Runninghead: OBSERVATION PRESENTATIONS

Observation Presentations
Gerardo Sanchez
May 01, 2015
Pedro Olvera, PsyD, LEP

OBSERVATION PRESENTATIONS
Observation Presentations
The three classroom observations conducted and presented in IEP meetings for this report
involved students two students who were suspected of having an Emotional Disorder (ED) and
one student with a diagnosis of ED. Two students are in SDC classes while another is in a
Resource program. Observing the children was not difficult, but complicated at times because of
the various behaviors displayed. When able, the school psychologist informs the teacher of the
future visit and discusses specific behaviors to be aware of as well as the best time or classroom
activity that triggers maladaptive behaviors. The teacher is also asked to fill out an interview
packet so in depth observations can be incorporated to the psycho-educational report and more
importantly substantiated by the school psychologist observation. What can be difficult is
presenting the sensitive information to parents in a manner that preserves the dignity of their
child while being forthright about what was observed. The observations conducted and
presented in IEP meetings were for Mia, Nataly, and Carson.
I reported to the parents a detailed description of my observation. My observation was
for 30 minutes in the SDC setting. Mia is a nine year old female in the fourth grade. She
appeared to be confused several times because she was not following along with what her fellow
peers were instructed to do. Instead, she was scribbling on a small white board at her desk.
Other times she would simply stare with a blank look on her face. For the 30 minute
observation, she was off task 28% of the time or eight minutes twenty seconds. Mias parents
did not seem surprised at the information provided. Their main concern was if the SDC
placement was the most appropriate setting for her. Her parents seemed to want additional
service in the form of a more restrictive environment, but the rest of the IEP assured them that
this was the best placement for her.

OBSERVATION PRESENTATIONS
Natalys initial IEP presentation was conducted in Spanish. Nataly was a seven year old
student who was observed in the second grade general education setting for 30 minutes. Natalys
classroom behavior was unremarkable. She was well behaved and quiet during the observation.
She followed instructions and like her peers was doing what she was supposed to do. A
playground observation was also conducted for a 30 minute time frame in which she was
observed keeping to herself. For the entire 30 minute observation she did not interact with any
of her peers. Nataly just walked around with her head down. The mother stated that she rarely
interacts with her two older brothers who are ages14 and 17, and that she does not play with
most other children. Based on all the information provided by the IEP team, the team decided
that Nataly would change placement to the SDC setting on the following Monday. Natalys
parents appeared grateful.
Carsons observation was exhausting because of the many maladaptive behaviors
exhibited during his 65 minute classroom observation. Carson is a six year old in the SDC
setting. The observation started with Carson immediately being defiant with the teachers
instruction. He then threw his chair an eloped out of the classroom. He ran to the playground
where older children were playing during their recess. He was running in circles on the field and
interrupted soccer games the older kids were having. After 15 minutes, he started to tire out and
finally approached the instructional aide. Half way back to the classroom, the instructional aide
informed him that he was going to have to clean up his mess. Carson slipped out of her hand and
took off running back to the field. This time he was screaming that he didnt do anything wrong
while he was running all over the place. The parents were apologetic for his behavior while I
was presenting, but they also acknowledged that these are similar issues that they deal with at

OBSERVATION PRESENTATIONS
home. Ultimately, the parents were seeking a more restrictive environment for their son, but the
IEP team suggested that a request for a one-on-one instructional aide would be more appropriate.
My overall impression about these presentations were that the parents were grateful for
the attention their child was receiving. Presenting the sensitive information in a purposeful
compassionate manner helped reduce any anxiety I might have had. In addition, I reminded
myself that I was part of a process and not providing sole information that would decide the
outcome of the meeting. I found this experience to be helpful in the sense that it helped me
grow. My initial thoughts about how I thought the parents would react was completely not the
case at all.