LAMBERT SPED 5313 Case Study Week 3
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School
Grand Canyon University *
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Course
5313
Subject
Arts Humanities
Date
Dec 6, 2023
Type
Pages
11
Uploaded by amylambert288803
1
Case Study: Student with Low Incidence Disability
Amy Lambert
Educational Leadership Department, Lamar University
SPED_5313_X31
Dr. Erika Pinter
November 19, 2023
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Traits and characteristics of the selected student.
Haley is a 17-year-old student enrolled in high school here in Texas. She is a senior
student enrolled in general education classes. Haley has been diagnosed with ADHD and ODD.
She is a girl with white skin, a petite frame, and average height. She serves as my case study
subject. She is like most high school girls, really into clothes, social media and boys. She does
not do any extracurricular activities at school and is not involved in sports. She tries to interact
with people as much as she can and likes to make new friends in her classes. She loves her
English class and loves to read. I see her in math class which is not her favorite. She struggles in
math and always has. She has low math skills that are probably around a 7
th
grade level. She
works hard and really does try in class.
Behaviorally, my subject can struggle at times in school and can have a difficult time
with the classroom structure and procedures. She struggles to stay on task, transition between
activities, complete work, and sit down for long periods of time. She hardly ever comes to school
with her class assignments and/or homework completed. She is always asking for extra time,
which she already has an accommodation for. If she is having a difficult day, she tends to ask to
go to the bathroom, or take a cooling off break out in the hall, or asks to go see our behavioral
specialist on campus. She can have a hard time being redirected in class with her peers watching
and can have negative reactions which show frustration. She frequently has a temper if the topic
of the day is difficult and she is not understanding.
In previous years, my subject has had anger issues inside the classroom if she feels
cornered or attacked. This year has been better and she has different things in place to make sure
that doesn’t happen. She has learned to control her temper better and when she is getting
frustrated, she has signals that are given to the teachers so we know to take her out of the
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classroom before it escalates. Lack of social functioning is a social trait that she possesses. With
her classmates, my student can often react impulsively when they intentionally try and irritate
her. She has a hard time letting comments go or reading the room.
Professional or scholarly Information
According to Friend (2018), ADHD is a neurological disorder that has an impact on
verbal and nonverbal communication as well as social interactions. Symptoms of ADHD involve
inattentiveness (difficulty concentrating and focusing), hyperactivity, and impulsiveness. Some
children may also have other problems or conditions alongside ADHD such as ODD. ODD is
defined by negative and disruptive behaviors, particularly towards authority figures, such as
parents and teachers (National Health Service, 2021).
Children with ODD typically have a
persistent pattern of irritable, angry outbursts, arguments, and disobedience. While this behavior
is usually directed at authority figures like parents and teachers, it can also target siblings,
classmates, and other children.
Youth with ADHD experience a variety of academic problems (e.g., lower achievement,
greater classroom difficulties, and the need for various academic supports) across development
(
Daley & Birchwood, 2010).
In elementary through high school, youth with combined or
inattentive ADHD subtypes demonstrate lower achievement than their typically developing
peers.
Compare and contrast selected student with scholarly information.
Several characteristics included by Westling et al. are present in my case study.
According to Friend (2018), ADHD, ODD, intermittent explosive disorder, and disruptive
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behavior not given are among the disruptive behavior disorders of children. My case study seems
to fall into this description that I read about. My case study has shown aggressive behaviors in
the past as she used to get into fights often at school which would land her in ISS, in school
suspension. She got diagnosed with both ADHD and ODD when she was in 4
th
grade. Her
impulsive behaviors and aggression were a lot worse in the beginning of her diagnosis as
compared to now with her being a senior in high school.
Her academic success is of concern. When you compare her to her classmates that are in
similar classes, she is academically behind her peers. She rarely finishes her assignments, her
tests are typically not fully completed, and she is always over using her extra time
accommodation with little success. It seems as though her previous teachers have just passed her
along each year instead of giving her the grade that would accurately reflect her knowledge of
the courses she is in at the time. She seems ready to pay attention most days in class and will
attempt to do the class assignments on her good days. She does require assistance in simply
following directions or with redirecting as she gets frustrated. She typically wants one-on-one
help in class but that is just not available in the general education classes. She then becomes
distracting in class because she gets frustrated and irritated. Her unpredictable behavior can
interfere with the lecture and/or class assignments just like Friend (2018) states.
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Part 2 (Week 2): Select and Develop an Evidence-Based Instructional Strategy Plan
Lesson Plan– Special Education
Subject: Algebra 2
Date Nov 19, 2023
Teacher’s Name: Amy Lambert
Student’s Name: Haley Castro
Grade: 12
th
grade
Lesson Topic: Add & subtract polynomials
Setting:
General Education setting with co-teaching
1.
Identify relevant IEP goals and/or Content Standard(s).
1. Haley will, when given two polynomials, determine like terms, combine the coefficients, and
find the sum of the polynomial correctly on 6 out of 8 problems 3 consecutive times as measured
weekly by grade level math assessments
2. Haley will be given grade level math problems and will use patterns, functions, and algebraic
operations to solve problems with 90% accuracy 3 consecutive times as measured weekly by
grade level math assessments.
Daily Living Activity Goals:
Objective 1: Haley will create a weekly agenda in her planner on Monday. She will write each
day’s assignment and topic down in her planner that she will take home.
Objective 2: Haley will remain in class the whole 45 minutes and will attempt to take notes each
day with the teacher/class. She will attempt this 3 out of 5 days this week.
2.
State and define the behavior/skill to be taught.
Haley will need to be able to function in life by being able to keep up with her
assignments that are due each day. She needs to understand how to be organized and keep track
of due dates as this will continue on when he is an adult and working at a job. She has to learn to
pay attention and follow along in class as the teacher goes through the notes for the day and/or
assignment. She also has to learn how to sit in her desk for the whole 45 minutes without
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needing to get up and leave. This will help her reach the goal of being able to be employable. My
goal is to create a student who is self-sufficient because they have the right tools they need to
comply with their needs as they get older and into the workforce.
3.
Describe the setting and instructional arrangement.
The instructional setting is in a general education classroom. Haley will be in a single desk
in a classroom that has a class size of 22 students. There will be whole group instruction given as
the student’s desks are arranged in rows throughout the classroom. I, the teacher, will go through
writing notes on the smart board as the students handwrite their own notes in a notebook. We
work through about five problems together and then the students are given 15 problems to work
on for the remainder of class. The class is given the choice to work on their class assignment
either by themselves or with a partner. I am the only teacher in the room as we do not have
inclusion teachers for algebra 2.
4.
Lesson Objective
.
During the 15-minute lecture period, Haley will not disrupt the teacher at all and will raise
her hand when she has a question instead of blurting out 100% of the time over at least 3 lectures
during the week.
During the 30-minute work period, Haley will try to complete 6 out of the 15 assignment
problems for all 5 days of the week. She will work with a friend that is seated next to her
5.
Identify
materials needed for the lesson.
Materials needed for this lesson are just something to write with and their personal notebook
for my class. A lot of the time students use highlighters or different color pens so they can see
the different steps in different colors. I have pushed for Haley to use highlighters or colored pens
so that when she refers back to the notes, she can see the different steps.
Reinforcements for Haley are that if she takes notes and works on a certain number of
problems in class, she is allowed to go to our behavioral specialists’ office to get a snack and
water each day. This helps motivate her to work wisely in class.
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6.
Name the Intervention and describe intervention general procedures.
Since I only have Haley for 45 minutes a day, she will only be able to have one intervention
a day. Her behavioral specialist is going to come by daily for the first week and then move to just
twice a week. I have her in class from 10:45am to 11:30 am so her intervention will happen in
that 45-minute period. I am just asking her to come in and take notes on her own every day that
we take notes. She will bring her spiral to class every day and after she attempts to take notes, I
will give her a class copy per her accommodations. She will then have to do 6 out of the 15
problems that are on their class assignment sheet. I will give her 20 minutes of the 30–35-minute
working period to finish 6 of the 15 problems. She will raise her hand and I will come check her
answers. Once she is done, she will be allowed to go see Mr. McDonald (the behavior specialist)
and get a snack and water. If she doesn’t answer the 6 questions correctly, we will work through
them together before she is allowed to go. If she acts out or is inappropriate, I will text Mr.
McDonald to come by my room early to intervene as I have been instructed not to engage in
much discipline per my school district.
Data Collection
Percentage recording is the data collection that will be used here. Data will be taken on the
number of times Haley completes both note-taking and the 6 out of 15 assigned problems as a
percentage of the number of days of the week we take notes/work on an assignment. This will be
collected for both note-taking and class assignments. Percentage recording will also be collected
on Haley going to get her rewards from Mr. McDonald as well. All of this data will be included
in Haley’s IEP paperwork too.
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Part 3 (Week 3): Implement Evidence-Based Instructional Strategy and Gather Data
Implementation
So, before the break, Haley’s behavioral specialist and myself talked to her about our plan
which was talked about in week 2’s assignment. We told her that starting the week after
Thanksgiving on that Monday, we were going to try a new plan to help her to succeed in Algebra
2. We first told her that she has to get her planner out on Monday first thing and write down the
weekly agenda. Mr. McDonald, her behavioral teacher, was going to check after class and report
back to me. Then we told her that she will not be allowed to leave class 3 out of the 5 days of the
week. We want her to be able to attempt to take all of the notes and then get a 90% on her class
assignments for 3 days out of the 5-day week as well. We wanted her to be aware of what we
were going to attempt with her so it wasn’t a surprise. Haley needs to know what is going on as
new routines do not tend to work well with her. Monday was a little of a struggle, I think just
because we had a week off for Thanksgiving break. She had a hard time sitting still and didn’t
take all of the notes. She seemed agitated and asked to go see Mr. McDonald so I let her.
Tuesday and Wednesday both went way better. She took notes as much as she could and then I
gave her a copy so she could have those as well. She partnered with a friend and worked on the
class assignment. She did ask a couple times if she could leave but I told her no and that I needed
her to sit and just finish the 15 problems that I had assigned. She didn’t fight me on it, but did
just sit and talk with her friend for a bit. I had to remind her to get back on task a few times each
day. She was absent on Thursday. Friday went okay in class. She came in and took notes, I gave
her a class copy afterwards. She then had a quiz she had to take but could use notes and
homework on the quiz for help. She seemed irritated on some problems as she kept asking me
how to solve them but I wouldn’t help her. I just referred her to certain problems from the notes
that were similar to the problems on the quiz. She did not get a 90% on her class assignments or
quiz but her grades were higher than normal. The lessons went well and she did stay on task
during the notes each day. Haley did write the agenda down for the week on Monday but did not
really stay focused as that was the difficult day for her. I think next time around, I will move her
seat right next to my desk so I can maybe help keep her calm. I will let her work with her friend
again as that helped her a lot I believe. Next time, I will lower the average to an 80% instead of a
90% and then work our way up as we can. Starting at a 90% was probably too ambitious on my
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part. She is learning better with giving her clear rules and expectations. I do believe that our
expectations being laid out for her has helped her to focus more. She really wants to graduate and
knows that I will not just hand her a grade just because she is in the Sped program.
Collect data.
Day of the week
Task
Did she complete?
Grade?
Monday
1.
Write down weekly
agenda in her
planner
2.
Take notes
3.
Work on class
assignment
4.
Make a 90% or
higher
1.
Yes
2.
No
3.
No, she left class
4.
She didn’t turn in
the completed hw
She didn’t complete
the HW so it was a
50%
She got 5 out of the
10 correct
Tuesday
1.
Take notes
2.
Work on class
assignment
3.
Make a 90% or
higher
1.
Yes
2.
Yes
3.
No, she made a
70%
70%
She got 7 out of the
10 correct
Wednesday
1.
Take notes
2.
Work on class
assignment
3.
Make a 90% or
higher
1.
Yes
2.
Yes, mostly
3.
No, she made a
75%
75%
She got 7.5 out of the
10 correct.
Thursday
1.
Take notes
2.
Work on class
assignment
3.
Make a 90% or
higher
She was absent
-
Friday
1.
Take Quiz
2.
Use notes/hw
3.
Make a 90% or
higher
1.
Yes
2.
Yes
3.
No, she made a
70%
70%
She got 10.5 out of
15 correct.
Based on the overall results, Haley’s performance did not master all of goals that we had set
out for her. She did master two of them so that is a positive note to make. Her main strength was
that she stayed in class during the whole 45-minute class period 3 times out of the 5-day week.
This has honestly never happened before so this is a huge win for Haley. Her weakness is just
math in general. Her taking notes takes her attention off of actually paying attention as she
cannot both take notes and process what we are talking about at the same time. I think that her
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taking notes did not really help her with the learning the material of polynomials this last week.
She just has a hard time multitasking which is a skill that is helpful in life.
Analyze data.
For Haley, I will most likely just keep the excel spreadsheet that I have but color code it for
her and then print it out for her. Colors tend to help her better understand than graphs. The days
she did not complete the tasks, I would use red boxes around each task she did not complete. I
would use green boxes around the tasks that she did complete. This will show her on a visual
level how well she did compared to the tasks we need to improve on. I will just download it to a
PDF and then share it with her through our google accounts but then give her a printout so that
she can tape it into her math binder to look at for the next week. This should help her with just
being a visual student to have it in front of her.
Future Instructional Plan Based on Implementation
Based on the data from our last week and Haley’s needs, instead of starting the wanted grade
at a 90% for 3 days during the week, I would start at a 70%. This would help her start off with
more confidence for a grade that is easily obtainable for her. After two weeks, we would then
start increasing it to 80%, then two more weeks reach for that 90%. I would keep the task of
writing the weekly agenda down each Monday as this is very beneficial for her. We would keep
the task of staying in class for the whole 45 minutes for 3 days out of the week and gradually try
to increase it to all 5 days of the week. Depending on the topic of the week, we would maybe
adjust the correctly solved problems to a higher number. Algebra 2 topics vary in difficulty and I
would adjust each week with Haley’s strengths and weaknesses given the topics. I would add
that we have weekly check-ins with Haley with both myself and Mr. McDonald so that we can
see how she feels and what else I can do to help her in class.
So, we would change her objectives to
1.
Haley will be given grade level math problems and will use patterns, functions, and
algebraic operations to solve problems with 70% accuracy 3 consecutive times as
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measured weekly by grade level math assessments for 2 weeks.
2.
Objective 2: Haley will remain in class the whole 45 minutes and will attempt to take
notes each day with the teacher/class. She will attempt this 3 out of 5 days this week for 2
consecutive weeks.
References:
Daley D, & Birchwood J (2010). ADHD and academic performance: Why does ADHD impact
on academic performance and what can be done to support ADHD children in the
classroom?
Child: Care, Health and Development
, 36, 455–464.
Friend, M. (2018). Special education: Contemporary perspectives for school professionals (5
th
ed). Pearson.
National Health Service. (2021, December 24).
Symptoms - Attention deficit hyperactivity
disorder (ADHD)
. NHS; NHS. https://www.nhs.uk/conditions/attention-deficit-
hyperactivity-disorder-adhd/symptoms/
Westling, D., Fox, L., & Carter, E., DaFontes, M., & Kurth, J. (2021). Teaching students
with severe disabilities (6
th
ed.). Pearson.