403 Case Study
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California State University, Dominguez Hills *
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403
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Statistics
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Feb 20, 2024
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docx
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Case Study/Signature Assignment
Jonnell Knox
CSU Dominguez Hills SPE 403 Dr. Susan Porte
Part I: Student Background
Kyrie is an only child on her mother's side. She has two younger siblings who live
with her father and stepmother. Aaliyah's mother is a Sonographer and works in San Gabriel Valley, so she spent a lot of her time with extended family and after school programs. When Aaliyah was 4 years old she was diagnosed with ADHD. Since then Aaliyah has been assessed for Specific Learning Disability. She is currently receiving services at the Learning Center at Wood Elementary. Five days a week Aaliyah spends 60 minutes with the Special Education teacher. During this time Aaliyah works on her IEP objectives and other goals in the classroom. Aaliyah's academic strengths are communicating, she is very expressive with her language, and has good visual memory.
Some of her challenges are staying on task with classwork, speaking out of turn, and shutting down when things become difficult for her. Aaliyah likes anime, dancing, and video games. She wants to become a Video game designer and go to USC college. Her hobbies included making Tik Tok’s, art and swimming.
Part II: Assessments & Initial Data
When I first met Aaliyah, I conducted a series of assessments such as the LAS Links Assessment to get a better sense of her speaking, listening, reading, and writing skills. The results suggest that Aaliyah has some troubles with expressing
herself in some social and academic settings and will sometimes get frustrated when tasks become too difficult. I tried the concept of Play Language with Destiny in which I used modeling to show Destiny how to verbally communicate with a peer in the classroom. This seemed to work a lot with her. It took a sense of pressure off of her; she appeared more relaxed when she felt like she was engaging in role-play. In my notes, I have included that Destiny will benefit from modeling in the classroom with her peers.
Over a course of 2 month Wheel of Names
. Students come up to the front of the class to spin the wheel and win a reward. I like to include rewards that the whole class can enjoy too and these are some of my students’ favorite rewards – such as lunch bunch and a class game. You can learn more about my
reward wheel in my post about
Positive Behavior Incentives
.
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Part III: The Intervention Plan
Aaliyah has challenges in decoding words and the sounds they make. The error patterns that were displayed were words family or sounds. When Aaliyah did not know a word she
would look around to try to decode other words to help her. Sometimes she would wait for you to say the word. Another thing I noticed when Aaliyah could not make out the word sound, she shut down or became distracted by other things in the class. Use student scores, error patterns, and other observations of the student to support your reasoning. She shows challenges in several reading/literacy areas, prioritizing foundational skills first (e.g., word reading or phonological awareness).
SQ3R
Part V: Reflection
Cited Page
Honig, B., Diamond, L., Gutlohn, L., (2018). For All Educator Working to Improve Reading Achievement: Teaching Reading Sourcebook. Consortium on Reading Excellence in Education Inc. (Core)
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