Autism Group: Liz, Alyssa, Izzy, and Heather
Narrative for Ellie
Ellie is a junior at Springville Junior High. She just turned 18 and she has autism. She comes from a home with two parents and a younger sister in 9th grade. Her family speaks English in the home. This is her second year at Springville High. She has a speech therapist that comes in and works with her in a small group with others who have autism. Emotionally she has her ups and downs. As a young child her parents were very persistent on her being mainstreamed and she had a one on one aid at all times. The district now is trying to wean her off a one on one aid. Socially, Ellie has some differences than a typical child. Flapping and jumping are common occurrences and when new people come to get attention she acts out or refuses to do things. The teachers choose to just ignore this behavior. In social skills class he gives the right answers, but doesn’t always follow them in real life situations. She understands personal space. Intellectually, Ellie is at a high first grade or low second grade level. Her teacher said she is a good memorizer, but may not be able to repeat what she learned the next day. She has a hard time reading. Her teacher has said that she has previously been used to receiving rewards and expects them, but they don’t give them to her often. To do her work she needs to be continually prodded. Ellie loves drama and it’s her second year in the class. She loves to perform. Ellie is able to verbally communicate with others.
Inquiry for Ellie
A) A) The learning needs of Ellie as stated on her IEP have to do with math, reading, language & speech, and social & emotional.So which IEP goal are you targeting? Math? then you don't have to mention reading, language &Speech and social and emotional. This connects to Utah’s curriculum for kindergarten under mathematics, objective two: Identify and use measurable attributes of objects and units of measurement, specifically bullet a, identify clocks and calendars as tools that measure time. What we will specifically be working on is under her math goals, which is to tell time. She’s currently working on reading an analog clock in fifteen-minute intervals and also reading a digital clock to a standard clock. We will be working on helping her read the fifteen-minute intervals on an analog clock. The desired outcome is that she will be able to identify the 15 and 30 minutes Not the 45 minute interval? intervals on an analog clock.
B) B) Some of the pedagogical strategies that we will be using are memorizing, question/answer, building on her interests, and a reward system. We will use these for several reasons. We will use memorizing because one of her biggest strengths is memorizing. Question and answer is great to use with people who have autism. By building on her interests, she will be motivated and that is also why we will use a reward system (to motivate her). The reward we will give her is to play a game, either a game to do with telling time (concentration) or another game.
C) C) Technologies we will be using will be a video, clocks, flashcards, and cards used in the game concentration. We will use the video because Ellie loves to watch movies. In the video, we will have a story (Rapunzel) and have a little song for Ellie to memorize, because she loves to sing, that will integrate telling time into the storyline. We will also use the video, flashcards, and clock because it works will with the skill we are helping her develop. We will use the flashcards and game of concentration because she is so good at memorizing.Are you using the game as part of her reward system, if so state that. Tell us me why you are using the flashcards. I understand why you are using the video, clock but explain why the flashcards.
D) D) We will collect the data in two ways: journal entries and testing. Every day we visit Ellie (two times a week), we will go through the flashcards and watch the video, and while we do that we will take notes on our observations. The last day of the week, either Thursday or Friday, we will test (how are you going to test her? Give details on the procedure you are doing to use and make sure that everyone uses the same procedure so the results are reliable) Ellie to see if she can reach her goal of identifying the 15 and 30 four out of five times.
E) E) We will analyze the data by graphing the results from the end of the week test and then seeing if she improves at all. If she doesn't improve at the end of the week, do you have an alternative intervention or plan. What do you do if she does not show improvement?
F) F) We will interpret the data by seeing if there is an improvement. We will talk about how to interpret data in more detail in class.
G) G) We will know if she is successful if she reaches her IEP goal of identifying the times 4 out of 5 times.
H) H) We will record each session through an observation journal.
I) I) To present our information, we will use power point. In the power point we will talk about Ellie, show the video we will make for her, and show if she progressed or not.
Comments (5)
Talera said
at 5:34 pm on Jan 27, 2010
Student Narrative for Lanette
Lanette is sixteen years old and attends Timpveiw high school. Lanette is both blind and deaf but she responses to light with some acuity and her hearing loss is around 30-40%. Lanette also has a seizure disorder, health impairments, scleocois, and is intellectually disabled. Her teacher, Mr. Wycoff said that Lanette has an intense need for sensory input and makes loud vocalizations when she is upset or trying to communicate. Lanette does not speak or make phonemic sounds, but can walk in a walker with moderate assistance. Mr. Wycoff said that Lanette “has made a lot of progress in the last two years in her ability to walk, lessen her need for sensory stimulus, and can focus more frequently”. Lanette’s main sensory stimulus is loud music or movies (Disney classics). She has an interveener named Lynn Hardy. Lanette spends the majority of the day with Lynn but does participate in some group and class activities. She has an interveener named Lynn Hardy. Lanette spends the majority of the day with Lynn but does participate in some group and class activites.
Talera said
at 6:29 pm on Jan 27, 2010
^ multiple disabilities group
Kinsey Davis said
at 10:59 pm on Feb 10, 2010
Inquiry For Lanette PART 1
By: Kinsey, Kate, Talera and Rachel
A. Learning Needs:
Cause and effect
Reaching out with hands
Eating food by herself (grabbing)
Sitting/laying on the floor without getting angry and causing self-abuse
Content:
Utah State core curriculum requirements include:
1. Students develop skills and processes that contribute to the development of a healthy self and objective
2. Applying decision making skills to address an issue
Part c - develop an individual decision-making process
Desired Learning Outcomes:
We would like Lanette to be able to reach out and grab the things she desires instead of always having them brought to her.
B. Repetition: Each week we are going to present Lanette with the same four objects. With repeating the exercise week after week, we hope a connection will be made in her mind that these common objects are ones that she can always reach for on her own. Practicing reaching for things repeatedly, she will feel more secure doing so on her own.
We selected this strategy because especially for Lanette and her ability levels, it takes consistent practice of a skill before one can master it.
Sensory Stimulation: Lanette ’s condition limits her ability to see and hear. Her teacher and personal aide have let us know of her need for and positive response to sensory stimulation. This will be carried out through the objects that we present to her. She already loves her i-pod and we hope the glowing objects we bring in will intrigue her.
Modeling/ guidance: We will model the action of grabbing for her by holding her hand and pulling it towards the object.
Kinsey Davis said
at 10:59 pm on Feb 10, 2010
PART 2
C. The technologies we are using are a ball, headphones, food and a glowing object. These technologies we are using in order to help our student work on decision-making. We also want to work on her reaching and grabbing skills and observe if certain items she will grab for more than others. We selected these items to use because they represent different activities: eating, playing, music and stimulation.
D. We are going to collect data by using tally marks to record how many times our girl reaches out for an object. We have chosen four objects to begin with which may be modified later as we come to understand what her likes and dislikes are. An example of one week’s data sheet is as follows
Week 1
Date: Ball Headphones Food Glowing object
Distance:
One tally mark will be placed under the appropriate heading if our girl reaches out for the object. The ball will likely be a Koosh ball of some sorts, the headphones her own with music playing (to entice her to bring it towards her face), her favorite food and an object that glows. We may decrease the number of objects if we find the stimulation to be overwhelming to our girl or that she does not understand multiple prompts. We also will move the girl away from the objects if she shows adequate effort in reaching. This will be recorded in the distance box.
E. The data will be analyzed based on the number of tally marks.
F. The data will be interpreted based on the number of tally marks that will show us Lanette ’s preferences and progress. Preferences will correlate to the number of tally marks under each object, the higher the number of tally marks the greater the preference for the object. Progress will be gathered by the total number of tally marks indicating the number of times the girl reached for any of the objects.
Kinsey Davis said
at 11:01 pm on Feb 10, 2010
PART 3
G. Our criteria for success is if over time we can increase the amount of time our students reach and grab an item, whether she holds on to it or not, as long as she grabs it that is success. Our aim is for her to reach and grab every item two out of five times by the end of the eight weeks.
H. In order to record our session we hope to receive permission to videotape but otherwise we will be recording each session with a data sheet and writing notes from each session.
I. We are going to present this to the class through PowerPoint. We hope to have permission from Lanette 's parents to be able to videotape her progress.
J. If we use articles or Internet resources we will provide links.
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