Student Information:
George A. is a 9-year-old boy that attends a middle school in Quincy, MA. Prior to attending this school, George was placed in a substantially separate classroom for two years. As his first completed year as a mainstreamed student, his teachers are concerned. His grades are poor and his behavior is disruptive and inappropriate. George is known for his deviousness, lack of self-control, and disruptiveness during class. George is not qualify for Special Ed. academic services and his teachers believe he is fully capable of completing his work, but chooses not to.
Reason for Referral:
George was referred to by his 3rd grade teacher, Mrs. Hersey. Mrs. Hersey indicated that George lacked the ability to focus during his class work, has great difficulty working independently, and his behavior negatively impacts his social interactions.
Operational Definitions:
Target Behavior #1- George continuously disrupts class by leaving his seat for no evident
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One could watch him purposely break pencil after pencil so he could get up and walk around. When it came time for independent work, George definitely had no self-control. If the aide or teacher in the classroom isn’t constantly by his side, George will not complete any work. This is extremely problematic because as George moves into the 4th grade, the expectation of working independently is only going to increase. George disrupts the class by conversing with other and not raising his hand. This behavior is prominent form the beginning of the day to the end. He constantly disrupts the class by shouting out at inappropriate times. This lack of self-control causes a halt in the lesson. The teacher typically relies on the classroom aide to resolve the issue, but his behavior is only corrected for five minutes. If George doesn’t have a 1:1 approach, he is unable to complete any of his work and inevitably gets himself into
Facts: The Louise Lombard School is a developmental center for disabled children in the San Francisco Unified School District (SFUSD). It is here that seventeen-year-old John Doe, an emotionally-disturbed student assaulted another student. According to his April 1980 IEP, Doe had several goals set for coping with frustrating situations and relating to his peers. During the incident in November, Doe reacted to the taunts of other students by choking another student and leaving abrasions on the child’s neck. While being escorted to the principal’s office, Doe also kicked out a school window. The principal suspended Doe for five days. During his suspension, the Student Placement
Based on the information provided in case 8, Crashing Planes and Tranquil Dreams, Richard is a 4 years old boy, who is experiencing challenging behaviors at school, as well as at home. Richard lives with both parents, and two older brothers. Richard has been attending the YMCA’s full-day preschool program for the past 2 years. He is described as a “good kid” by parents and teacher, however, he is constantly active, impulsive, and frequently becoming involved in conflicts with adults. Parents are continuously working, and as mentioned in this case, they have to spend most of the time at home yelling at Richard or putting him in time-out as part of his consequences for not listening or misbehaving.
To begin, Lennie has this big dream of George and him living on their own land, being their own bosses, and tending to his own rabbits. Lennie’s major obstacle in achieving his dream is that he is slower than most people for his age. Lennie acts like a child making George the responsible adult. Lennie also listens to whatever George says because Lennie looks up to George almost like he is his brother. Lennie also has a tendency to forget what he is told:
Watching Nick in the classroom allowed me to observe his social interactions, how he handles himself when he is working alone, how he handles working while interacting and how he contributes in class. The class’s first assignment was to find a quiet place and read silently for fifteen minutes. Nick sat alone and couldn’t sit still. This was a warning sign for me because he was the only student that could not sit still. Another red flag came up when I started watching Nick closer while he wandered. He was constantly asking classmates and the teacher questions during a task that should not have required questions. An additional issue came up when he attempted to put his book away. He was trying to push it into an area that was too small. He was not able to understand that in order to put his books back he was going to have to move some other things around. Instead he proceeded to make a small mess and a frustrated classmate helped him fix
Young George didn't want to be just any soldier; he had his sights fixed on becoming a combat general. He had one major obstacle to overcome, however. Though he was obviously intelligent (his knowledge of classical literature was encyclopaedic and he had learned to read military topographic maps by the age of 7), George didn't learn to read until he was 12 years old. It was only at age 12 when George was sent off to Stephen Cutter Clark's Classical School that he began to catch up on his academic skills; he managed to find plenty of time for athletics as well. While at school, the path toward his goal became focused he planned on attending West Point as the next major step in the pursuit of his general's stars.
3-4. The need for an omniscient narrator is enforced by one of the first lines in the story. “Hazel had a perfectly average intelligence[…]she couldn't think[...]except in short bursts.”(119) In today’s world, average intelligence means you’re not too smart, but not exactly dumb either. If only being able to think in short bursts is average, then most of the population is hopelessly, hopelessly dumb. The other stage of the unreliability of the first-person narrative comes from the example of George’s character. George is described as “way above normal”(119) in intelligence. As a result, the government handicaps him with headphones that scatter his thoughts every few seconds. Because of this constant torture, George can’t remember or think about much of anything. Worst of all, he is fully complicit in this to...
He struggled at school and was at the lower end of the class. He was picked on by his peers and did not want to go to school but was forced to go. He had been enrolled in a "special school" before grad 1 but throughout primary school he went to mainstream classes.
Eventually George would escape from the people who capture him, and join his brother again as they would be guided by there owners. As being a black slave, they never adopted the last name from there parents. Only after the end of the Civil War, both James and George picked Carver to be their last name. George would stay with his owner’s that took care of him, and he would help out with the chores to show his appreciation. He became very fond of plants and at a early age George would plant and maintain the garden on the farm. He became so good at planting and gardening, his owner’s would give him the name “The Plant Doctor.” The Carver’s taught George many of the basic things that every child should know at the ealy age. George learned how to read and write with no problems. Many people thought and knew that George had an excellent future ahead of himself due to the fact that he has a quick ability to pick up on new traits that he learns.
I think the interactions that George has with Faith, other children, and Mr. Harshbarger affect his development in a positive way. Without the positive interactions between George and these people, George’s communication would not be as good as it is. According to the book, children who are not listened to or have emotional problems will have a harder time with language development. Although George already has a communication disorder, it is still very important for people to communicate with George to keep him engaged in the learning and communication development process. Because Faith is a student and not a hired individual that works with George, she has a significant impact on George. Faith does an excellent job of helping George feel
Growing up, George had a wild childhood. His parents owned a tavern, which they lived above, and they were rarely around to give George the guidance a small child needs. George felt little love from his parents. He came from a poor family and sometimes didn't even know where his next meal was coming from.
Robert’s non-compliance behavior appears to be exhibited sporadically, when he is give a directive to complete or participate in a less preferred activity. This behavior was observed in Roberts English classroom, when the teacher ask Robert to read Chapter 14 in his book. He slammed the book down and continually stating “I read that already”, Robert did not want to read, instead he wanted to continue attempting to engage in conversation with his peers, therefore he was not compliant with the teachers directive. During another incident, during his lunch period, it was picture day and the teacher asks all of the students to remain in line to wait to have their pictures taken. Robert did not want his picture taken, therefore, he got out of
Soon after George and his family moved to Ferry Farm, George began his schooling, which consisted of learning to read and write and do arithmetic. Arithmetic was George's favorite subject. He wrote his lessons in ink on heavy paper. His mother then sewed the paper into notebooks. George studied enough history and geography to know many things about the outside world. Altogether George had no more...
There are different ways that a teacher can deal with a student’s undesirable behavior. Some of these strategies are: positive reinforcement, negative reinforcement, punishment or extinction. The type of r...
George is an intelligent character and his education shoes when he speaks. His intelligence is displayed with his eloquent way of speaking.
This case study began in Andy 's second grade when he first received his IEP. In his third grade year, he was in Mrs. Sachs ' class, who is a strict teacher. In that environment, Andy could not succeed. However, he was also in a resource room with Kathryn, but in the resource room, he was showing little progress. Now, the CES board is voting to decide whether or not Andy will receive his IEP in the fourth grade.