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Braiden Doane, Lily Royer, Brooke Weisner, Claire Epler, Ella Clayton 

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Braiden Doane, Lily Royer, Brooke Weisner, Claire Epler, Ella Clayton 

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Ms. Gray should hold a conference with Mr Snyder directly. To prepare for the conference she should provide resources that can be utilized to prove that appropriate assistance will best help his son thrive in the classroom. Some of the resources could include grades received on the medication compared to off the medication, as well as behavior issue on the medicine versus off the medicine. If given consent from child the desire to be on medicine can be shared. In order to best support the needs of the student we propose having a separate morning meeting with a trained professional to discuss how the day will progress. We also propose giving the student smaller more manageable tasks to notice that he is capable of being successful and then can apply that to different situations.

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1. Given Mr. Snyder’s reaction to Jill’s attempt to convince him that Matt needs more help controlling his behavior, how should she proceed? Why does she think so? How might you support the family of the student? 

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1. Given Mr. Snyder’s reaction to Jill’s attempt to convince him that Matt needs more help controlling his behavior, how should she proceed? Why does she think so? How might you support the family of the student? 

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2. Do you think that the team’s approach of sending Matt to the office when he became disruptive was effective? Why did the respond this way? How might this impact his social, emotional, behavioral, and educational outcomes? What other strategies can they use?

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2. Do you think that the team’s approach of sending Matt to the office when he became disruptive was effective? Why did the respond this way? How might this impact his social, emotional, behavioral, and educational outcomes? What other strategies can they use?

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3. What are the school representatives primary concerns regarding Matt's Behavior? Do you think that medications such as Ritalin are an effective solution for children with ADHD? What other strategies might you use to address Matt’s behavior?

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3. What are the school representatives primary concerns regarding Matt's Behavior? Do you think that medications such as Ritalin are an effective solution for children with ADHD? What other strategies might you use to address Matt’s behavior?

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7 & 8. Describe Matt's Learning Characteristics. Describe Matt's Individual Strengths and Traits.

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7 & 8. Describe Matt's Learning Characteristics. Describe Matt's Individual Strengths and Traits.

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Provide the learning context. Describe potential learning expectations in the classroom. What are barriers for meeting those expectations? What are academic modifications and accommodations can we provide for Matt? How would these look like in a special education education setting? How would these look like in a general education setting?

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5 & 6. Describe Matt's Behavioral Characteristics. Describe Matt's Individual Strengths and Traits.

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5 & 6. Describe Matt's Behavioral Characteristics. Describe Matt's Individual Strengths and Traits.

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Provide Context about the behaviors. Where does it occur? What happens before the behavior? What responses happen after the behavior?

What are the current BEHAVIORAL modifications and accommodations in place for Matt? What additional behavioral modifications and accommodations can we provide for Matt? In what context should these be in place? How do you expect for these strategies to be monitored? How would these look like in a special education education setting? How would these look like in a general education setting?

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4. What is the best way to work with parents who deny the existence of a disability and/or the need for medication? How might you support the family of the student? 

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4. What is the best way to work with parents who deny the existence of a disability and/or the need for medication? How might you support the family of the student? 

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Ellison Renbarger
Aislinn Young
Rachel Durham
Cyrstal Dobrowski
Ethan Stout

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Matt has outbursts because of frustration he experiences. For example he throws things, yells and cusses at his peers. It occurs in the classroom. After his outburst, he is provided with a quiet area where he can work alone and this is a consequence of his behavior. An accommodation would be having him sit in this other area. A modification would be Jill working with Matt during English because she knew he did not like this class. For accommodations, we plan to allow breaks throughout the day because of his ADHD and using positive reinforcement to motivate him to want to do better. We plan to give him breaks whenever the class switches from one subject to another, or whenever he starts getting frustrated, to allow him to reset. In a general education setting as well as a special education classroom we would hope to leave him in the LRE for as much as possible.

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Jenny Pitts, Maggie Correll, Cora Scott, Fiona Chen, Kara Burks

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Chloe Gilbert
Marissa De la Cruz
Paige Deno
Brittany Moore
Chelsey Peters

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Lilly Haverstock
Olivia Vander Wel
Nathan Walker
Natasha Root
Kaleigh Scheumann

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Gracie Witvoet
Hannah Grindstaff
Marnie Schwartzkopf
Lauren Cox
Hailey Rudloff

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Group 2- Greta Tilden, Mia Depta, Kirsten Trapp, Lexy Markowicz, Daley Brown, Gretchen Witmer

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Madison Stanley
Sara Fuller
Saige Walleske
Halle Seaburg
Arianna Turner