1. Special Ed Clinical Presentation
Sam Wagner

2. By show of hands, how many of you have tried not to do something because you deemed it to be undesirable?

3. Reason for Intervention
Sam was referred to testing by her parents, Mr. and Mrs. Saulsberry, due to serious concerns about her behavioral performance when presented with undesirable tasks.

4. Background History Only child 6th grader Has many pet, especially cats
Struggles when she doesn’t like a class
Needs help with writing
Highly intelligent
Excels in art and computers
Likes to be creative
Enjoys playing video games and playing with her cats

5. Intervention The Zones of Regulation
Looking at: The Size of the Problem
Coping strategies were easy
Generalizing
Journaling
How her teacher’s approached the situation, triggers.

6. Observation Approached intervention ready to go
Struggled in Language Arts
Social Studies
Computer class
Gym
Late starts

7. Data Collected/Outcome
Results of Sam’s behavior charts done weekly, for her intervention, starting January 8th and ending February 8th. Given this data, Sam’s behavior did not improve. The first two weeks shown are when she was still going through the intervention. The last three weeks were role playing and observations.

8. Recommendations
1. Make all teachers aware of Sam’s calming techniques, and have them remind her of them before, or when experiencing her triggers.
2. Make sure all teachers can provide explicit instruction for Sam, especially in the area of writing.
3. Give Sam extra time to complete assignments, especially ones that are undesirable to her.
4. Provide positive reinforcement for her to complete undesirable tasks.
5. Maintain contact with Sam’s parents and keep them updated on her progress.
Teacher’s establishing relationships
Showing them that the behavior doesn’t define the student
Getting her parents more involved, and wanting to create that relationship with the teachers

9. What I Learned Not all teachers want to help
Need to educate others on behavioral disorders
Behavior doesn’t define the student
Skills must be generalized
Can’t take the easy way out
Need to shut down bullying

10. Reflective Teacher Advocate
Deep Content Knowledge
Types of interventions, generalization, and data collection
Diverse Instructional Practice
Understanding all behaviors are different
Teachers must see this
Reflective Action
How to change the intervention
Everyday Advocacy
Fighting for the student’s rights

11. Wrap-Up
If we educate people on how to properly work with children who struggle with behavior problems or any disability we can make their education easier for them and allow them to get the help they need.