CASE STUDY
Danica Pacheco
SPE 551
STUDENT OVERVIEW
Ryan M.
•Seven years old
•Family of 5
•Dad, Mom, 2 Sisters Addy(3) and Sara (12)
•Loves
•Disney (movies, theme park, etc.)
•Dinosaurs
STRENGTHS
Academic
Math: adding and subtracting
Copying sentences/paragraphs
Writing their full name
Social
Willing to introduce self to new peers
Making an effort to connect with familiar peers
Shares hobbies with peers with enthusiasm.
Behaviors
Great effort to follow along during instruction time and centers.
NEEDS
Academic
 Spelling and word patterns.
 Understanding 2nd grade geometry equations when visiting general. ed. class.
Social
 Using first names when addressing peers, teachers, or family.
 Share interest/hobbies at the appropriate times.
Behavior
 Sitting in circle time in class and when visiting general ed. class.
 Attempts to go back to desk.
 Kicks students in front of him.
 Asking for toy/item, takes without asking and inappropriate time.
 Throws tantrum when he is not allowed to use toy during work time.
 Student bites arm.
SPEECH/LANGUAGE GOALS
1. Ryan will verbally use the names of the peer/family member when talking to them
and addressing them to share a story, hobby, or when attempting to gain their
attention. (By April 2, 2016)
2. Ryan will verbally indicate and ask for a toy by using “please” and “thank you”
when opportunity is appropriate in the classroom setting. (By April 2, 2016)
SOCIAL/BEHAVIOR GOALS
1. Ryan will wait to be asked or an appropriate moment to share his interests and
hobbies while allowing for peer to comment and share their hobbies and interests. (By
April 2, 2016)
2. Ryan will sit in circle time for a total of 20 minutes without fidgeting or kicking at
other students. (By April 2, 2016)


Objective 1: 5 minutes.
Objective 2: 10 minutes.
DIRECT BEHAVIORAL OBSERVATION TECHNIQUES
Functional Behavioral Assessment
(FBA)
Observations
 Directly observing student in natural setting.
 Record data on rating forms/charts
Interview
 Parents
 Family
 Services and aides who directly work with student
Specifically Identify behavior
 When it occurs
 How often
 Why it occurs
 Where it occurs
 RECORD DATA
INTERVENTION: ASKING FOR A TOY, USING PLEASE & THANK YOU
Social Stories- social concepts and rules to children in a brief story.
A.
•
•
•
Variety of social and behavioral concepts
Written for child’s level and interest.
Child can help to draw pictures to the story.
•
Further understanding and interest.
(DEV)
B. Learning Environments would be available when student is in a situation of
wanting a toy, the story would be made and be used for review on what the
situation needs. Story could be stored in student’s folder in desk. He would be
able to take it out as a visual reminder of the appropriate steps to take.
ABC
CURRENT BEHAVIOR
Antecedents
Student wants a toy, reaches for
it. Grabs toy without asking.
Student gets toy during work
centers, desk time. Class is at a
moderate noise level. Students
are both near and across the
room. Teachers are near most of
the time.
Behavior
Consequence
Student grabs toy from shelves
after getting out of seat without
permission. Student does not ask
for toy. Student does not use
please or thank you. Student bites
arm and tantrums when toy is not
giving right away, or required to
wait.
Student does not receive toy, until
student uses appropriate
language and manners. Student
will be told to wait till free/break
time if working on assignment.
INTERVENTION: SITTING APPROPRIATELY IN CIRCLE TIME
a. Pivotal Response Training


Natural environments and focuses on the availability of natural reinforces.
4 components
1. Responsivity to multiple cues.
2. Initiation
3. Motivation
4. Self-management
(Stahmer)
b. Learning opportunity would be provided every morning and times circle time is used such
as story time and in the general education classrooms.
c.
diagram an ABC as a way of showing what this teaching might look like (just as like the
examples in the ppts).
ABC
CURRENT BEHAVIOR
Antecedents
Behavior
Student is feeling overloaded.
Noise level increases during
moments of song. Student did not
get to be in charge of
weather/calendar.
Student kicks at student in from of
them. Student gets up and moves
back to desk. Student refuses to
come back and sit.
Consequence
Student is told no to kicking,
student must apologize to other
student. Student is offered
therapy ball to sit on as a break
on the outside of the circle area.
PARENT INTEGRATION
•Students parents will be included in the intervention plans and goals.
•Key factors to encourage participation and cooperation
1. Communication
 Discuss student’s goals, plans and interventions
 Discuss at home strategies
 Discuss the progress, negative as well as the positive.
2. Create a relationship built on trust
 Listen to parents ideas (they know their child best)
 Listen to concerns
 Fight for the best possible services
GENERAL EDUCATION INTEGRATION
Creating integration with other teachers:
Awareness of what the class is working on in their circle time and other activities
student will be included in.
Share vital information regarding the student’s interventions.
Share strategies and how they can be a contributing element.
Accept and consider their ideas.
Partner with general education teacher to plan learning environments in their classroom
for student.
PROCEDURES/INTERVENTIONS FOR TRANSITION
•Student will be transitioning into third grade
•meet with new teacher and new general education that they will be working with in third grade.
•help to create a social story about going into a new class with possible new peers.
•Teacher will ensure student is up to grade level academics with some familiarity of all subjects.
•Create a plan to encourage student success
•Including: students IEP goals, interventions, interests, hobbies, and family input.
REFERENCES
Boutot, Amanda E. and Brenda Smith Myles. Autism Spectrum Disorders Foundations, Characteristics, and
Effective Strategies. Boston: Pearson, 2011. text.
Dev, P. C. (2014). Using social stories for students on the autism spectrum: teacher perspectives. Pastoral
Care In Education, 32(4), 284-294.
Stahmer, A. C., Suhrheinrich, J., Reed, S., & Schreibman, L. (2012). What Works for You? Using Teacher
Feedback to Inform Adaptations of Pivotal Response Training for Classroom Use. Autism Research &
Treatment, 1-11.