2. Our 1 st sir Yells-A –Lot moved. What we discovered was that most of his behavior happened at 10:30 everyday We started giving him a snack in the morning (because he would get to school late and not eat breakfast.) He moved as we were collecting data but most of the out- burst ceased in the morning.

4. Strengths Socially excepted Attendance Determined Strong willed Needs Math / Reading Peer Attention Structure Consistency

5. Yelling Out Leaving the Room

8. *1 st started with – Student / Teacher Rating Form & small group instruction in reading/math 2 nd Intervention – Classroom Token Economy- reward system worked well when teacher fully implemented it consistently

10. *Student /teacher rating – behavior escalated student didn’t like being singled out. *Small group reading instruction worked when student would attend, but didn’t like being the only one going *Class reward system worked for whole class- to improve overall behavior, but all students would get point for going to small group and for attempting to work independently *Also teacher started working with him on reading before reading time so student would know about reading story before rest of class and was building confidence *Intervention works when teacher does class reward system and front load lessons consistently

12. Struggles with low self esteem Has ADHD Is sarcastic to peers and teachers Disrupts classroom instruction often  Verbal outbursts and inappropriate comments

16. Goal: to improve his reading comprehension and math skills Pre-taught adding and subtracting fractions in order to have success in the regular classroom Related assignments to things he is interested in  Wrote a persuasive essay on why we should buy a certain video game

17. Helped put together lamps for the classroom Asking his advice about video games to play In preparation for his persuasive essay, he gave a report on his favorite video game to the class Earned class reward

18. Giving him choices  Given the choice to leave the classroom on an “errand” (walking a lap in the hallway) to calm down Chances to go to another teacher’s classroom and help Gave recognition with specific feedback when he did well Peer Recognition  Had students write down a strength that they recognized in each student that week

19. Peer Tutoring Help run errands for teachers Hold door open for classmates Pass out Thursday folders In charge of putting recess equipment away

23. *Public Relations: Had stand in front of school for basketball team / class – wrote essay for Jr. Scientist and was selected *Proficiency: Strong reader / frontload a couple of math questions every morning to build confidence in math *Power: (Believe he is a peach) So allowed frequent walk breaks (walks around upstairs to regain focus- went with someone originally- now can do it by self) *Philanthropy: Helping me keep school lost and found clean (jackets hung up/ gloves etc… in box)

24. Student has flourished. He carries himself differently. Because of frequent breaks does not just get up and walk out of class. Student went from being suspended long term last year to now being a leader in his grade. He enjoys attention for peers and when given positive attention from them he excels.