Severe Disabilities Observation Log

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The purpose of this document, was to record observations in a variety of severe disabilities classroom settings.

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Severe Disabilities Observation Log

  1. 1. SPED 314- Curriculum & Materials for Individuals with Severe Disabilities Observation Log Name: Blair Thallmayer Date of Observation: March 1, 2007 Durations of Observation: 9:30 am- 10:30 am Location of Observation: Hamilton Elementary School Ms. Davis Classroom Describe individuals with severe disabilities that you have observed or spend time with: • One male student continued to turn, face me and say hi. He also opened and closed his left hand a lot and began to laugh. • Raven wanted the Tinkerbelle doll. Raven began to cry for it, which was not really upset or hurt, just wanted the doll. The teacher told him to stop and he did. • Justin got up five times during the story. He kicked his shoes off 3 times. He would shake his hands in the air, and then put his finger in his eye, and other hand of fingers hitting his tongue. • Another student was very quiet. He put his head down on his lap, and closed his eyes. • A different student put his hands in his pockets, turned half way around. He continued to do this during the whole story. • Another student was very excited and interested into the Dr. Seuss story. He sat up nice and tall, and put his hands on his lap. What teaching strategies or materials did you see being used? • The excited and interested student was very involved within the story. Whenever the speech teacher came around to him, she would ask him to name 3 other words that would go in that category. Example was animals. He named giraffe, lion, and zebra. Which were excellent words, no one accepted he would say. When he answered correctly she said, “Excellent!” and gave him a high five. • Another strategy the speech teacher continued with was on another student. She would sound out the word, and tell the student to say it. She also would sound out half of the same word, to say along with the student. This was done until the student said the whole word correctly. Record personal reactions to your observation: • Asking the one student to name three of words in the same category was an excellent idea. Then rewarding him with verbal praise and a high five I think is a great for younger students.
  2. 2. SPED 314- Curriculum & Materials for Individuals with Severe Disabilities Observation Log Name: Blair Thallmayer Date of Observation: March 6, 2007 Durations of Observation: 9am- 10am Location of Observation: Ms. Theresa Taylor Room 308 at Lehman Intermediate Describe individuals with severe disabilities that you have observed or spend time with: • Zachary was a very stubborn boy, who was 12 years old. He was a little heavy. Zachary would sit in silence and put his fingers in his mouth or ears. He was verbal, however chose to be non-verbal, and liked to sign. • Bobby was a Spanish student who was non-verbal. He used a communication device that was called Tech Speak. He would push a button, and it would tell us what he wanted. Example: I want… Candy. • Brandi was a little girl of 13 years old. She loved to talk. She was one of 3 children at home, all with autism. She was learning materials at a 3rd grade level and doing really well at them. • Christopher was an 8th grade student, African- American that was very big and tall. He was also doing really well at a 3rd grade level. His behaviors however, have regressed in the past 2 years. • Andy was a 7th grade student that was also a bigger boy. He loved coloring and playing with his magazine. What teaching strategies or materials did you see being used? • The students and staff had a two hour delay. When I came in to observe they were unpacking. Slowly each student unpacked. Some had help from the teacher, and/or aid, while some students unpacked on their own. Everyone took a turn to use the restroom, in which was located at the back of the classroom. Having a daily routine is a good way for students to learn what is accepted of them, even with a delay. • Students would also do an activity on a daily called “Calendar.” Students would each, one at a time, say the month, date, day, weather, and temperature for that day. The verbal students would say it, where as the non-verbal students would sign, or point to the picture. Record personal reactions to your observation: • Having students review on a daily basis any skill or activity is all right. Day by day routines will increase the students remember of the task being asked. Understanding the months of the year, days of the week, date and weather is excellent skill for all students.
  3. 3. SPED 314- Curriculum & Materials for Individuals with Severe Disabilities Observation Log Name: Blair Thallmayer Date of Observation: March 6, 2007 Durations of Observation: 10am- 11am Location of Observation: Ms. Theresa Taylor Room 308 at Lehman Intermediate Describe individuals with severe disabilities that you have observed or spend time with: • Zachary was a completing a hands on activity in which increased fine-motor skills, usually used at a preschool level. He needed some help and an aid helped him using hand over hand contact. • Bobby can color in the activities; however his aid had to cut them out. She also had to put paste on the back, yet he was able to put the pasted paper in the correct spot on the page. • Brandi was completed all of her work all by herself at a very fast rate. She was able to cut, color, and paste all by herself. • Christopher was also completed his work all by himself, however at a very slow rate. She was able to color, cut, and paste all by himself, however it took a very long time. • Andy was able to color in any activities. He was also completing hands on activities in which increased fine motor skills at a preschool level. He was placing plastic coins into a plastic box/bank. What teaching strategies or materials did you see being used? • For the verbal students, they were given a treat of Jujyfruit Candy after every good and completed task. Every non-verbal student was given a treat of Jujyfruit Candy after every good behavior, and on task assignment. These were used for rewards for good behavior. • Andy was caught coloring on his desk. Ms. Sue an aid in the classroom asked him why he did that. He knew he it was wrong, and was signed he was sorry. She asked him to clean it up, however Andy did not want to. Andy began kicking, pulling, and hitting Ms. Taylor. The aids took all of the other students out of the classroom because whenever he brings this, they are afraid he will go after another student. Once they calmed Andy down, he was given a paper towel and cleaned all of the desks in the classroom. Record personal reactions to your observation: • I have heard of students pushes, kicking, and becoming violent however I just never experienced it with my own eyes. I was a little nervous and scared, but I knew the teachers wouldn’t let me attack me.
  4. 4. SPED 314- Curriculum & Materials for Individuals with Severe Disabilities Observation Log Name: Blair Thallmayer Date of Observation: March 9, 2007 Durations of Observation: 9am- 10:30 am Location of Observation: Hamilton Elementary School Ms. Davis Classroom Describe individuals with severe disabilities that you have observed or spend time with: • Students ate breakfast. Then the students had Relax Time/Down Time with a picture book independently. Next was Bathroom Time, in which one at a time, the students would take turns going into the bathroom with an aid. Following that, the students would pick up their chairs and move them over to the circle rug for Circle Time. But before Circle Time could begin, students were told to put all picture books away in the correct place. At Circle Time, one teacher began “Good Morning Song.” This song helps the students to say “good morning” the correct way, and to put out their hand to shake hands with one another, with good eye contact. All of the students did a wonderful job with that. Next, they went over day of the week, date, and weather. They sang “Weather Song” and clapped along. Christian was told that because of his good behavior during “Good Morning Song” and “Weather Song” he was allowed to dress Willy the Wacky Bear for that day. On his way to the felt board, he look at Cori & said “You not!” Meaning, you are not dressing Willy, I am. The teacher told him to forget it, and go sit down. He refused and sat right in from of the felt board. Christian is a little bit on the heavier side, and very verbal. Therefore, the teacher, as well as her three other aids had to help pick Christian up and put him back in his chair. Cori got to dress Willy. Then Christian said he was “sorry” to Cori all on his own. The teacher praised Christian by saying “good job” and gave him a high five. Ms. Davis said he will sit on the floor for a while and it also takes him a while or never says he is sorry. Knowing that he let them move him right away without a fight was a first, as well as saying sorry to Cori on his own a few minutes later was also progress. What teaching strategies or materials did you see being used? • Each student has their own daily schedule already prepared by the teacher, dor each day. It is filled out by the teacher as the activities occur. This document contains a chair with four columns. All objectives are written directly from each student’s I.E.P. This is a great way to observe, record, and collect data successfully. In the end, this teacher has written documentation in a structured ABC Analysis Chair on record. Example Below: Time/Activity Methods/Material Objectives Completion/ Data s All objectives are written directly from each student’s I.E.P. This is a great way to observe, record, and collect data successfully. In the end, this teacher has written documentation in a structured ABC Analysis Chart on record. • Having the use of technology in the classroom is very successful. In addition, any use of music and movement within these little ones has made great lessons and activities for teaching children. All of the songs, such as “Weather Song”, “Good Morning”, “Little Penguin”, and “Ho, Ho, Ho” help these children learn in a fun and positive way. Record personal reactions to your observation: • I loved all of the little songs that these teachers were teaching these students. Music is such a fun way to involve the concept areas. Watching the teachers act as children, looked like so much fun and that they were having fun while doing it. The students loved the energy and motivation and had a great time while learning every day concepts.
  5. 5. SPED 314- Curriculum & Materials for Individuals with Severe Disabilities Observation Log Name: Blair Thallmayer Date of Observation: March 21, 2007 Durations of Observation: 8am- 10am Location of Observation: Ms. Theresa Taylor Room 308 at Lehman Intermediate Describe individuals with severe disabilities that you have observed or spend time with: • Zachary was not feeling very well. He was out for a few weeks and came back today. He looked and acted like he did not want to be back to school. After a few minutes he came sneezing and green stuff came out of his nose. He was unaware of this occurring, thus the assist had to wipe his nose. Ms. Taylor felt bad and called his parents to come pick him up. Clearly he was still under the weather, and needed someone to take care of him. • Bobby was a Spanish student who was non-verbal. He would walk around the classroom waving his arms around, until the teacher told him to stop before he hurts someone or himself. • Brandi was a little girl of 13 years old. She loved to talk and sing. She had some down time. This contained of sitting, relaxing and singing songs. • Andy loves to color in notebook. He also likes to look at magazines. Whenever he is wrong and wants to make it better, he blows kisses. • Katherine was a little girl of 13 years old. She loved to continue puzzle as part of her down time. Sitting with a puzzle at her desk she enjoyed so much. What teaching strategies or materials did you see being used? • Some of the students are non-verbal. The teacher uses a verbal cue called “Ready Hands” in which the students fold their hands on their desk to show that they are ready to work. Some students could not understand this verbal cue independently and the teacher used a physical prompt to assist them. • Students that were non-verbal were given a lesson one-on-one containing pictures, graphics and the use of pointing to the pictures. This task worksheet written out by the teacher enclosed language, visual performance, domestic maintenance- personal, and pre- vocational. All of the teacher’s records, and sheet of data were put together from “The Assessment of Basic Language and Learning Skills” ABLLS- R Protcool, Behavior Analysts, Inc. The purpose of this workbook is for all area districts to contain the same format of objectives for students. It is an assessment, curriculum guide and skills tracking system for children with Autism and other development disabilities. If this child goes to another school in the same district, they will have his similar records to continue working with him/her without a lot of hassle. Record personal reactions to your observation:
  6. 6. • “Having students contain down time through out the day is very important”- says Ms. Taylor. According to her, having the students perform academics all day without a break will increase unwanted behavior, and students will not complete academics. SPED 314- Curriculum & Materials for Individuals with Severe Disabilities Observation Log Name: Blair Thallmayer Date of Observation: March 23, 2007 Durations of Observation: 9am- 10:30 am Location of Observation: Hamilton Elementary School Ms. Davis Classroom Describe individuals with severe disabilities that you have observed or spend time with: • Today there were six students. The teacher and aids went to go get the students off of the bus. There was a special door located close to the classroom, in which the students could enter the building quickly from the bus. In which it was close to the cafeteria. Some students needed help getting off of the bus, some students didn’t. Some students needed help walking thru the cafeteria. Some students were able to pick up a tray and pick up whatever items for breakfast on their own. Some students could not and has the teacher do so for them. Yet the students that couldn’t complete this task individually would point, sign, or try and speak what they wanted to eat. • When the students walked into the classroom, they put their food down on the tables and began to undress. First they took off their school bags and then their coats. All students were able to undress individually without any assist and all students were able to hang up their school bag and coat on their own hooks alone. • While eating breakfast now, Cori began to cry. Cori is a verbal and smart young boy. However, he is regressing in the communication development area. He feels that crying and wining will get him his way faster and begins to do so often. The teachers do not respond to this unwanted behavior. His parents also bring him popcorn for breakfast. Teachers say that is all he likes and will eat. If my mother packed me popcorn for breakfast daily I think I would cry often as well! What teaching strategies or materials did you see being used? • When Cori begins his crying, Ms. Davis and others always respond as “Use your words, you are a big boy.” I feel that this is good and positive verbal prompts that reassure Cori that he is a big boy, and he can use his words to communicate with others. • Patrick went over to Raven’s french-toast sticks and ate one. Raven wasn’t hungry and reading his book. However, was upset that Patrick did so. The teachers told Raven to tell Patrick that he is not happy with him, and that he did not like that he ate one of his sticks. Raven repeated this. Patrick was told to spit it out and didn’t want to. • Because the students are not allowed to have their parents/ guardians bring in any good for when it is their birthday, the school has come up with an alternate celebrate. In which this is down once a month, with the whole school placed in the gymnasium. Record personal reactions to your observation:
  7. 7. • Students were singing “It’s your birthday and you know it clap your hands.” A song one of the teachers came up with using the tune from “If you happy and you know it clap your hands.” It was a fun way to see students celebrate their birthday as a whole school, building a great community and using a song all students already know and love. SPED 314- Curriculum & Materials for Individuals with Severe Disabilities Observation Log Name: Blair Thallmayer Date of Observation: April 12, 2007 Durations of Observation: 8:30- 11 am Location of Observation: Hamilton Elementary School Ms. Davis Classroom Describe individuals with severe disabilities that you have observed or spend time with: • Patrick I. is very independent. He can feed himself, undress, hang up school bags and coat, and put things away. Sometimes he does need a little verbal prompt to tell him to do so, but lately he does it on his own. After breakfast is over, Patrick quietly cleans up, and walks over to get a book. At this time, all students get a book; this is used as down time, until Circle Time. • Jared sat next to me, after breakfast. He didn’t have a book, so I asked him “where is your book?” He looked down. I said “why don’t you go pick one off of the self!” He looks up and says “Toy Story.” I said “no Josh has that, pick another.” He looks at me and says “Lion King.” I replied “yes go get Lion King”. He was so excited, he ran over got the book and sat down again next to me. Both books were Disney and both books had buttons that made sounds to read along with the story. Maybe he likes Disney, or maybe he likes pushing the buttons. During after down time from breakfast, Mrs. Davies asked all of the students to put their books away and get a chair. Three times she had to tell Jared to get a chair and bring it to the rug for Circle Time. Jared does not want to do Circle Time and begins to scream like a mouse in a high pitch voice. The teachers try to interact him into the songs, but he does not want to and sits there grumpy. • Kori came into the classroom eating a banana and an apple. Kori does not like to eat a lot of different foods; thus his parents send him with junk food. Seeing him eat something healthy really surprised me, as well as the others. He is making great progress on varieties of food. Kori often has his hand opened and closed, as if it was a puppet talking. He named his hand Elmo, the Sesame Street character. Whenever Elmo talks, Kori calms down. • Raven is very verbal. After independently cleaning up his cereal from breakfast, Raven went to get a book, and pulled up a chair at my table. He came showing me the pictures and asked me to read one page. After I did he replied “Isn’t reading fun! Can I read the book of treasures?” I replied “yes” & he went to get it. • Joshua does not eat breakfast at school. He regressed in chewing after his throat surgery. Now he is only eating fluids and liquids, like Pedi-sure. At home, they are re-teaching him how to chew his food at a slow rate. During breakfast, Josh
  8. 8. sat at his sit with “Toy Story” book, and the character Woody doll. When he saw all of the other students move to my table, he got up and moved his chair as well. • Christian is very smart and very verbal. Everything he hears and sees, he is like a sponge and just soaks in all of the energy and knowledge around. He moved his chair next to me, picked up a book on trains and became showing me the different trains. He explained the different colors and sizes. Example: this is red and big. Christian saw a pile of photo cards tied in a rubber band next to the desk. He picked them up and handed them to me. He wanted me to go over them with him. These cards had different pictures on them. I put one card in front of him at a time, and with no prompt he knew what was on every card. “Excellent work Christian” I said. He put out his hand for a high five. During Circle Time, Mrs. Davies asked Christian “what is the weather like outside?” He looked towards the window, and replied “Cloudy, Yucky and Rainy!” He needed some cues after each word. All of the teachers thought it was cute that he said yucky out. What teaching strategies or materials did you see being used? • Mrs. Davies used a number of verbal prompts during the time period when I observed her classroom. Such as put your books away, and get a chair. • This classroom also uses a number of songs in the morning to motivate the students for the rest of the day. These songs are interactively involving the students, as well as teaching them good manners, counting skills calendar and weather. • For the non-verbal students, Mrs. Davis has them point to the answers, sign the answers to try and sound out even the first letter of the answers. For the verbal students, Mrs. Davis has the students answer but also asks them another question, containing the same answer. Record personal reactions to your observation: • Many of the students forgot my name, and came up to me and just said “Excuse me.” Then afterwards said, “What’s your name? What’s your name?” • When Mrs. Davis did Circle Time, she decided to put me in the attendance part as well. Everyday a different student helps take attendance by going around the room, when the person’s card is picking up and says “Good morning” while shaking hands. Joshua knew that I was in the room and that he should come up and he should shake my hand. • During book time after breakfast, I thought it was so cute that one student came over to my table. Then the rest followed. All of the students wanted me to be involved with them, and two boys even began to fight over sitting next to me. I told them they both could sit next to me, one on each side of me. Each got a chair and did so. • This day was very calm, but fun. Every time I go into that classroom, the teachers always seem to be enjoying themselves, thus the students are having a good time as well.
  9. 9. SPED 314- Curriculum & Materials for Individuals with Severe Disabilities Observation Log Name: Blair Thallmayer Date of Observation: April 13, 2007 Durations of Observation: 9am - 11 am Location of Observation: Hamilton Elementary School Ms. Davis Classroom Describe individuals with severe disabilities that you have observed or spend time with: • Kori is the first student to arrive. He was so excited to see me that he came over came me a hug, and became petting my hair. He went to unpack, and undress. Then hung up all of his stuff. • Patrick I. is the helper for Circle Time. Patrick also got to dress Willy for the day. Each item of clothing he went to put on Willy he looked as if he was unsure, and questioned it to Mrs. Davies. He knew what was correct for Willy, but was afraid to be wrong. • Patrick C. is constantly being checked every 20 minutes to see if he is wet or dry. He also comes off of screaming and hitting him events whenever he is uncomfortable or does not want to do something. He was wearing his father’s dirty socks, his shoes were half way on, his shirt was on backwards, and his pants had holes in the knees. Why would a parent send their child to school that way?? Patrick also likes to keep his finger next to his eye and his other hand under his ear. Often he waves his hands, and slaps his hand against his tongue. • Joshua does not like Circle Time and always says he has to go to the bathroom, so he can get out of doing it. The teachers let him go, he went to the bathroom, did not flush, and came back farting the whole way back to his sit. He does not want to sit in his chair, so he leans to the students next to him. • Jared often hits, screams, bites and pinches him or other students whenever Patrick sets him off. Jared’s trigger is Patrick’s screaming and hitting himself. Teachers told Jared to tell Patrick to knock it off. Jared whispers “Knock it off.” They tell him again, this time he gets up, so Ms. Watts has to make sure he doesn’t go anywhere or do anything. What teaching strategies or materials did you see being used? • Every Friday, if the students were good Mrs. Davies would take out Marvin. Marvin was a large monkey puppet, in which Mrs. Davies would put on his arm and sing “Monkeys Swinging in the Trees.” • Mrs. Davies has created a picture chart for Jared to hold and keep. This was his reinforcement that he could hold and visually see, if he bites, kicks, or pinches anyone he does not get computer time at home.
  10. 10. Record personal reactions to your observation: • Jared does not like Josh and calls him gross. I thought at that age it was weird that he did not like him. In first grade, most of the time children always get along.

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