Class Case Studies section
ANSWER
Choosing the Class and Introducing the Students in Chapter One
I have selected Class #1, a resource classroom with pupils in Kindergarten to Grade 2. THIS CLASS FITS MY TEACHING INTERESTS because I am interested in giving students with varying learning requirements tailored support.
Let us get to know the class members:
Student #1: Boy, Kindergarten, Age 6,
Disability: ADHD and Other Health Impairments
One-to-one correspondence, counting to 100, and appearing to like school are strong points.
Weaknesses: listening, paying attention, staying on topic, and remaining in the designated area
Interests: Physical activities like kickball and tag.
Student #2: A boy in grade two, age 7.
Disability: Reading Basics (Learning Disability)
Strengths: Ten-digit addition and subtraction facts, pattern recognition, and form identification
Weaknesses are letter/sound correspondence and dislikes of sharing toys or playground equipment with classmates could be improved.
Interests: Block construction and video games
Student #3: Boy, age 7, in second grade
Autism Spectrum Disorder (disability)
Strengths: Grade-level arithmetic ability, third-grade reading comprehension, and vocabulary above age.
Weaknesses: Refuses to finish most academic assignments, destroys things out of frustration, and rarely engages with peers.
Interests: video games, dinosaurs, and insects
Boy in grade two, age 8; student no.
handicap: intellectual handicap
Strengths: He enjoys attending school, works hard to please others and complete assignments, and is strengthening his fine motor abilities.
Weaknesses: Crying occasionally when tasks are too challenging, performing at a prekindergarten level in all subject areas.
Interests: Action-packed comic books and the Dallas Cowboys football team
Student No. 5 is a boy, kindergarten age.
Emotional instability is a disability.
Strengths: Works well with an adult one-on-one, is familiar with the alphabet and its sounds, and can count to 50.
Weaknesses: When irritated during one-to-one math lessons in a general education classroom, the student swears or tosses objects.
Interests: Matchbox cars and building blocks
Student #6 is a girl, age 7, and in grade 2.
Disability: Learning Disability (Basic et al.)
Strengths: Can regroup with addition and knows addition and subtraction facts up to 20.
Weaknesses include Basic phonics, shutting down during reading instruction, and refusing to try writing.
Interests include dolls, bead jewelry, and drawing.
Student #7 is a girl, age 7, and in grade 2.
handicap: intellectual handicap
Strengths include knowing how to count to 20 and how to correspond one-to-one.
Weaknesses: All academics are at the kindergarten level, and when in a general education setting, occasionally tears and screams that the work is too difficult.
Blocks, the dress-up area, and hearing the instructor read stories are among their interests.
Student #8 is a girl, age 7, and in grade 2.
Emotional instability is a disability.
Possesses grade-level reading ability.
Weaknesses: Refuses to participate in general education classes and opposes math instruction.
Drawing and crafting cards for grandparents and cats are her interests.
I will outline the basics of applied behavior analysis and give A-B-C examples for two students in the following chapter using examples from this class
QUESTION
Description
(3) Chapter One
Choose a class from the Class Case Studies section of this manual that aligns with your interests in teaching. (See Class Case Studies Section below)
Name your students.
Begin to add information as you imagine each student.
- Become familiar with the nine behavior assumptions. You will use these for your class as you move through the text.
(4) Chapter Two
- Use examples from your class (use your imagination) to describe the seven principles of applied behavior analysis.
- Use two of your students and create an A-B-C example for each.
- Describe how deficits affect the behavior of one of your students.
(5) Chapter Three
Using the four foundations in the first Big Idea, develop a presentation of schoolwide P B S that you can use with parents of your students.
Write an explanation about how the rules in your classroom complement the rules for the school.
- (6) Chapter Four
- Write three expectations for your class.
- Write procedures for:
entering the classroom
large-group instruction
individual work
- accessing make-up work
- dismissal from class
Discuss how you will teach your expectations and procedures.
Class Case Studies Example
Class #1:
- Primary – Kindergarten – Grade 2
- Resource Classroom
Student #1:
- Boy; Age 6; Kindergarten; Guardian – Mother
- Disability: Other Health Impairment (A D H D)
- Strengths: one-to-one correspondence counting to 100; seems to enjoy school
- Weaknesses: fine motor skills; listening; staying on topic; staying in assigned area
- Interests: running games such as tag and kickball
- Student #2:
Boy; Age 7; Grade 2; Guardian – Grandparents
Disability: Learning Disability (Basic Reading Skill)
Strengths: addition and subtraction facts to 10; pattern recognition; identifies shapes
Weaknesses: letter/sound correspondence; does not like to share classroom toys or playground equipment with peers
Interests: video games; building with blocks
Student #3:
Boy; Age 7; Grade 2; Guardian – Parents
Disability: Autism Spectrum Disorder
Strengths: above age vocabulary; 3rd-grade reading comprehension skills and grade-level math skills
Weaknesses: refuses to complete most academic tasks; destroys materials when frustrated; rarely interacts with peers
Interests: insects; dinosaurs; video games
Student #4:
Boy; Age 8; Grade 2; Guardian – Aunt
Disability: Intellectual Disability
Strengths: likes school; tries hard to please others and perform tasks; fine motor skills improving
Weaknesses: sometimes cries when he thinks assignments are too difficult; functioning on a prekindergarten level in all academic areas
Interests: comic books with action heroes; the Dallas Cowboys football team
Student #5:
Boy; Age 5; Kindergarten; Guardian – Foster family
Disability: Emotional Disturbance (Inappropriate types of behavior or feelings under normal circumstances)
Strengths: works well one-to-one with an adult; knows A B C’s; working on letter/sound recognition; counts to 50
Weaknesses: one-to-one correspondence in math; curses and/or throws materials when frustrated in the general education setting
Interests: building blocks; matchbox cars
Student #6:
Girl; Age 7; Grade 2; Guardian – Mother
Disability: Learning Disability (Basic Reading Skill & Written Expression)
Strengths: knows addition and subtraction facts to 20; learning to regroup with addition
Weaknesses: basic phonics; shuts down during reading instruction; will not attempt to write
Interests: dolls; making bead jewelry; drawing
Student #7:
Girl; Age 7; Grade 2; Guardian – Mother
Disability: Intellectual Disability
Strengths: counts to 20; one-to-one correspondence; learning A B C’s
Weaknesses: all academics on a kindergarten level; sometimes cries and screams that the work is too hard when in the general education setting
Interests: blocks; dress-up center; listening to stories being read by teacher
Student #8:
Girl; Age 7; Grade 2; Guardian – Grandparents
Disability: Emotional Disturbance (An inability to learn that cannot be explained by intellectual, sensory, or health factors)
Strengths: reads on grade level
Weaknesses: resists math instruction; refuses to work in general education classes
Interests: drawing; making cards for grandparents; cats
Fill in the order form and submit all your files, including instructions, rubrics, and other information given to you by your instructor.
Once you complete filling the forms, complete your payment. We will get the order and assign it to a writer.
When your order is completed, it’s assigned to an editor for approval. The editor approves the order.
Once approved, we will upload the order to your account for you to download. You can rate your writer or give your customer review.
