

 Unpaired braces, brackets, quotation m…: “

 Spelling mistake: zute  cute

 Spelling mistake: zain  main

 Spelling mistake: zoot  foot

 Possible agreement error: monitor

 Spelling mistake: Checkovich

Scenario

Joshua attends a K-8 urban school and is in the fourth grade. He is very interested in insects and likes to study them whenever they are in view. He lives at home with his mother and 14-year-old sister. He struggles particularly with reading and has a hard time recognizing sight words quickly and accurately. Joshua has mastered all of pre-primer, primer, and first-grade sight words, reading them quickly. When encountering sight-words at the second-grade level and beyond, he exhibits difficulty. He is able to decode unfamiliar words and is able to comprehend what he reads. The lack of recognition of sight words makes Joshua’s reading choppy. Joshua’s special education and general education teachers describe him as hard-working, but is one to get frustrated and give up. He is embarrassed by his struggle to read fluently, but continues to show great interest in conquering his sight-word recognition. In a phone call with Joshua’s mother, she indicated a strong desire to help him, but she works two jobs during the week, making it more difficult. However, she said she is usually available on weekends, and his sister is home with him during the week.

Assignment

Using 2-3 academic resources, complete an Early Reading Plan for Joshua that is 500-750-words and includes the following:

  1. Joshua’s areas of strengths and areas needing intervention.
  2. Three academic goals for Joshua that are detailed and measurable.
  3. For each stated goal, describe a strategy to implement with a rationale that explains how the strategy is designed to help Joshua achieve that goal. Be sure goals and strategies describe collaboration and are appropriate for different learning experiences across different subject matters.  Cite two to three research sources that support your decision-making.
  4. For one of the stated goals, identify and describe one independent practice activity that Joshua’s family can useat home to support him and his goals.
  5. How Joshua’s progress on each goal will be assessed, including timeframes and tools.

Case 2

Student: Nicole

Age: 13

Grade: 8th

Scenario

Nicole is an athletic eighth grader who attends a suburban middle school and lives at home with both parents and an older brother who is a senior in high school. She plays on the girls’ basketball team, has several friends, and generally enjoys everything about school. She does particularly well in science and social studies, but always does best when materials are read aloud and hands-on activities are assigned. Nicole struggles mostly in language arts class. She currently reads at a rate of 55 words per minute. Her language arts teacher, Ms. Checkovich, has identified that Nicole has difficultly decoding unfamiliar words and her positive attitude is beginning to dwindle the harder the material gets. Ms. Checkovich has met with Nicole’s father, who has said that he has noticed the decrease in her attitude, too, and he is willing to do whatever possible to support her. Both parents work varying hours as Nicole’s father works as a nurse at a local hospital and her mother works as an assistant manager at a restaurant.

Assignment

Using 2-3 academic resources complete an Early Reading Plan for Nicole that is 500-750-words and includes the following:

  1. Nicole’s areas of strengths and areas needing intervention.
  2. Three academic goals for Nicole that are detailed and measurable.
  3. For each stated goal, describe a strategy to implement with a rationale that explains how the strategy is designed to help Nicole achieve that goal. Be sure goals and strategies describe collaboration and are appropriate for different learning experiences across different subject matters. Cite two to three research sources that support your decision-making.
  4. For one of the stated goals, identify and describe one hands-on activity that will assist Nicole in achieving that goal.
  5. How Nicole’s progress on each goal will be assessed, including timeframes and tools.

Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite

Comprehensive Report: Summary And Recommendations

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Read “Writing a Comprehensive Report in Special Education,” located on the National Association of Special Education Teachers website.

URL:http://www.naset.org/fileadmin/user_upload/Power%20Point/Writing_a_comprehensive_report_in_special_education_01.ppt

After formal assessments for determining eligibility under IDEA’s 13 disability categories are completed, school‐based specialists are charged with summarizing the results to aid team decision making. In turn, specific recommendations are made to ensure school staff and family members fully understand how programming and supports should be implemented to address documented student needs. It is vital that teachers understand how to review assessment results and be an active team member in collaborating with families around the specific recommendations to be implemented. Teachers must be able to advocate for necessary programming and supports while still addressing the questions/needs of family members.

Review the “Report of Psychological Assessment: Scott Smith” to inform the assignment.

As the special education teacher, you have been tasked with summarizing Scott’s psychological report and creating a plan to help him improve his social skills and make better behavior choices in the general education setting.

Using the “Scott Smith Assessment and Recommendations Template” create a plan for Scott.

Include the following:

  • Summary: In 100‐200 words, summarize the psychological report. Include specific data and observation information that will help guide Scott’s educational goals.
  • Goals: Write one behavioral goal related to classroom behavior and one social/emotional goal related to peer interaction. Goals must be measurable and include how to address the target behaviors with a replacement behavior.
  • Assessments: In 150‐250 words, identify one informal or formal assessment method for measuring Scott’s progress with his behavioral and social/emotional goals. Briefly explain why the assessment is appropriate for progress monitoring, including how bias is minimized.
  • Recommendations: Based on information and assessment results in the study, in 100‐250 words, include 3‐4 total, specific recommendations to manage Scott’s behavior for the school, teachers, and parent, keeping information about Scott and his best interest in mind and in guiding educational decisions.
  • Rationale: In 150‐250 words, justify your choices as an advocate for Scott. Make sure to explain how your summary, goals, assessment methods, and recommendations minimize bias and advocate for Scott’s needs. Support your choices with 2‐3 scholarly resources.
  • Parents Collaboration and Conference Plan: Compose a 250‐500 word plan explaining the Summary, Goals, Assessments, and Recommendations sections to Scott’s parents in easy‐to‐understand language. Support your explanations with data analyses, sharing how assessment information led to educational decisions with colleagues, and collaborating with his parents to promote student success. In addition, anticipate possible concerns his parents may have, addressing each with applicable strategies. Conclude your plan with recommendations to meet again with his parents to assess and discuss Scott’s progress.
  • Take Home Activity: In addition, create a 125‐250 word take home activity for Scott’s parents, consistent with your recommendations. Using encouraging, supportive language, outline a minimum of two engaging at‐home strategies for student behavior and social/emotional improvement, considering historical and family backgrounds.

APA format is not required, but solid academic writing is expected.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

College of Education (COE) program competencies assessed:

  • COE 4.2: Select and use technically sound formal and informal assessments that minimize bias. [CEC 4.1, ICSI.4.K1, ICSI.4.K2, ICSI.4.K4. ICSI.4.S1, ICSI.4.S5, ICSI.4.S2, ICSI.4.S8, IGC.4.K1, IGC.4.K3, IGC.4.S1, IGC.4.S2, IGC.4.S3, IGC.4.S4; InTASC 6(a), 6(b), 6(h), 6(j), 6(k); GCU Mission Critical 2, 3, 5]
  • COE 4.3: Use knowledge of measurement principles and practices to interpret assessment results and guide educational decisions for individuals with exceptionalities. [CEC 4.2, ICSI.4.K1, ICSI.4.K2, ICSI.4.K3, ICSI.4.K4, ICSI.4.S1, ICSI.4.S5, ICSI.4.S6, ICSI.4.S8, IGC.4.K1; InTASC 6(c), 6(k), 7(l), 7(q); GCU Mission Critical 2 and 5]
  • COE 4.4: In collaboration with colleagues and families, use multiple types of assessment information in making decisions about individuals with exceptionalities. [CEC 4.3, ICSI.4.K1, ICSI.4.K2, ICSI.4.S4, ICSI.4.S1, ICSI.4.S6, ICSI.6.K4, ICSI.7.K2, ICSI.7.K3, ICSI.7.K4, ICSI.7.S2, ICSI.7.S3, ICSI.7.S4, ICSI.7.S5, ICSI.7.S3, ICSI.7.S10, IGC.4.K1, IGC.4.K2, IGC.4.K3, IGC.7.K2, IGC.7.S2; InTASC 6(g), 6(i), 6(o), 6(t), 6(v), 9(c), 9(l) 10(a); GCU Mission Critical 1, 2, 3, 4, 5]
  • COE 5.6: Advance the profession by engaging in activities such as advocacy and mentoring. [CEC 6.5, ICSI.6.K2, IGC.6.K4, ICSI.6.K6, ICSI.6.S1, ICSI.6.S2, ICSI.6.S4, ICSI.6.S5, ICSI.6.S6, IGC.6.K5, IGC.6.S2; InTASC 10(j); GCU Mission Critical 1, 3, 4]EPORT OF PSYCHOLOGICAL ASSESSMENT

    Confidential Material

     

    NAME: Scott Smith

    DATE OF BIRTH: 7/8/2012

    CHRONOLOGICAL AGE: 6 years 1 month

    PARENTS: Mary Smith and Sebastian Smith

    GRADE: 1st grade

    DATES OF ASSESSMENT: 8/17/2018; 8/27/2018

    DATE OF REPORT: 9/3/2018

    PSYCHOLOGIST COMPLETING REPORT (Washington Unified School District): Kathryn Johnson, LCP

     

    INDENTIFYING DATA AND REASON FOR REFERRAL

    Scott is having some difficulties with behaviors in the classroom, although his academics are average and in some cases are above average. He has some issues with hyperactivity, aggression, and some other atypical behaviors that have his teacher concerned. For example, he sometimes refuses requests to do tasks he does not want to complete.

    SOURCES OF INFORMATION

    Background information was obtained from his mother, his previous social worker, former psychologist, and previously completed educational and medical reports. This information was obtained from interviews, developmental history, and rating scales as well as medical records. This information appears to be from reliable sources and is considered valid. Current status of his learning and behavior was obtained from observation during testing and from standardized psychological, neuropsychological and achievement tests. The results of the evaluations are deemed as valid per Scott’s engagement with test items that were administered.

    BACKGROUND INFORMATION

    Pregnancy and birth history: Scott’s birth was typical after a 40-week pregnancy. He was an 8-pound baby with no apparent concerns at birth.

    Developmental history: Scott experienced sleep difficulties as an infant, rarely sleeping for more than 2-3 hours at a time. His appetite was also reported as poor. Developmental milestones were reported as within normal range for language and gross motor development. However, he had poor fine motor coordination, especially for writing. Development of bladder and bowel control at night was also somewhat late.

    Medical history: He had the usual childhood illnesses of cough/colds, ear infections, and strep throat.

    BEHAVIOR OBSERVATIONS

    Testing behavior: Scott needed to be walked into the testing room by a staff member. Per administration protocol for each assessment, Scott was provided breaks to complete the assessment items. Scott often stood during testing and at times would pace before answering a question. He made comments not related to the test items that were derogatory in nature towards the examiner. Testing had to be suspended one day when Scott tried to hit the examiner. Testing took place over multiple days.

    Behavior rating scales and interview:

    Formal assessment: Behavior Assessment Scale for Children (BASC)

    Clinically significant ratings in the areas of:

    · Hyperactivity (excessive movement, acts without thinking, calls out in group activities, interrupts adults when he wants something)

    · Aggression (threatens to hurt others, hits others, breaks and wrecks things of others)

    · Depression (e.g., moods change quickly, easily frustrated and upset, pouts, screams “That’s not fair”)

    · Attention problems (e.g., gives up easily, short attention span, easily distracted)

    · Withdrawal (e.g., plays alone, refuses to talk, avoids activities with others)

    · Atypicality (stares blankly, seems out of touch with reality, repeats thoughts over and over, sings or hums to self, and hears or sees things that are not there)

    Home: Scott’s mother and father state he is non-compliant and often displays the behaviors noted in the BASC. He does enjoy video games and computers. He has been fixated on these two activities from an early age.

    School: His teacher states he is rarely absent, frequently aggressive, and often noncompliant. Academically, she thinks he is on par with same-age peers. However, his refusal to do work does make it hard for her to gauge.

     

    STANDARDIZED TESTS ADMINISTERED:

    Standardized assessments that targeted the domains of intelligence, visual-motor skills, learning processes, academic achievement, and emotional/psychological development.

    Wechsler Intelligence Scale for Children-Third Edition (WISC-III)

    This test measures current intellectual functioning. Overall cognitive ability in the average range (FSIQ = 103; 58th percentile). Nonverbal ability is significantly better developed (77th percentile; 111) than verbal ability (37th percentile; 95).

    Visual Motor Integration Scale

    37th percentile; Age equivalent = 4 yrs. 11 months

     

    The types of tasks in this assessment test perceptual and motor skills, which are precursors for writing letters. Scott has shown improvement since initial screening at 3 years, 8 months when he was at the 25th percentile.

     

    Peabody Individual Achievement Test-R (PIAT-R)

    Sub Test Range

    General Info Above Average

    Reading Recognition Above Average

    Read. Comp. Above Average

    Mathematics Average

    Spelling Above Average

    Total Test Above Average

     

    Conclusions

    Scott has acquired basic pre-readiness skills in reading (he can identify all upper and lowercase letters in the alphabet; can identify pictures for words beginning with a, b, c, d, f, g, h, l, m, n, s, t; can retell a three-event story and answer a comprehension question after a passage is read). In the math area Scott can orally count to 30, identify all basic shapes, say the names of the days of the week, and answer addition and subtraction facts to five.

     

    Work Samples: Writing

    · Only 3 samples were available because Scott refuses to write. Writing is very immature with large, gangly stick figures, no proportions, and very light.

    · Pencil grip is incorrect and awkward – refuses to hold pencil correctly – even with cushioned grippers.

    · Refuses to write name, letters, or numbers.

     

    OCCUPATIONAL THERAPY EVALUATION

    Fine Motor Skill Development:

    Bruininks- Osteretsky Test of Motor Proficiency (a standardized battery of motor performance tests; used by OTs, PTs and sometimes P.E. teachers; assesses both gross and fine motor skills) 54th percentile

    · Needed prompts and motivator to overcome refusal – did complete test.

    · Response speed equivalent is 5 yrs. 8 months.

    · Visual motor control equivalent is 4 yrs. 11 months.

    · Upper limb speed and dexterity age equiv. – 7 yrs. 2 mo.

    · Right hand preference with irregular grasp and tight hold. Demonstrates diminished strength in shoulders and arms. Complains of fatigue after one minute.

     

    Sensory Processing Skills

    Areas of definite difference when compared to peers:

    · Touch processing (tactile defensiveness, craves touch)

     

    Areas of probable difference when compared to peers

    · Sensory seeking behaviors

    · Oral sensory processing

    · Auditory processing

    · Vestibular (related to balance, orientation of the head, etc.) processing

    · Multi-sensory processing

     

    Conclusions

    · Fine motor skills are below age/grade level. Difficulties with fine motor control and manipulation.

    · Sensory processing is a concern. Difficulties interfere with participation in classroom activities, interaction with peers and staff, emotional and behavioral control and attending skills.

     

    OBSERVATIONS IN SCHOOL SETTING

    Day 1 – 9:00-11:00 a.m.

    · Students were engaged in circle time activities such as calendar (day, date, weather, etc.) When Scott was asked to draw the weather symbol on chart, he refused by strongly stating, “no.” Refused teacher’s offer of help and ran to the table and sat under it. Teacher asked him to come out and join group. Refused and stayed under table until circle time finished (20 minutes).

    · Students engaged in various center time activities (e.g., making shapes with clay, alphabet activities, etc.).

    · Scott refused to join in any of the activities. His off-task behavior consisted of shouting and screaming that he wasn’t going to do something, throwing things, knocking his chair over, trying to leave the classroom, hiding in the classroom, going under the table.

    · He refused to participate in anything the class did 70 minutes of the 90-minute observation. Initially teacher tried to “coax” Scott into joining an activity. Then she ignored his behaviors and interacted with the other students (e.g., asking them questions about their center activity, etc.)

    · During the last 10 minutes of the observation Scott engaged in a self-selected activity. Scott went to the Lego table and began to build a Lego structure.

    · Peer behaviors included 1 “tussle” (both boys tugging at the same truck during free choice activity) over a toy truck with one boy saying, “I had it first.”

     

    Day 2 – 9:00-11:00 a.m.

    Schedule of activities was the same as Day 1.

    · During calendar Scott sat outside the group but didn’t verbally yell or interrupt group.

    · During center time Scott refused to join his assigned group for alphabet activity. When teacher tried to physically assist him to group Scott kicked and hit at the teacher when she approached him. Whenever the teacher tried to engage or assist Scott to join group (4 different times) he refused verbally with yelling (“I’m not going to!” or “No, no, no”) and threw himself on the floor and finally moved under the table.

    · Peers followed teacher directions. No verbal or physical interactions (hitting, throwing, etc.) occurred with peers.

     

    Day 3 – 9:00-11:00 a.m.

    Schedule of activities was the same as Day 1.

    · During calendar Scott sat outside the group.

    · Didn’t join in any center activities.

    · 15 occurrences of verbal disruptions (e.g., shouting out, humming, yelling, ”I’m going to hit you”) during the 2-hour observation

    · 1 occurrence of tantrum (i.e., threw himself on floor and continued to scream and shout) with duration of 5 minutes.

    · 3 physical threats (i.e., threw chair at another student who wouldn’t give him the Legos; pushed child to get out the door, threatened teacher with scissors (pointed scissors at teacher and made a jabbing motion) when she reminded him to be careful.

    · There were 5 verbal outbursts (yelling, screaming) and 2 physical outbursts each day. On Day 2 Scott threw a book at teacher and pushed another child out of his way. On Day 3 Scott threw clay at another student, barely missing him, and kicked the teacher when she came over to ask Scott a question.

     

    Recess Observations: Data was collected over 7 days for one 15-minute period each day. (One recess supervisor was assigned to watch Scott at all times and make sure he returned to the building.) Behavior included watching others play, running alone, or sitting on the ground singing and humming. There were no interactions with other students and Scott did not respond to supervisor prompts to join in.

     

    Written permission acquired for the adapted use of:

    Wisconsin Department of Public Instruction (2002). DOING IT RIGHT:  IEP goals and objectives to address behavior. https://sped.dpi.wi.gov/sped_sbiep

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