Case Study

by Shannon Boatwright·2 views·Updated Dec 3, 2023

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Hello, I'm Shannon. But right. And this is my case study for edu 452.
Now, my case studies on a little boy named Taylor,
he is a six year old male and he's in a first grade general education classroom.
Now, Taylor is a student that has autism spectrum disorder.
He
has difficulty in following directions listening,
um staying in his designated area
and he has some social emotional concerns.
Also,
it has been observed that he does not
interact well with his peers or appropriate
appropriately with them.
Now, according to his screening that was taken in kindergarten from Fast Bridge,
um Taylor scored in the second percentile with reading and writing
at that time, he could read no side words, he knew no letters or sounds.
Um,
he couldn't even write his name according to his kindergarten assessments.
And by the time he started first grade
Taylor was writing his name, but he was reversing some letters, you know,
writing them backwards.
He could identify 20 uppercase
and 19 lower case letters and only new seven
sounds as of August 7th of the school year.
Uh
The only sad word he was identifying was I
now Taylor enjoys playing on his tablet
and watching youtube videos. And those videos include things like Mr Beast
for characters called Speaker Man TV, man
toilet head or something.
And also he likes to watch uh
videos about this puppet named Jeffy.
Now, Jeffy is a disabled puppet
and they're kind of poking fun at
persons with disabilities.
Um
but not only that these videos I believe are
inappropriate for a six year old child to be watching
because
one thing is their violence there,
they use words that are not appropriate for smaller
Children to listen to or to say themselves.
And Taylor has a tendency to act out these things that he sees in these
videos when he interacts with his peers or even when he's sitting in a classroom,
when we're trying to do a writing assignment,
this is what Taylor wants to write about.
Here's one of his samples. Now
Taylor was asked, what do you want to write about?
This is one of his independent writing
uh
during writing workshop and
this is his and he has a combinations where he can copy what is written
and he tells me his shadow what he wants to write. I write it down and
this is the result of him copying what he told me to write
TV. Man, TV. Man has
a
TV, for his head.
He is a Titan and he protects others. Now, the character to your bottom left is TV.
Man.
The one beside it up top is speaker man.
And over to your right. That is toilet head or toilet man.
He's evil.
That's who speaker man protects us from.
Now. The data I collected on Taylor started August 7th. Um,
with this letter chart,
I would flash random letters at him whether they be uppercase or lowercase
and if he would get it right. I could check if he did it.
If it was incorrect, he would get a minus
and then I would count the number of correct.
And
on
a seven,
you can see he had 20 out of 26 uppercase,
19 out of 26 lower case
and only seven sounds.
If you follow along, I did for more
on this page
and um they were not consistent or Taylor didn't seem to be
uh
wanting to participate.
And on
October 30th, I did another assessment
where he knew 24 uppercase 25 lowercase and 18 sounds.
So
the consistency is not
relatively there,
but I believe it's more or less of him wanting to do
the work.
He has progress because here's
a
assessment with the alphabet recognition chart
point to letter, he
tells you the letter
upper case, he only missed two lower case, he missed three.
But those are the three that are most
difficult for some Children because they all look similar.
And if you notice there's two different GS
in that set,
now here's a side
word assessment for five K
these are words that Children in kindergarten should know by the
end of the first quarter or the first nine weeks.
Now, here's Taylor that was given to him on October 26th.
And at this time, he got 13 out of 5656 words correct.
And which give him a 20%
accuracy rating.
And it was given to him again on November 17th where he
increased to 25 out of 56 words
correctly
and
a 44% accuracy
we are working towards getting
up there. But then this here is a
simple writing page for them to do.
They look at the picture,
this is about short eye sounds OK?
And you look at the picture like say
the little girl sitting, she's, it's sit
as you can see he did get that but his
are backwards.
Now, the next one is the number six
Taylor did not do well with sounding or decoding that word to write it out.
So he does not
write the letter that he's making the sound for.
Now, the data with alphabet recognition,
you can see that he is. Taylor has shown some growth
um with his upper and lower case letters and
and it sounds
so his support strategies
are there
to aid him in his success.
And
he knows if he sees a check comes on that page, he got it correctly
and he said, oh my God, they're right. He'll smile, he'll laugh.
So he knows if he does it right.
He's going to get rewarded because at the end of each assessment,
I will let him have a few minute break um with his little break box
that he gets,
you know, to keep him focused when it's time to do a task.
Also, with the sight word recognition, you'll see, he has made an increase
in growth
and I feel it's because of the increase of his phonic phonemic awareness.
His letter recognition, his sounds that has helped the growth with his sight words
because he went from
hardly no letters and sounds at the beginning of the year
to
almost half or over half,
which also increases that word from 1% to 44%
in the first nine weeks.
And also, I've attached a behavior assessment
where he has redirects within a 20 minute time period
and
I observe them during general education, reading block
and speech therapy twice.
And if you notice
he has more difficulty staying in his seated area in his area,
um
His use of inappropriate words has decreased tremendously
because
we did have more issues with that last year.
Um
His remaining on task has improved because of the brake boxes we're using.
Um, but he doesn't like to take turns as well. Either
if it's another student's turn to go to the white board,
Taylor will jump up and answer or just pick random answers on the board.
If he feels like you know he wants to.
So we're going to work on that as well
as his goals.
Um
Taylor's, we're working toward lessening
his support,
which is me
and to maximize his independence. So, um
while we're doing this,
I will give him assessments to do what to do
on his own without any cues or prompts for me.
And um also
we're gonna work on writing those letters, why he tells me what they are.
And I believe all this will help with his soft
word recognition
and in
building these foundational skills, it will help with his writing as well.
So we got some side
books we're going to use.
Each book consists of two side words in each book.
Um
They are simple little level eight books that he's going to be reading.
And right now, um he gets a lot of help with those,
these that word books for kindergarten level,
uh high frequency words are
like get we like look
help.
Uh
So we're gonna work on increasing
though. So his goal is to go from zero words recognized
to 28 by the end of the semester. Now we're at 26. So we've almost reached that goal.
So we're going to have to up that goal um
before this
week is up because
I feel he will reach that goal before
the second nine weeks or the semester is up
and are also working towards him reading
level a book independently without any help.
From me without any prompts or cues.
We also have goals for his behavior
where we're going to work towards him to remain focused or seated. And
during the whole
entire 20 minute lesson,
we're less than those prompts or redirect.
And um
so that he can get through a task or a lesson
in one sitting.
Now, here's my action plan
and our skills to develop is going to be fluency, decoding automaticity
materials are those
that box of side words right there. The books,
um the little side word readers,
each book contains two side words, each like I've mentioned.
And um
it has a little assessment pages in there as well where you can practice writing them
or identify them in a group of words.
So we're gonna work, use those
with Taylor.
But our strategy we're gonna use is uh the point your finger
because
to help him follow along with the words,
he's got to point to the words as he's reading them.
And also if he has trouble decoding a word, he can point to each individual letter.
That's why we're going to work on those letter
skills so he can decode words in his reading.
Now, I will demonstrate, pointing to each word for him.
First, we will do two books a week
and while we're reading, I'll point to the word,
we read it more than once, I'll point to it
as we're reading along.
And then the next time when he reads the book.
He's going to be the one point to it with help from me.
And then maybe the next day I'll say, ok,
let's grab a book
I want you to read to me and then he'll
be responsible to do it on his own or independently
and follow along the sliding of the corner finger
at each word.
And that's what our directions and procedures will be.
He will be presented with two level eight books
containing two new high frequency words. Each week,
I will read the book with him
to demonstrate our model, how it's done.
He can follow along
and then um
we'll work together
doing the same thing pointing to the words, decoding the words
and then he will be reading independently
um to demonstrate that he has a knowledge and understanding of the standard.
Now the assessments will be
me monitoring him while he reads through these books
independently.
And
I will assess if he reads it fluently how well he decodes the words if he has
a struggle and I want him to do it with little to no assistance and with automaticity.
Now, my conclusion on this is and reflect is
I believe the purpose of this study was to observe and assess where Taylor was at
both academically and behaviorally
in a general education setting.
Um The next steps would be to implement the strategies and the,
and the
goals that I've set in this
case study for him
we're gonna work toward those goals.
Taylor is an emergent reader. He is starting to get there,
but he needs those foundational skills built up
and to help him grow
in his reading and writing capabilities.
If he cannot recognize the letters and sounds, he cannot decode the words.
And if he can't read the words, then he won't be able to write the words.
So we're going to work on his writing skills as well with those letters.
And um
you know, if he doesn't build these skills,
he's going to continue to struggle and fall
even further behind.
I believe he can achieve these goals
with this action plan from the study.
But I also feel like it's not just at school that
need to be done,
I believe
the club,
not, not just in the classroom, the collaboration of
the staff that he works with his speech, his teacher, his aid
and also at home with his parents.
So
I, because I feel it my job
as a para
professional or aid for him
is I'm supposed to help the teacher provide
him with every opportunity to learn and grow
in
his reading and writing. And it's going to take time to gather this information
to come up with that plan
and implement the plan.
It's gonna be a lot of time
to do this, but it's gonna be time well spent
as long as
Taylor succeeds