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R* Student profile EDUC 3361-002 (Observations (Very artistic, typically…
R*
Student profile
EDUC 3361-002
Exceptionalities
Autism Spectrum Disorder
R* is High functioning autism (HFA)
ADHD
Code 44 on his IPP
Notes
Medicated for ADHD
Mom is forward describing with medication dosages and inquires regularly about changes/concerns due to medication changes in dosage, etc. SNAPS forms completed at the beginning and mid points of the year to check on his dosage and impact of ADHD to his life
R* requires prompting and encouragement to work on his understanding of environmental challenges. His IPP outlines the need to support him with his understanding of challenges and how to handle them when they are considered smaller concerns.
R* is a tactile student - he will eat the same lunch items and will wear the same cotton style clothing everyday. Occasionally mom will send different lunch items he may eat.
Observations
Very artistic, typically can represent knowledge artistically, but also will use art as a method of avoiding work periods. This is a great tool to reward completed work periods
Typically can regulate and ask for body breaks when his "bees" are out of control. R can occasionally also ask for his body breaks when he feels overwhelmed. understanding this typically takes observation of the work period. If this is what may be occurring, this can be solved through conversation of the knowledge or scribing for R. Typically it isn't that he does not know the concept it is that the task requires too many steps. So this can be avoided with a break down of steps and visual/written instructions.
R
underwent a change in his ADHD dosage which resulted in more stimming at a higher volume level, and inability to focus more. Conversations with mom helped guide understanding that his ADHD meds had been lowered, and this would be updated. With the update, R
saw more ability to focus and ability to be on task for longer periods of time.
School events can be challenging for R due to a change in schedule. During our school "shelter in place," we did a trial transition to prep the students and reminding R about this being just a practice helped but did put him on edge throughout the day until the "Shelter in place" occurred.
Having a Bosu ball in the class for R* to utilize during instructional time provides an outlet to differentiate during class time
Transitions can be especially challenging for R* such as changes to routines (ie: Science on a different day), and conversations can be beneficial, but doing so at the time of change as opposed to ahead of time, as he will fixate on the change.
R*'s reading level is high, he is able to read and provide indepth comprehension. His writing and spelling capabilities are strong, and he can attend to these activities when enjoyable for him and of interests.
Numeracy - R* is high functioning for his mathematical skills. He has completed the first three strands of the Numeracy Running Record program and is moving onto the fourth level (division)
Connections to text and synthesis of understanding
Hutchinson describes that typically students with ADHD can typically have "hyperactivity-impulsivity than of inattention," which is characteristics of R's* demonstration of learning. He can
R* requires routines and support during transitions/changes in routine. He requires repetitive patterns in his day to day schedule as described in Hutchinson's text regarding those with Autistic disorder/HFA
Hyperactivity - He is classically hyperactive with his inability to play quietly, needs to take movement breaks, restless during on task times. Further this is supported by Hutchinson's description as R* will continually blurt the answers out, and rush to the front of the line during transitions.
Currently one focus on his IPP is to work on building relationships in the class due to his IPP. End of day routines and group work, encouragement of R* to pick a partner he wants to work with, and encourage new relationships. NH describes this as well as a classroom strategy for social needs.
Accommodations
Specific lists in manageable chunks as described in JC slides. These lists are specific to his needs and in smaller/simpler steps.
Example:
write the date, complete one sentence describing your weekend, write a second sentence about how you liked that activity, write a third sentence about whether you want to do it again.
Engaging in conversations about his interests allows for connections and relationships to be built.
One-to-one check ins on new math concepts to ensure comprehension prior to setting him up for a work period. During this time, modeling clear expectations of how work should be completed (JC Slides)
Scribing during larger work portions/science/research projects or using Google Docs as his engagement is higher if he can type.