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Child’s First Name: Ryan [1] DOB: 4/7/2012
Student Observer: Reem Albalawi Age: 4 years
Background Information
Ryan, a four-year-old student with autism spectrum disorder, was observed in the Pre-K Special Education Class at Washington Elementary School where he receives Education and Communication Services. Also, he receives four hours a month of Speech Therapy and Occupational Therapy as part of his Individualized Educational Plan (IEP). The observation was done on Wednesday, October 26 from 9:00 a.m. until 3:00 p.m. During that time, Ryan participated in his daily activities in the classroom and the playground. Ryan’s teacher, assistant teachers, and his five classmates were present during the time of the observation. Moreover, Ryan lives with his parents and his grandmother who speak Nigerian as a main language of communication in the house. However, Sammy is nonverbal, so he uses Picture Exchange Communication System (PECS) as the main method of communication in the classroom, but in his home, he communicates with his parents by pointing and leading a family member by the hand to a desired item.
Observation
In the red center, the teacher was working with Sammy and another student for 15 minutes. Sammy and his classmate were working on two separate matching activities which they were supposed to finish independently. The teacher did not need to explain to Sammy what he needed to do. She gave him the matching board, and he started working on it. While he was working, Sammy stood up, jumped a lot in his seat, and squeezed his teeth. His teacher had to remind him several times that he needs to sit down. Sammy did not try to make any connection with his classmate who was sharing the table with him. After he had finished the first matching activity in which he had to match pictures of vegetables based on size, the teacher asked Sammy to work on another matching activity. In this activity, Sammy had to match the right numeral to a picture that contains the same number of cars. The child does not know how to count but recognizes the sounds and shapes of numbers. Therefore, his teacher had to help Sammy remembering some numbers by reading the number he pointed at out loud in order for him to make a right matching. Also, while working on this activity, Sammy rocked his body and made odd rhythm sounds. Every time the teacher turned her back to work with Sammy’s classmate, Sammy would stop working and look around the classroom. Also, he cried and jumped in his seat to avoid finishing his work, but his teacher was verbally encouraging him to complete his task, for example, “keep going Sammy” and “you almost done.” After finishing his task, the teacher gave Sammy his PECS to choose an enforcement. He chose snack card, which is usually used during snack time only. However, his teacher responded to his request and gave him some goldfish. After he had finished eating, he climbed the chair next to him and jumped out of the area and ran away before the assistant teacher caught him and returned him to his seat. Sammy expressed his frustration by crying and jumping in his seat, and was not able to calm himself and engage in a productive activity until the end of the class.
Moreover, every time Sammy heard the bell that indicates it’s time to clean up and check the schedule, he would run around the room and from his teachers to avoid checking his schedule. The teacher had to hold Sammy’s hand and guide him to his schedule to check it. In the next center, Sammy was playing with a sensory tube that contained bouncing balls inside it. He rolled and flipped the tube up and down, left and right. He stuck the sensory tube to his eyes as if he was trying to explore what inside the tube. While playing, Sammy’s face was flat and did not express any signs of interest or surprise. Suddenly, he threw the tube, and other toys were on the table on the floor. His assistant teacher came and quietly informed him that this was not the right way to play with toys, and he needs to clean up and gets his PECS to choose a different toy. He immediately followed what she said, and used his PECS to request cars. He took the box of cars and lined up all the cars. His teacher was trying to encourage him to play with cars in a different by suggesting that he can roll a car. However, Sammy ignored her suggestion, and after stacking all the cars in one line. He held his teacher’s index finger and pointed it at a car to count in a loud voice. The teacher counted all the cars, and when she finished she asked the child to count using his fingers “Show me one!”. Sammy counted using his fingers until three, but could not count four and up although his teacher modeled the numbers for him. When the child heard the clean-up bell, he instantly returned all toys to their place; therefore, his teacher praised him and asked him to give her “High-five.” Sammy ignored her and returned his PECS to its place. His teacher repeated her request to give her high-five or a hug, so he gave her a light hug and barely wrapped his arms around her. In the playground, Sammy was successful in avoiding to hit the playground units (climbers, slides…etc.), and his peers while he was running and playing around them. He went in and out a large planter box, which he also climbed over its edge to jump the fence of the playground in an attempt to run away. However, he did not interact with any of his classmates during that time, and ran away and laughed every time one of the assistant teachers came close to him.
Analysis and Interpretation
In general, Sammy appeared to be a quiet child with unexpected temperament. Although he used PECS to communicate his thoughts and needs, on numerous times during the observation, Sammy was very resistant and demonstrated unpleasant behaviors that corrupted his work and disturbed other students such as screaming, crying, standing during the class, and running away from his seat. In my opinion, the lack of visual cues which can facilitate the child’s during his school day may play a role in his disruptive behaviors. Autism can make it challenging for Sammy to process verbal language, which is used to deliver instructions and rules to him. The use of verbal language without any visual supports, such as visual schedules and timetables, may make it hard for the child to understand what is requested from him; therefore, he may start crying or refuse to complete an activity as a way of showing frustration. Also, Sammy does not always have access to PECS, the only mean he uses to express his needs. For instance, when he was having a temper tantrum during the matching activity, Sammy was not able to get his PECS until he finished his activity. He then chose a snack card which supposedly should only be used during snack time. This incident may indicate that the child was hungry, but the only way he was able to express his feelings is by crying. The absence of predictability is another explanation for Sammy unpleasant behaviors. The child was asked to work on activities that he did not know when they were going to end and what he was supposed to do next. Furthermore, it appeared to me that there was no consideration to the fact that Sammy is a toddler who is like most toddlers love to move and play. Sammy’s classroom felt dull as children did not have any movement activities. Sammy and his classmates were requested to sit in all classroom’s centers, and even when they were signing, with their teacher, they were not allowed to stand.
Lastly, the fact that Sammy was not able to raise four fingers (to count four) without raising his fifth finger “the thumb” may indicate that he may have a problem that interferes with his ability to control his hand’s small muscles, which is a fine motor skill.
Recommendations
Running and jumping are the two gross motor skills that Sammy efficiently, consistently, and independently performed. However, the child was using these skills to perform inappropriate behaviors, such as running away from an activity and jumping off furniture that is used as boundaries in the classroom. To reduce these unwanted behaviors, and teach Sammy how to use his abilities to run and jump in a positive way during the school day, I suggest three recommendations. First, in Sammy’s classroom, there is no use of music or songs. Students only verbally sing some nursery rhymes with their teacher while they are sitting during the opening and closing meetings. I suggest that this activity is modified to a dance activity in which children listen to music that plays on a TV or a speaker, and dance and move freely within the meeting/closing center. Songs that request movement should be used such as “The Skeleton Dance” and “Head, Shoulders, Knees, and Toes.” Also, Sammy does not receive any classroom activities that target his gross motor skills. Therefore, my second recommendation is that Sammy should perform daily indoor activities that support the gross motor development and teach Sammy how to control his large muscles. For example, a pretend activity in which Sammy is requested to jump like a kangaroo or fly like an airplane. Additionally, an indoor obstacle course which requires the child to balance his body, crawl, jump, and run to skip obstacles made of pillows, blankets, and classroom furniture (Patino, n. d.). Furthermore, Sammy showed signs of frustration and anger such as crying, screaming, and refusing to follow instruction on numerous times during the school day. To reduce these behaviors, I recommend short “movement breaks” every 30 minutes to refresh Sammy’s energy and help him stay focused during his activities (Flannery, 2016). This strategy is used with emotionally challenged students, but I believe it can help Sammy as it may increase his interest in required activities and improve his temperament. Also, Sammy has autism, which means that he face difficulties in understating verbal directions and the multiple steps of an activity. Therefore, I recommend the use of “Task Analysis,” which is a visual strategy that breaks an activity into small visual steps. Task Analysis will help the child to know when an activity will start, how long it will last, and what he is going to do next. This strategy will increase prediction which consequently can decrease Sammy’s anxiety and lead to fewer disruptive behaviors. Additionally, Sammy loves numbers, and since he has not mastered the ability to count or tell the time yet, a visual countdown system can be used as a transition strategy. A numbered cards are used to tell how much time is remaining in an activity. For example, the teacher would have five numbered cards for a five-minute activity, and she would remove a card when a minute is passed, and when all the cards are removed that would help the child knows that the activity is finished and it is time to transition (Hume, 2008).
Finally, I suggest the use of positive reinforcement that focuses on giving the child something desirable to increase or maintain appropriate behaviors.
References
Flannery, M. E. (2016, May 17). How Trauma is Changing Children’s Brains. Retrieved From
Patino, E. (n.d.). 8 Fun Ways to Build Gross Motor Skills. Retrieved From