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Case Study of R.M.P

Spring 2010 focus child.
by

Megan Grubaugh

on 23 April 2010

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Transcript of Case Study of R.M.P

Family School IEP Behavior Plan Communication Continue speech
in first grade Build social relationships
in class Work on communication
with peers Communication with
teachers or adults Bridging gap between
verbal communication
and physical actions Allow more time
for class work Green Smiley-
positive behavior
Yellow Smiley-
a warning was given
for negative behavior
Red Smiley-
behavior continued
after warning
Typically receives 6-8
green smileys in a day On her worst day, she
received 3 red smileys. Negative behaviors include:
hitting
kicking
pushing Colors her own smiley
faces on chart to take
responsibility for her
actions. Shuts down often. Often refuses to talk. Hits/Pushes people
to get attention. Has to think about an
answer for awhile
before responding. Speech therapist is
currently focusing on
c and ch sounds Families and Children with Special Needs
“withdrawing (silent) - Behaviors that include silence, nonparticipation, or retreat from the communicative process” (p. 124). Withdrawal Coping Strategy: “use open-ended
questions and summaries of what they say or do” (p. 125). Familes and Children with Special Needs All materials must be placed
in front of or next to her. Constantly moves her hair
after every word, sentence,
math problem, etc. Must sit in a certain place
in circle or she will push
friends until they move. No one can sit
by her at the table
while she works. Families and Children with Special Needs
"Behavior intervention plans are developed following a functional behavior assessment by the school, which is an attempt to determine the function of the child's inappropriate behaviors" (p. 173). Families and Children with Special Needs
"...a behavior intervention plan is developed that specifies actions that attempt to change inappropriate behaviors into appropriate behaviors" (p. 173). Families and Children with Special Needs
"...parental participation has been has been found to positively
impact student achievement, student test scores, student social
skills, school attendance rates, dropout rates, student motivation,
and student delinquency" (p. 162). Speech within groups
twice a week
20 minutes each session Must sit in the front
row of classroom Must have own tools
during schoolwork Must sit in close
proximity
to the teacher IEP Outcomes Primrose School at WestClay kindergarten
classroom 18 students 2 teachers No special
education assistance behavior chart
implemented Attends Kumon weekly Has several
neighborhood
friends Outside of School Very active parents Loves the
Children's Museum Frequent
Neighborhood
playdates Family Bike Rides A great family support system
can make all the difference in
the world. If a child sees their
family is supportive and there
for them, they will want to
work hard and want to learn. Having an outside opinion is
very helpful. Sometimes others
can see a situation from a different
point of view. Families are a very important
support system for a child. Parents were the child's
first teacher. They are their
child's expert. 5 years old Birthday: June 21, 2004 Oldest of two One 4 month old brother Introduction Diagnosis The main focus her teachers have
had for her was working on her
behavior with her peers. She struggles with using her words to communicate what she would like. Instead of talking to her friends, she will use her hands to get someone's attention by hitting, kicking, or pushing them. She loves to touch people. In
pre-kindergarten she struggled
with hugging friends.
When she would hug them and
hold on tight and not let go.
Sometimes teachers would have to
help remove her from friends. I believe part of the reason she shuts down is because she is nervous or upset and fears she will be in trouble; however, I also believe there is a disconnect somewhere between her actions and her verbalization. More one-on-one
time with teacher. speech and
articulation disorder recently diagnosed
with ADHD Family Experience Journal Summary Mother
Professor of
Pharmacy at
Butler University Father
Gastrointestinal
Doctor Grandparents
Both sets of
grandparents come
often to stay and
help with the new baby. Baby brother
Brother arrived in
December of 2009 Early Steps
From 14 months
to 3 years Primrose School at WestClay
From ages 3 to 5 while
attending the Language
Based Preschool Early Childhood Preschool
From ages 3 to 4
(part time- 2 days a week) Language Based Preschool
From ages 3 to 5
(part time) College Wood Elementary
Will attend for grades 1-5 Therapy Phsyical
Received physical
therapy from 8
months to 3 years Speech
Been in speech
therapy since 14
months old
Currently receives
speech privately and
at her future
elementary school Obsessive Compulsive
Behaviors
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