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Case Study # 1 (Hyperactivity:
*Constantly out of seat, walking around,…
Case Study # 1
Hyperactivity:
*Constantly out of seat, walking around, playing with items in table caddies, frequent trips to the restroom.
*Often leaves seat in the classroom or in situations in which remaining seated is expected.
*Often student is "on the go" or often acts as if driven by a "motor".
*Needs and seeks attention from everyone.
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Tier 1
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*Provides student with small, frequent, attainable goals
*Increases engagement, effort, and focus
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Tier III:
Individual/Visual Schedule:*Provide a visual reminder and cues of what to do and what is coming.
*Provides student with organization.
Behavior Meeting:
*Provides constant , updated and relevant information for managing behavior in school and at home.
*Provide immediate or real-time feedback.
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Tier II:
Social Stories:
- Reinforces correct behavior.
*Provides visual examples of behavior expectation.
Breaks:
*Gives fidgety kids and those who have trouble sitting still for periods and opportunity to get and move.
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-Non-Verbal Cues/Signals:
*Is discrete and quick
*Creates a working relationship with student without calling attention to the student in a negative matter.
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Tier III:
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Behavior Intervention Plan:
- Increases support around student.
*Addresses specific issues in a specific manner.
Modified Behavior Plan:
- monitoring student progress
*involve services-classroom modifications
Tier II:
The Praise Team:
*supports the special needs of Tier II and Tier III students in the classroom by protecting their self-esteem.
*avoid singling them out.
Teach Social Skills:
*Helps student to function better in class.*Teach students to follow rules, expectations, and procedures etc.
Peer Tutoring:
*Provides quicker feedback
*Increase student trust and support.
*Gives students one on one help and attention.
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Case Study#2 Amafagha,Ashton,Kerran
Low//No Work Completion:
*Appears lethargic/slow
*Student has low academic ability.
*Little or no participation or interest.
Tier I
-Non-verbal Cues:
*improves and builds student confidence and self-esteem
*makes student more comfortable and likely to participate and be involved.
-Talk to a parents: *provides increased support for students in school/home
- Helps everyone be on the same page
-Assign a buddy partner
*helps teacher with time management
*provides modeling expected behavior for other students.
*help students focus on task
Break Down Directions:
*Helps students focus on specific parts and tasks
*Increases understanding and follow through.
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Comparison of Tier II:
Case study#1 has been reduced down to one student due to specific behavior needing support. Case study#2 is design for a small group of students who continue needing support for showing low/no interest in completing work.
Comparison Tier III:
Case Study#1 and Case Study #2 are in need of a parent/teacher follow-up conference to go over strategies that have been implemented but students need more support and resources. The teacher is requesting an evaluation/testing to be completed.
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