Student

Case Study
EDI 310

Various strategies and

observations that were used when
working with 2 target students
and identified
implications/strategies for their
success.

Rachel C. Caswell
 Participant Information:

Student 1-Garrett: The first student that I chose whom was easy to build a relationship with is Garrett.
Garrett is six years old and currently is diagnosed with Early Childhood Developmental Delay. Garrett
received services through early childhood special education starting when he was three years old. Garrett
has lived with his paternal grandmother since he was 5 years old when his biological mother and father
felt that they could not provide Garrett with the appropriate care that he needed. Garrett also has a
younger brother and sister who also live with him and his grandmother and her husband. Garrett is a very
intelligent student, and exceeds the other three kindergarten students in our class. He enjoys the
weather, calendar time, and is nearly obsessed with tornados, storms, lighting, etc. Garrett also enjoys
the book Chicka Chicka Boom Boom and loves watching the song version on Youtube. Garrett’s areas of
need include communication and expressive language. Currently, communication is the largest part of
Garrett’s IEP and is a large focus for him in our classroom. I selected Garrett because it was easy to build
a relationship with him from the start of the school year. I often ask Garrett about his interests of
tornadoes, Chicka Chicka Boom Boom, etc, and he opens up to me about these subjects. Garrett also
answers a lot of questions when in class and forms friendships well with other students.

Student 2-Rosie: The second student I chose was more challenging to building a relationship with from
the start. Her name is Rosie and she is 5 years old and a kindergarten student in our classroom. She is
also diagnosed with Early Childhood Developmental Delay and has received early childhood special
education services since age 3. Rosie lives with her biological mother and father, but in different
households. Her parents are divorced and Rosie and her 3rd grade older brother spend one week with
their mother and one week with their father at a time. Rosie has a very strong personality and seems to
have a sort of emotional impairment. Her IEP also focuses on her communication, focusing mostly on
expressive language. Rosie likes to play with arts and crafts when free time is available in class. Rosie’s
strengths include writing her letters and numbers neatly and knowing the sounds of letters. Her areas of
need include mathematics and reading. I selected Rosie because she has a very strong personality and
is very unpredictable each day. Every school day is very different and I was interested to focus in on what
makes her tick through these observations.

Classroom Context:
Garrett and Rosie’s learning environment is exactly the same. Both Garrett and Rosie spend 900-
1100 minutes each week in our cross categorical special education room. Rosie and Garrett push into
their general education class for specials (music, art, library, gym), snack, recess, lunch and a morning
read aloud. I observed both of them in the special education room, because it is where they spend the
majority of their day. The classroom has three tables for students to sit at, two of these tables are
rectangular and low to the ground, and one of them is circular and higher up. Student name tags are
velcroed to their assigned seat for easy changes and moving of spots that may occur. The classroom is
well lit with ceiling lights, and two large windows. Flexible seating is available for students, some

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examples include, scoop seats, rocking chairs, 2 wick patio seats with cushion on them, large bench with
stuffed animals, old fashioned desk, wobbly stool, and a miniature loveseat made for kids. Classroom
layout has the tables on the outskirts of the room with the carpet in the middle where students spend a lot
of time getting instruction from my CT.

Activities/free time choices are located in the back of the room, where they cause the least
amount of distraction possible during learning time. Typical activities that are available to students include
math tubs and literacy tubs that have different activities based on level that they complete during those
subject rotations. Students also have “Play Workshop Mondays” where they participate in research based
practice that include students using their imaginations and being creative. Each Monday, Garrett and
Rosie, and the other 7 students in our class are given 3 choices to pick from that day to participate in for
30 straight minutes with their peers. Those choices include: drama (dress up), building (blocks, rice table),
or art cart (arts and crafts).

Classroom expectations are focused around the idea of being kind, and problem solving for
themselves. Students are expected to come up with a solution to their own problems/issues unless it is an
emergency. They are asked to determine whether it is a glitch, bummer or an emergency. These are all
explicitly defined for students with examples as well so they understand clearly. Students are also given
many opportunities for choice participation. They choose what literacy or math tub they want to do during
rotations, what flexible seating spot they want to read in each week, what activity they want to do during
play workshop time. Day to day function is student led with teacher guidance along the way, especially
with our four kindergarten students. Classroom routines such as line leaders can cause conflict, but it is
something that my CT and I can deal with because it teaches our students patience, empathy, maturity
and tolerance when things don’t go the way they want.

Observations and Field notes:

First Observation:

Garrett: My first observation that I did on Garrett occurred on October 10 th, ten minutes before heading
down to the cafeteria for lunch time. This occurred in the special education classroom. My CT was doing
a read aloud right before lunchtime and Garrett was given a reminder from a paraprofessional that it was
time to use the bathroom before lunch. Garrett immediately slouched down in his scoop seat, hesitated,
was asked again to go, and then proceeded to walk to the bathroom. When he was finished he came out
of the bathroom and stared at the teacher while standing in one spot right outside the bathroom door. He
was asked to come sit on the carpet with the other students, and he did so. Kids were starting to snort
and he was laughing at them and then laid down flat on the carpet.

A challenge with Garrett is he often needs multiple reminders to use the restroom. We give him these
reminders so he does not have an accident. This is a solution that my CT came up with. The more we
remind Garrett to use the restroom, the more he will actually go.

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Rosie: My first observation with Rosie occurred at the same time as I was observing Garrett. I spent 10
seconds on one students, and 10 seconds on the next, moving back and forth. While my CT was
beginning to read a book, and instructing all students to come to the carpet, Rosie was cleaning up her
scraps and lifting the trash can to do so. Rosie was slowly cleaning up while also looking around the room
at her peers. She put the scissors away, walked to the carpet, stood at the back of the carpet looking at
her peers, rocked back and forth, looked down at the floor. Was then reminded by my CT to sit on the
carpet with the others kids, and then proceeded to sit at the back of the carpet. Rosie was running her
fingers along the edge of the rug, not listening, but being quiet. One other student was not doing what he
was supposed to and she was staring at him while the teacher gave him a reminder of what he needs to
be doing. Rosie was playing with her hair and then immediately started crying quietly, she stared at the
teacher and then threw her face into her hands and started crying more. She told the teacher that she
was crying because someone sat next to her. (This student who sat next to her was not too close to her
at all, he gave her enough space to be comfortable. She just did not like the fact that he was there.) Rosie
was then staring at the other students who were talking, then as she was still crying looks up and says,
“You’re not the leader,” and scooches away from them. Then is asked to line up for lunch.

Second Observation:

Garrett: My second observation of Garrett occurred at the very beginning of the day on October 15 th in the
special education classroom. Garrett walked in slowly to class this say, but was unstable with his steps.
He was not wearing his glasses, and looks completely around the room observing what is going on. My
CT says “hi, Garrett” and he says hi quietly under his breath. Garrett then sneezes and the
paraprofessional then reminds Garrett that he needs to use the bathroom. Garrett literally melts right
where he is standing and falls to the ground dramatically, and curls up in a ball. He is not crying, and says
that he is tired. The paraprofessional tells him that he is allowed to be tired, but he still has to go to the
bathroom. Garrett then stays on the floor for 4-5 minutes being ignored by all adults and is then given
another reminder. He responds with a moan and asks if he can have the iPad. (Garrett gets the iPad
when he uses the bathroom at home, so he tries to ask for it at school). My CT said no, Garrett pouts,
stands up, falls back to the ground like he is melting, and then dramatically crawls back into the bathroom
and shuts the door.

Rosie: Rosie walks into the classroom with a high head and loud voice and asks, “Am I the line leader?”
My CT responds and says, “No, not today it’s Garrett’s turn.” Rosie does not get too upset about this. She
gets more upset when Addison is the line leader, but because it is Garrett she stays more calm. She then
goes up to the paraprofessional and asks her the same question, and she responds with the same
answer. Rosie then crosses her arms and pouts. Rosie then raises her voice, not in an aggressive way
and asks, “what are we doing?” and I told Rosie that she can grab a book to read. She then sits in the
teachers rocking chair, (which is allowed), and looks up. She does not open her book right away, but then
soon sees other students reading and opens her own book to read.

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Third Observation:

Garrett: My third observation on Garrett occurred right after students came back inside from outdoor
recess. He walked into the classroom with his snack in his hand, his face is messy with crumbs and he is
dropping food all over the floor. Garrett walks to his seat and finishes his snack. Then throws his snack
away and is reminded by the teacher to clean off his table spot. The paraprofessional then reminds
Garrett that he need to go to the bathroom. Garrett moans and then hides under the table to avoid eye
contact. My CT offers Chicka Chicka Boom Boom for Garrett to look at when he is in the bathroom. He
then crawls out from under the table, stands up, pouts, walks over to the bathroom slowly, asks for
Chicka Chicka Boom Boom, gets the book from my CT, walks into the bathroom with it and shuts the
door.

Rosie: Rosie comes in first from recess with her head high and shoulders wide, yelling about her snack
that she has. She is reminded by my CT to keep a blue voice when indoors, and that we only use our
outdoor voice at recess. Rosie then asks for help with opening her snack and the paraprofessional assists
her. Rosie then asks the paraprofessional if she is the line leader and the para tells her that she is not
and it is Addison’s day. This does not sit well with Rosie. She cries while eating her snack and growls at
Addison because she was excited when she heard that she was the line leader. My CT pulls Rosie aside
to talk to her about being kind to other students. Rosie turns around and runs into the hallway crying and
sits in the “mindful moment” chair to relax and calm down. Following 2-3 minutes with Rosie in the
hallway, she comes back into the classroom very calm, goes and sits on the carpet immediately and
listens to the read aloud. Rosie throws away her snack when the book is done.

******Implementing Strategies 1,2 and 3 before doing observation 4. *****

Classroom Management Strategies and/or

Interventions:
Strategy #1: Reflecting on Garrett’s toileting challenges, I think that a timer in the bathroom would be an
effective strategy to implement. A timer is a tool that can be used for many different activities/instructions
in the classroom, and I think that it would help Garrett a lot. Providing Garrett with a timer in the bathroom
would help with making sure that he sits for long enough and is actually using the bathroom and not just
going in and flushing. This will provide Garrett with a visual of how much longer he needs to take using
the bathroom. This strategy can be implemented in the special education classroom as well as general
education, lunchtime and specials. I would use a timer every single time he was instructed to use the
bathroom because it will develop a habit and scaffold him to regularly sit in the bathroom for a longer
period of time.

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Strategy #2: Looking further into Rosie’s interest in being the line leader, I believe that a visual schedule
for organizing who is the leader each day would help her better understand. This visual can include each
student’s name in alphabetical order from top to bottom and have a clothespin that says, “line leader” on
it. The clothespin will represent who is the line leader that day and will stay the leader for the entirety of
the day. This strategy will prevent Rosie from asking teachers and paraprofessionals who is the line
leader, multiple times each day. Rosie will be able to come into the classroom in the morning and
immediately look at the visual to see whose turn it is. Rosie will also be able to see how close/far away
she is from being her turn to lead.

Strategy #3: Implementing a token reinforcement system for Garrett’s bathroom schedule would be a
helpful tool for both him and teachers/staff who assist him with reminders. The system will include a sheet
of paper with the 5 times in a day that Garrett is instructed to go to the bathroom. Next to these times
there will be a blank box that teachers/paraprofessionals will write a smiley face inside of if Garrett goes
to the bathroom without melting down. If Garrett receives all five smiley faces in one day he will get to
watch any short Youtube clip that he wants that is school appropriate. For example, the first video clip he
chose was the Chicka Chicka Boom Boom song video clip.

Fourth Observation (Following implementation of strategies):

Garrett: Garrett walks into class quietly in the beginning of the day, without his glasses, eating a granola
bar, and immediately asks about Chicka Chicka Boom Boom. The paraprofessional reminds him that he
needs to go to the bathroom for 5 minutes. Garrett immediately melts to the floor moaning and rolls on the
carpet. Paraprofessional get Chicka Chicka Boom Boom and shoes Garrett. She says, “Garrett if you go
to the bathroom for 5 minutes you can look at Chicka Chicka Boom Boom.” Garrett then gets up off of the
floor, wobbles slowly over, grabs the books, and goes into the bathroom. The para sets the timer for 5
minutes so Garrett can see. She also reminds Garrett that if he goes to the bathroom right when we ask
him to he can get a smiley on his reinforcement chart. And when he gets all 5 smileys for the day, he
can watch any Youtube video clip he wants.

Rosie: At the beginning of the school day, Rosie walks in first to the classroom in front of all of the other
students with her head high as always and struggling to get words out. I can tell that she has something
to say to my CT, but is struggling. She sees the new visual for line leaders that is on the front board and
asks what it is for. The paraprofessional says, “it is a list of all of the kids names in our class. And the
clothespin represents whose turn it is to be the line leader.” Rosie then points to her own name. She has
a confused look on her face, and then touches the clothespin lightly and asks, “Is it my turn today?” My
CT asks Rosie, “Is the clothespin next to your name?” Rosie says no… My CT responds and says, “Okay
then it is not your turn today. No big deal.: Rosie then crosses her arm forcefully and goes to grab a book
from the class library.

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 Reflection of Strategies Used:
Strategy #1-Timer: I think that the timer worked well for Garrett and will guide him in knowing how long he
needs to sit for each time he goes to the bathroom. If teachers/staff are consistent in implementing this
strategy into Garrett’s schedule, I think that he will learn to better understand and know how long he
needs to spend in the bathroom.

Strategy #2-Visual Schedule: I think that this strategy for Rosie will take some time to be successful for
her. This visual lets Rosie know who is the leader of the day and will eventually decrease how many
times she asks whose turn it is. This strategy will not prevent Rosie’s negative emotions on the days that
it is not her turn.

Strategy #3-Token Reinforcement System: This strategy for Garrett has been a very successful one. It
took time for him to fully understand what it meant, and what he was getting from it. But overall, he is very
successful in using it and having less accidents during the school day. Garrett has had some bad days
where he has not reached all 5 smileys, but that is something we were able to manage.

Note:
All of the strategies that I came up with were either ideas from my cooperating teacher, or strategies that
other teachers in the building use as well. No references needed. 

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Observation #1 Fieldnotes on October 10th:

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Observation #2 Fieldnotes on October 15th:

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Observation #3 Fieldnotes on October 22nd:
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Observation #4 Fieldnotes on October 30th:

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