Social story - Feelings, cooperative play tasks with taking turns, expressing emotions by making faces, listening to instructions
Assignment
wait for your turn
Session Minutes
60
Minutes Student Attended
60
Lesson Comments
Brad started out fairly quiet at the beginning of the session. His participation increased throughout. His mom left a note that he was 'out of sorts today'. He required a lot of prompting to verbalize responses today. He did demonstrate good listening skills and good turn taking skills with tasks presented. He read nicely during our social story. His tendency is to play on his own, but with some modeling he was able to take turns effectively while building sentences with word blocks. Brad's mom joined in the last 20 minutes of the session. His responses came faster once she was in the room. She asked that we encourage him to reply 'yes' rather than 'yup' (which seems to be his new favorite word!).
Brad had just finished making a fantastic map of his bedroom with Ms. Lynn. You must see it - hanging on his office wall.
He wanted to fix some of the lines on it so we spent a few minutes doing that. Then he jumped up and said, "Let's go to the other room!" I explained to him that we only use the art room on Thursdays. He was upset. Took him to look in the window and he saw Bill and his student and he said, "Shh, we don't want to disturb them." Then he was fine with working in his office. He began drawing a cover for his dinosaur book. I encouraged him to try the colored pencils instead of the crayons. He was very pleased with the outcome.
Explain/give examples showing relationship between multiplication and division
Give handout with simple division problems
Assignment
None
Session Minutes
60
Minutes Student Attended
60
Lesson Comments
Brad's mom left a note on his board this morning that he was out of sorts and to please be gentle with him. He was more distracted than usual today and couldn't get into the division. So I used flash cards and reviewed multiplication facts with him.
In the computer lab- we used a great teaching website that provided information about each dinosaur species such as it's size, weight, method of survival and lifespan. We printed photos of some of these and compared them in chart form. Next, we read a basal reader together comparing the world during the Jurrasic Era with the world as we know it in the present day. We played Simon Says and another clapping game.
Session Minutes
30
Minutes Student Attended
30
Lesson Comments
Whenever Brad starts to "stim" I use the appropriate language such as "quiet hands" or "quiet mouth" as verbal cues. If he still cannot stop, I gesture for him to hold his arms as I have seen other teachers do with him. It would be helpful if we all used the exact same verbage in dealing with this issues that the process is more formulaic.
We read basal reader books that classify dinosaurs by their build and whether they are plant or meat eaters. We created the beginning of a chart depicting dinosaurs as carnivores and herbivores. Brad then drew a picture that summarized the way the dinosaurs take care of their baby eggs. We discussed this process while he drew. We also printed and sang the lyrics to "The Dinosaur Song"
Session Minutes
60
Minutes Student Attended
60
Lesson Comments
Brad was perseverating in talking about the movie Jurrasic park and repeating lines from the film. I used it as a teaching tool to learn more about dinosaurs. However, once we were done with that portion of the lesson, I told him that we could not talk about the movie any longer.
What are magnets. Magnetic field. Magnets repel and attract. Manets attract through solid and liquid.
Lab activity with magnets and writing the lab report.
Assignment
none
Session Minutes
60
Minutes Student Attended
60
Lesson Comments
Brad likes science and he always jumps when he hears that is time for science.
Social story - 'excuse me', review situations to say 'excuse me', activities surrounding 'things that go together' including turn taking, verbal description, linking 2 items together, constructing sentences, being a good listener.
Assignment
complete 'what goes together' activities
Session Minutes
60
Minutes Student Attended
60
Lesson Comments
Brad had a good day today. Each session, I quickly review what was covered during the previous session. Typically Brad is able to demonstrate understanding of 30-40% of information covered. I'm working to build this skill of review and sharing. I believe he truly remembers much more than he is able to express. It is a skill to be able to verbally access the information he recalls. He needs continued work in this area. He did well today with the new topic of 'things that go together'. He required several models and prompts to participate, but was eventually able to do so quite successfully. He verbalized original sentences linking 2 items together. He took turns smoothly. He shows some impatience in listening to instructions before beginning a task. This is something to be targeted down the road. He required very little redirection today and exchibitted moderate physical stim behaviors. Eye contact continues to improve each session.
Explain/show how to measure to the nearest inch and half inch
First, draw Brad'd bare foot on a sheet of paper and measure it
Then give handout with different things to measure and have him measure each one
Assignment
None
Session Minutes
60
Minutes Student Attended
60
Lesson Comments
Brad did a good job today. He measured different items and each measurement was pretty accurate (he had a little trouble with anything less than an inch). but overall, a good session!
