1. Charlie IP&T 287 Case Study

2. Background • 10 years old • Never been in an inclusionary classroom before • Placed in a self contained EMH (Emotional Mentally Handicapped) classroom in a temporary 5th grade class • Recently moved to a new school with new teachers and peers

3. Behavior • Charlie acts out by kicking, screaming, crawling into corner in fetal position, explosive tantrums, and sucks thumbs. • Charlie also runs from confrontation and has cognitive delays. • He has been recommended for a self-contained classroom with MR deficits in adaptive behavior, reading comprehension and math skills. • Charlie does not work well in large groups and has difficulty with transitions.

4. Emotional State • Through observation we found Charlie to be lonely. • He avoided confrontation, possibly because of fear of unfamiliarity with the environment and people around him. • Also through observations he displayed insecurity, vulnerability and acted immature. He typically referred back to child-like behaviors.

5. Social Interactions and Intellectual Abilities • Charlie does not interact well in groups • Charlie does not interact with any peers during recess. This led us to believe he has no close friends. • He tends to run from confrontation. • Due to his foreign environment Charlie only communicated with family members. • Charlie has cognitive delays and deficits in adaptive behavior, reading comprehension and math skills

6. Learning Needs • Charlie needs to learn appropriate social skills. • He needs a behavioral assessment in order to replace inappropriate behaviors for kicking, screaming, running away, and sucking thumb in fetal position. • Charlie also would benefit from a standardized test to assess his cognitive levels in reading comprehension and math skills

7. Content • Charlie who is in 5th grade is currently working on his math and reading comprehension skills. As a 5th grader he should know mathematical operations, multiplication and division skills, and read at a 5th grade level. • Our goal is for Charlie to function independently on a 5th grade level.

8. Pedagogical Strategies • ABA (Analysis Behavior Assessment) • To redirect his inappropriate behaviors to appropriate ones • Independently work with occasional 1 on 3 • Gain friends and social skills • Limit tantrums and running away • Role play with generalizations • To get experience with social interactions • Know how to act by example

9. Technologies • Videos • To see correct social skills and know how to react to situations • 2 videos compare interactions • Reading programs • Phonics • Sight words with Sampson • Mathematician • Multiplication/division skills • Hate confrontation so use via computer to get through • Behavior technology • Stop light indicating noises • Rewards when Charlie is quiet and does not throw tantrums • Ipod • Helps with reading and behavior problems

10. Ways to Collect Data • ABC reports and behavior assessments • Mathematician- print out answers to problems • Grades on worksheets that Charlie completes of reading comprehension questions • Sampson Sight Words- print out data

11. Analyzing/Interpreting the Data • By analyzing the data we can figure out the most prevalent problem behaviors needing to be changed as well as the level Charlie is currently functioning on • Through interpreting the data collected we can figure out the function of his behaviors and compare his progress made towards his IEP goals

12. Measuring Success • We will determine whether Charlie’s IEP goals have been met • We will also observe Charlie’s behavior and decide if our ideal replacement behavior is effectively in place