Student(name withheld) is 9 year old CWA.He has not adopted yet to a regular classroom setting.He wanders off when in a line.He has difficulty waiting during take turning activities.He has difficulty making friends and working in groups.He does not greet anybody when he enters a room.He has difficulty transitioning when an activity comes to an end.He has low expressive and receptive language for his age.He is fascinated with fairy tale books and he keeps on talking about the books the whole time he is in class.He makes unnecessary noises while role playing the characters in the books that he reads like the witch in Snow White.When stimulated he jumps,runs and shouts inside the classroom.He also exhibits self stimulating activities using his hands.I also observed that he has more difficulty in transition after outdoor play.And he cannot do any work nor can participate in any classroom activity anymore after.
ficulty waiting during take turning activities.He stands when ting.Displays
Long Term Goal : Annual Goal
He will be able to cope with Regular Classroom Setting in Keys:
a.He will be able to learn turn taking activities through adult instruction and peer interaction.He will demonstrate turn taking in 7 out of 10 times with peers and 9 out of 10 with adult supervision(with no more than 2 prompts).
b.He will learn to make eye contact and greet people when he enters a room.He will learn to greet someone 7 out of 10 times when he enters a room with prompting.And 2 out of 10 without prompting.
c.He will learn to transition smoothly from one subject to another around 5 minutes before the subject or activity ends,he will be informed that activity is about to end and will be shown a cue card or the maracas.He will also be given notices orally.
By the end of the schoolyear he will be able to transition smoothly in 9 out of 10 times taken at 3 different trials.
d.He will work legibly and produce quality assignments and tasks.He will do assigned tasks with adult instructions.He will do it in 4 out of 5 times with prompting.And 2 out of 5 times without prompting.
e. He will use appropriate language at all times and will display self control.He will ask for a break when he is getting stimulated.He will do this 7 out of 10 times with adult instruction.teachers will watch out and ask him if he needs time out when starting to be stimulated.He will request for a time out in 5 out of 10 times without the teachers prompting.
f. He will work quietly without distracting others.He will not make any unnecessary noise while working on any activity.He will be reminded to keep quiet when he starts making noise.He will be instructed to use inner voice when he talks.He will do this 4 out of 10 times with adult prompting.
g. He will exhibit anger management.When he gets frustrated he will ask for a time out.He will do this 4 out of 5 attempts with adult prompting.He will ask for a time out to calm himself down when frustrated 3 out of 5 times without adult prompting.
h. He will work independently during.......
Short Term Goals:
He will be accountable for inappropriate actions.
1.Using 2 Contracts he will be encouraged to sit and join the class in all classroom activities.He will be given breaks in between the classes to give him time to relax.He will remain sitted while listening to the teacher 5 out of 10 times with prompting (both physical and verbal).
a.Its been noticed that he shows signs of stress/distractibility or stimulation during Math Subject.Its suggested that he is given more breaks during this time until the time when he has fully adjusted in joining this Subject.He will join the Math Subject and remain sitted in 4 out of 10 times with prompting.He will ask for a time out in 6 out of 10 times while the teacher is talking or while there is an ongoing activity.
2.He will be encouraged to ask for a break by saying “I need time out” when he is overwhelmed by any activity.He will ask permission from teachers to have a break verbally before getting out of the class in 5 out of 10 times.This will help him prepare himself in joining the class when he is ready and not cause him more frustrations.
3.He will be taught to go to a place during time outs to calm himself down and go back to the classroom to join the rest of the class when he is ready.He will notify the teachers when he is ready to join them.
He will take the Assessment in the same allotted time as the rest of the class.He will have breaks as needed.The shadow teacher will make sure he gets a break before he distracts the whole class.He will ask for a break in 3 out of 5 attempts with prompting.
He will be on time for each class.He will be asked to come on time just like all the other students to make him use to the schedule of the class.He will arrive in the school 10 minutes before the set time 5 out of 10 times.
He will start tasks when asked. He will be prompted to start tasks given 6 in every 10 attempts with adult instruction.He will do tasks assigned without prompting in 5 out of 10 attempts.
He will make appropriate decisions during recess and at lunch hour. He will be encouraged to decide to eat fast,finish his food and read a favorite book of his choice or eat slowly and not be able to do anything more after eating.He will do this in 7 out of 10 attempts with prompting.After awhile he will make a choice on his own without adult instruction,and do this in 5 out of 10 attempts.
He will complete and hand in assignments when asked. He will be encouraged to finish assignments on time given.He will do assignments with adult supervision.He will do this 8 in every 10 times.He will do assigned tasks without adult prompting in 5 out of 10 attempts.He will be asked to return back to Teachers assigned works on time.He will handover assignments when done with adult instruction in 7 out of 10 times.He will give assignments on time in 5 out of 10 times without adult prompting.
He will raise his/her hand before speaking. He will be asked to raise his hand before talking.He will do this in 7 out of 10 times with adult instructions.Then he will raise his hands without adult prompting in 5 out of 10 times.He will be encouraged to contribute an idea or happening during Circle Time/Meeting.Raise hand before talking.
He will follow routines, instructions and directions promptly. He will be encouraged to follow routines by looking at the board for instructions and follow each one of them step by step.At first he will be prompted by the teachers to read whats written on the board and do the job.He will do this 7 out of 10 attempts.He will be prompted physically to make sure he accomplishes tasks given.He will do same tasks without prompting 5 out of 10 times.
He will use acceptable problem solving skills.He will be encouraged to answer questions given by the teachers and he will be given ample time to think and answer questions.
b.He will do some sequencing activities to help him
He will interact with peers in a positive manner. He will be encouraged to play within a group.He will be guided physically and verbally by an adult.he will do this 7 in every 10 attempts.He will join and participate to play in a group 5 in every 10 trials without adult instruction.
He will demonstrate respect for others and the property of others.He will be asked to say sorry when he hurts somebody whether accidental or intentional.He will do this 8 out of 10 times with adult instruction.He will do the same without adult supervision 5 in every 10 attempts.He will be encouraged to ask permission before getting anything that is not his. He will do this with adult instruction 7 in every 10 attempts.He will do the same without adult instruction 5 in every 10 attempts.
He will make positive contributions when called upon. He will be prompted to answer when somebody asks him a question with adult instruction/help 7 in every 10 attempts.he will be able to answer on his own wi9thout any help 5 in every 10 attempts.He will be given enough time until he is able to answer question thrown at him by teacher.
Strategies to get Positive Behavior
One of the greatest motivators to improve student behavior is to provide an incentive or reward for appropriate behaviors that occur over a defined period of time.
Become a helper to the custodian, librarian, another teacher or the office staff.
Become a class monitor for a specific area of need
Helping a younger student with a learning task for a specified period of time.
Earn points for a class video.
15 minutes of free choice activity.
Work with a friend.
Read a comic book.
Show or tell the class something you have or did.
Have lunch with your favorite person or the teacher.
Read a story to the principal or to another class.
Hand out supplies for a defined number of activities.
Receive a positive note for home.
Pick something from the prize box.
Pick something from the treat box. (Keep it healthy, crackers, animal cookies, fruit, juice boxes, popcorn, granola bars, marshmallows etc.
Earn tickets toward free time.
Free pencil, pen or eraser.
Free story for the whole class!(A strategy like this lets others help the student at risk stay on target.
Free homework pass.
Leader for the day.
Have work posted in the hall or near the office.
Enjoy a game with a friend.
Be the leader for the first activity.
Special considerations and accomodations needed in general education for the student to be involved and progress the general education curriculum.
Cognitive: Modified Curriculum and Materials
Behavior:Consistent Behavior Modification Plan
Motor:Sensory Motor Break
Daily Routine: Adult Support,Peer Buddy
Communication: Visual Cues,Gestures,Simplified Commands,Physical Assistance
Social: Structured Opportunities to interact with peers