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Bob: (Classroom Teacher(CT) implements strategies within the classroom for…
Bob:
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Bob is a grade 1 student who is very inquisitive. However, Bob struggles with impulse control and often runs away from school to a family members workplace or home. Bob often refuses to complete non-preferred activities, is disruptive in class and is high energy. The OT reports he has sensory issues.
Flow Chart of Services:
A step by step outline/timeline of
procedures and services
available to the school
The classroom teacher would implement proven evidence-based strategies in their classroom. The teacher would contact the family to establish a relationship and gather more information about the student. Has something happened to make Bob not want to be at school? Is he providing more information to family members about what is going on at school? Are there environmental triggers affecting Bob? Involve the Learning Assistance Teacher for additional support and intervention ideas. Follow school procedures flow chart.
Bob begins receiving support while other steps are
initiated by LAT, SBT, family, etc.
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Contact with the Family:
to discuss struggles at school and get input. Do they see this behaviour at home? What works for them at home?
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Progress Review
What is working for Bob? What challenges remain? What does Bob like about school and how can that continue to be captured? Does Bob have a positive skills IEP goal? (Katz, J. 2013)
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