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Case: Special education services under certification as emotionally impaired Doug is a fifth grade student. He is of average size and height for his grade. Doug receives special education services under certification as emotionally impaired. Doug has a variety of behaviors that he exhibits throughout the day on a daily basis. He typically has a lot of energy and spends time each time going to the RTC room at school – Responsible Thinking Classroom. On one particular day, Doug in his general education class and he is repeatedly getting out of his seat. His teacher (whom you will respond as –either as yourself or critiquing his/her "interventions)has repeatedly instructed him to remain seated, but every 3 to 5 minutes Doug either makes an attempt to get up and sharpen his pencil, get a drink, or squirm about in his chair. What is next? Solution: (Rates are posted for this solution!) I had a student who had similar actions during one of my internships, but it was written in his IEP that he would receive a reasonable amount of breaks. I always encouraged him to get more work done by saying, "Complete five more problems and let me check them and then I will let you (get up for whatever the reason was)." This worked well and often times he would forget what he was wanting to get up for. I also spoke to his father and asked him what types of sit down activities he did at home and tried to give him more incentives when he stayed in his seat and completed his work. For Doug, I would probably try to pair him up with a peer that is high functioning and who generally finishes their work early, preferably a person that Doug wants to interact with, to help him keep his attention focused. |
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