Abby Diamond

Observation and Adaption Plan

Placement #1: Vestavia West

Observation:
Student N is a third grade student in Mrs. Turners special education classroom at
Vestavia West Elementary School. He is a very smart boy who loves to read. He especially loves
the book Chrysanthemum by Kevin Henkes, and he always wants to read the book or listen to the
book on the computer. Student N is normally able to complete his schoolwork and focus when he
is given short tasks. During reading time, he doesnt have trouble focusing but during big group
time or during a math lesson, he struggles to stay focused. He tends to fidget in his seat and start
to bother the people around him. Student N has been observed both in the special education
classroom and the general education classroom. In both classrooms, this is a typical behavior for
him. Student N goes to the general education class in the morning during morning meeting time,
goes to specials and recess with the general education class, and comes back at the end of the day
for the read-aloud time. In the general education classroom, Student N is able to complete
morning work when he is given a clear task. However, he struggles with listening and sitting still
when the teacher is talking or reading. It is also clear that he struggles at having proper social
interaction with the other students. When the students have read aloud time, he has a hard time
sitting still and listening to the story like the other students. Instead, he fidgets around and
distracts the other students. One situation that happened with Student N was when the Vice
Principal came into the general education class to read a book and talk to the students. The
students sat on the rug and listened while the Vice Principal talked, and then they responded to
her questions. Student N, however, had a really hard time listening and sitting still and instead

started to pinch other students. The teacher aide in the classroom had to have Student N sit down
in a seat by himself and watch him carefully so that he didnt distract or hurt the other students.
From this observation, it seems that he struggles to keep his hands to himself and sit still when
someone is talking. Although touching or pinching other students may be primarily for attention
or his way of playing, he needs to understand that there are times that he must sit still and keep
his hands to himself. This student needs a tool to help him understand the behavior that is
expected of him.
Recommendations/Adaptions:
In order to help Student N focus on task and listen in group lessons, the student teacher
would recommend making a daily schedule for the student and keeping it with him at all times.
This would allow him to know what is coming next and give him motivation to focus so that he
can receive a prize. This schedule would be used to show him visually what he working toward
while he is in group time or participating in a lesson. This could be reading a book, doing the
computer, or going to recess. Student N is more likely to sit still and listen if he knows he has
something to look forward to after that. To address the issue of him interrupting and fidgeting
during big group read aloud time, a recommendation would be to give him a book of his own
that has pictures for him to read and look through. Student N is always using his hands, so
providing him with something to hold and look at would help keep him from fidgeting. Since he
loves books and especially books with pictures, letting him look through a picture book while the
teacher is reading aloud would keep him occupied so that he doesnt distract the other students
around him.
To address the behavior issue of pinching or hurting other students, the student teacher
would recommend making a behavior strip with different pictures that show quick statements

and pictures for Student N to follow. Student N often did not follow directions when they were
given verbally or when there were many parts to it. It seems from these observations that
providing him with something visual that shows quick statements and pictures to follow would
help him to follow directions and help his behavior. The behavior strip would include the
behaviors of feet on floor, quiet hands, look at teacher, and raise your hand. These pictures would
be printed out and laminated and kept nearby him at all times. Before giving it to him, the
teacher would go over each of these behaviors and model them for him so that he clearly
understands what behavior is expected of him. Instead of continuing to tell the student over and
over to listen and sit still, the teacher could refer back to the behavior strip when he starts to
misbehave. This behavior strip would work directly with a behavior smiley chart. Next to each
picture would be a blank where the teacher could fill in a smiley face. This would allow Student
N to see visually what behavior is expected of him and also see the reward for following
directions, which would be a smiley face. Once he gets into the routine of using the behavior
chart, he will begin to understand what behavior is expected from him, and he will be able to
clearly see what he is working toward. Of course this plan will need to be reevaluated once it is
implemented to determine the effectiveness of the adaptions. According to the effectiveness of
the schedule and the behavior chart with rewards, the teacher may use discretion to continue,
modify, or discontinue using them.
List of Recommendations/Adaptions:
-

Make a daily visual schedule for Student N and keep with him at all times
In the general education classroom, give Student N a picture book to hold and look

through during group read aloud time or instruction

Show him visually what he is working toward before group time or group instruction
when he tends to fidget and not focus

Make a behavior strip with pictures of the expected behavior and a blank for smiley faces

when he has followed the directions

Clearly model the behavior and state in clear terms what is expected from him
Reassess with teacher to identify the effectiveness of plan