Case 2 From Measuring Behavior

YThe Disability Support Worker class respectfully request a meeting to discuss various challenges. Sir, you are a brilliant teacher who exhibits a strong knowledge of your content, one that is quite exceptional. However, the students are not grasping the content in your lessons because we are unable to understand your accent, and the pace of your speech makes this very difficult. Additionally, we are concerned about the way our assignments are graded; we fear that it might affect our GPA or even cause us to fail the course.

A) Mr. Gualtieri cannot draw a conclusion about a cause-and-effect relationship from the evidence he has because he would be too quick to determine the factors that are affecting the students’ learning, development, and behavior (Ormrod, 2014, p.11). Instead of worrying about the cause-and- effect relationship from the evidence, Mr. Gualtieri should scrutinize the research report carefully; therefore, he must answer two questions. First, he must determine if he separated and controlled variables that might have an influence on the outcome. Second, he must ask if he has ruled out other possible explanations for his results? (Ormrod, 2014, p.11). If Mr. Gualtieri’s answers to both these questions are yes, then he should be able to draw a conclusion about the cause-and-effect relationship. Unfortunately, “yes” is not the answer to the two questions. This software program may not lead itself to experimental manipulation and tight control of other potentially influential variables because it is considered as a quasi-experimental study (Ormrod, 2014, p.10). Some of these influential variables that cannot be

Sipple, disrupting the class, becoming defiant to authority, and physical and verbally lashing out to adults and classmates. Some internalizing behaviors she exhibited were being shy and crying when someone approached her. In my opinion, Sarah’s charge that the math work is boring should be taken seriously (How seriously should Sarah’s charge that the math work is boring be taken? Should the math work be accelerated for Sarah? What factors need to be taken into consideration before such a decision is made?)

What do you change in the system so you can ensure the problem won’t be overlooked?

For my observation, I observed a second grade general education classroom at Emmanuel Children’s Mission. The day of my observation, I met with Mrs. Cooper, the classroom teacher to go over the purpose of me examining her classroom, which is to observe three students. I observed two boys and a girl, one African American boy and the other boy and girl were Hispanic. They all were seven years old. Student A, the African American boy according Mrs. Cooper, he is on the spectrum and receives small group instruction through RTI. Student B, who is the Hispanic boy he is learning well thus far, without any signs of a learning disability and so is student C, the girl.

Cassandra, the student I have been observing, demonstrated interpersonal (social) and intrapersonal skills and academic strengths. First, I recognize one of Cassandra’s social strengths was her ability to follow teacher directions. I observed three instances in which Cassandra demonstrated the ability to follow directions compared to her peers. For example, I notice students at three workstations ignoring the teacher directions to clean up. The teacher requested the class to clean up their workstation at least four times within 10 minutes. Cassandra was one of the first students to have cleaned her Lego math activity. A second strength was Cassandra’s ability to help others. After clearing her own workstation, Cassandra helped other students with their cleaning. Indeed, she was able to help two other groups with cleaning up without being asked. A final social strength demonstrated by Cassandra was her interpersonal skills. While working with three other students, I witness Cassandra share materials and ideas without conflict. From my previous experience working with elementary students, I understand that children in Cassandra’s age have a difficult time working with peers. Cassandra, I found, worked well with other students. In one instance she shared her Lego home with those of another classmate at the table to make it bigger.

When Mrs. L began to share on Richards behavior when he attend the learning center with her she expressed that his distractions are limited. When he is at the learning center he has less students to become distracted from and he is able to stay focus on assignments. Currently, Richard works with a small group of students that are at close to his learning level. Mrs. L. expressed how it is more easy for Richard to work in a small group, because he is able to keep up with the learning material and use the students as reference to

The first point is reading out loud, I remember being scared to death that the teacher would call on me to read. I was never a good reader and I didn't have the best vocabulary, so I tried to avoid it as much as possible. In the article they talk about how children would get anxiety or scared to get called on to read. They dreaded it, peers would laugh and giggle when the student would mess up, and soon reading became something that students learned to not enjoy. Choosing only the students that volunteer to read

To illustrate, during writing tasks I observed that while J.R. was trying to write a sentence, the teachers were managing behaviors of others students that did not focus in doing the task. So, he was left alone because he was quietly writing. In this situation, he could improve more if have no seven atypical students at the same classroom. In addition, I observed that the teacher did not give more time for him write the words because of the time and the number of students at the classroom. I realized that the teacher did not put the student with special needs all together at the same table. This strategy did work well because she had to keep moving all the time, leaving some atypical students alone in their tasks, even with a help of the teacher aide assistant was difficulty to help all the atypical students. Even I do not understand the inclusive classroom well, if I was the teacher aide, I would change where the atypical students seat during some tasks. For example, writing tasks I would put them into a small group for teacher-direct instruction at the same table. Also, I would try to give more attention to J.R. because his behavior and excitement in learning would improve more his learning development. I observed the teacher aide was control the whole classroom and the general teacher was serving her as assistant during the day. Maybe because of the strong character of the teacher aide or it’s the way was the right way to lead an inclusive classroom. But, if I was the teacher, I would focus more on the atypical children and leaving the others students for the general teacher to deal with it. Last, I realized that the speech therapist could not achieve well her time with J.R. because she had to serve a total of four students with speech difficulties at the same time. To improve

For the classroom teacher I recommend that she have to repeat classroom rules and procedures as much as she can to help Julia to understand what kind of behavior she has to adopt during the lesson. Display the classroom rules and procedures on the wall. Create a behavior chart that show her improvements and reinforce positive behaviors. For language arts class, the teacher should modify the lesson and focuses the instruction on correct her writing problems. The student should read more at home, therefore she will take 3 different books every week and write a book report. She can also use the computer or an electronic device to avoid spelling errors and hand writing

Mrs. Cartwright believes that she pretends to understand materials and has a hard time verbalizing her concerns. In contrast, whenever Gianna understands a concept, she participates “enthusiastically.” Gianna likes to assist her teacher and peers when possible with tasks, such as cleaning and organizing materials. When she gets into conflicts with her peers, Mrs. Cartwright notices that Gianna tends to “hold onto it.” When she is upset over a social issue, she usually sits quietly with a frown on her face. At times, Gianna isolates herself from the class, pouts, and cries when she feels hurt or left out from her peers. This affects Gianna academically as she is more focused with her hurts, anger, and overall unwillingness to let issues go rather than the concepts that are being taught to

The case study depicts Sally as a happy and well-adjusted fourth grader. Sally is described as having several strengths in the classroom, one being that she is very social and “popular” among her classmates, particularly enjoying dramatic play and other imaginative activities. Other strengths of Sally are a love of books, reading, and spending time in the library. She seems like a very motivated learner, and seeks out opportunities to read with her older brother. Some of Sally’s weaknesses in the classroom appear to be her “activeness” in the classroom. It is noted in the class scenario that Sally, at times, interrupts during class time and exhibits “fidgety” behaviors, such as, chewing on her sleeves

Environmental Arrangements- Most of Michelle’s lessons are presented from a U-shaped table headed by the special education teacher. Here, the student’s are expected to follow the general education teacher’s lesson. The special education teacher sits at this table and follows along with the general education teacher’s lesson plan. When it is time for student’s to perform a task/worksheet, the special education teacher “guides” the students along. The same manipulatives that are being used by the general education students are provided for the student’s with special needs. The teacher rotates her individual attention from each student at this table. Michelle has a very low voice, almost a whisper, and the special education teacher will encourage her to speak louder and to enunciate. During writing, reading, and testing, Michelle and her fellow special needs student’s are pulled into an adjacent room within the classroom. Here, the special education teacher conducts the entire lesson. The ENL teacher will push into these lessons daily. In

Based on observations through note-taking/making, C.G. interacts only with the female students in the classroom, with the exception of one male student. When asked if she would prefer to work with groups or alone, C.G. states. “I would rather work in groups.” Socially, C.G. is at the typical developmental range for a third grader. Emotionally, C.G. shows her emotions in class. When “punishment” is directed towards her in class, she feels discouraged, and according to her family survey, C.G. is motivated by, “encouragement and feeling accomplished.” Physically, C.G. is not very physically active while at school, however, in her student interview when asked what she likes to do she said she loves to swim. C.G.’s fine motor skills are

Victoria has shown a magnificent amount of growth and accomplishments throughout her years as a student. Her noticeable mindset of development and hard work has shaped her to become a student that is well rounded and liked. She continues to challenge herself academically and strives to gain more knowledge, and believes that she can always improve. She appreciates constructive feedback in her different classes and uses it to improve her skills as a student. Victoria is not afraid to ask questions and has contributed to the environment of various classrooms, creating a space where other students can feel able to voice their questions. Her positive energy and attitude has made her a delight in her classes. Her kind nature and personality enables her to succeed in a group setting, and she is always respectful towards others and their opinions, even if they may differ. She is an honorable,