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- no motivation to learn
- disruptive behavior is defense mechanism for not understanding the content
- impulsive and doesn't think before speaking or acting
- rude
- positive rewards only work to some extent
-no intrinsic motivation
- responds best to 1:1 attention and instruction

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* Unfocussed Always
* Gets little to no work done
* Ignores adult redirection
* Impulsive
* Does what he wants, when he wants
* Positive rewards only work when attained almost immediatley
* Does better when has a "job"
* Very clever and inventive but due to lack of focus,  low in all academic areas
* Copies others work

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*IEP for speech and Language.
*He does not have good number sense.
* He is currently in a math intervention two days a week.
* He finds anything else to do but his work.
*He is very emotional and often cries when work is "too long".
* He has very little support at home.

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Autism
ADHD
Other Learning Disability
Behavior, disruptive, verbally aggressive and can be violent, walks out of classroom, need to clear the classroom for safety of other students or that student.  Home life is not the greatest.  Gets own way at home and with some other teachers so they don't have to deal with behavior issues.
TRIED=
Positive reinforcements
Social Worker interventions, given more responsibility, given less responsibility

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-issue: homework completion, attentiveness, work avoidance
-what I've tried: positive reward (M&M) for what homework gets turned in, to-do lists, check-list, taking a picture of the homework board, teacher writing homework, parent communication, missing recess...

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2nd Grader          Occurs mostly during beginning/end of the day routines and independent activities, key issue: work completion, what I've tried: visuals of routines, 1-1 support from OT for beginning/end of day routines, constant verbal praise and feedback, work completion goal setting + reward, consequence  

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2nd Grader          Occurs mostly during beginning/end of the day routines and independent activities, key issue: work completion, what I've tried: visuals of routines, 1-1 support from OT for beginning/end of day routines, constant verbal praise and feedback, work completion goal setting + reward, consequence  

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Kindergarten

Key issue:  Does not know any letters or sounds other than z and x.  Cannot write his name.  Has difficulty forming letters even with a visual prompt or while tracing.  Has difficulty counting and writing numbers.  Overall, cannot perform grade level expectations.

What have I tried: one on one alphabet interventions 5 days/week for 20 minutes.  Small group instruction.  Additional support time specifically for name writing practice. Student has been brought up to the Problem Solving Team.

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Key Issues
(1)- behavior, work avoidance, work quality/completion

(2)- shutting down randomly, work completion

Tried- both have behavior plans, tried multiple strategies

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Behavior issue, shuts down

Does not want to produce any work

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3rd grade, IEP: LEARNING DISABILITY in reading and writing. He cannot form letters, everything has to be written for him or he uses the ipad/chromebook. Major concern is his reaction to any math work. He does not like math (even though he is pretty good at it! He has a good number sense). He kicks things, cries, does not want to work.  We have tried a different space, slower pace, using alternate modes of testing i.e- kahoots. He doesn't even have a math IEP goal. -he has a variety of social issues and anxiety

# data[].attributes.subject
3rd grade, IEP: LEARNING DISABILITY in reading and writing. He cannot form letters, everything has to be written for him or he uses the ipad/chromebook. Major concern is his reaction to any math work. He does not like math (even though he is pretty good at it! He has a good number sense). He kicks things, cries, does not want to work.  We have tried a different space, slower pace, using alternate modes of testing i.e- kahoots. He doesn't even have a math IEP goal. -he has a variety of social issues and anxiety

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My student will be five years old on March 19th.  He can already add 3-digit numbers, fractions, identify all the numbers to 1,000, all upper and lowercase letters, shapes, and colors.  He has a photographic memory and an elaborate vocabulary.  He can be extremely charming and engaging when he is in the mood.  He is an only child and is only around adults.  The key issue is that he has very poor social/emotional skills.  When he enters school, he acts like a "big boy," but has no idea how to interact with peers.  It's his way or he throws a fit.  He runs around the room, he knocks manipulatives off the shelves, he tries to run from me, he screams in the bathroom, crawls under the stalls, has defiance issues.  It should be noted that he is a new student who was just kicked out of his previous preschool.
What did I do?
I arranged a meeting with his mother, talked to her (and him) for two hours.  She told me he does not respond to extrinsic rewards, sticker charts, or treats.
I read him our school book on how to behave in school "Tucker Turtle Tucks."  I showed him solution cards for problem situations.
We decided to do a daily "thumbs up/thumbs down" chart that needs to be signed every day.  He gets a chance to earn 3 thumbs up or 3 thumbs down and parents sign daily.
I met with our school Social Worker and she is going to write a narrative story for him on how to behave.

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-random shut down.
-refusal to do academic tasks at times.
-raises voice at others.
-throws/kicks/breaks school supplies/ winter gear.
-divorced parents with rough relationship.
-older brothers are rough on him.
-has hard time developing friendships with others due to his behaviors.
-works very well 1 on 1

**morning check in book
**new place to hang coat and belongings.
**he tells me what to write, I write, he copies
**using Ipad to assist with writing (voice to text)

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Social Studies
High anxiety, trouble starting tasks, emotional, debilitating academic & social success, takes very long to complete tasks
Needs steps broken down, shorten assignments, shorten directions, counselor referral, recommended to start observations & to gather data on progress

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Key Issue - behavior, disrespect towards all adults. Occurs at any time and during any activity. Understands when his behavior is disrespectful and can identify what he should have done, but still continues to do the unexpected thing. When something does not go his way, he has an extreme meltdown where he screams and goes into a ball with his body, or hides under a table.
What Have I tried - we have talked about the Zones of Regulation, has done this with outside OT and in school OT. I have tried giving him three different options of "cool down" for him to pick and if he does not choose one, then I pick it for him. Have tried an individual behavior chart where he has to identify the zone he was in and why he was in it.

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Focus Area: writing,
Key issue-:behavior- blurting, respect , quality of work
Class behavior plan- verbal warning, class note-warning, think about sheet that goes home to parents

We are going to start a behavior checklist.
Social worker has an anger management class that he attends.
One- on- one and small group instruction

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key issues - aggressive, physical with peers, yells at teachers, refuses to do work when escalated, anxiety & depression

disrupts instruction, moving furniture, social worker frequently called to the classroom when in crisis

what i've tried- "stop think do" strategy, seesaw feelings, removal from classroom, assigned partners
and spaces to work - currently trying to come up with a behavior plan