SUMMATIVE REPORT 1

Meeting the Behavioral, Emotional, and Sensory Needs of the Student

Max is a part of two classrooms: his general education classroom and his special

education classroom. In both environments, the classroom rules, procedures, and expectations for

behavior are presented very clearly to students. In his general classroom, the teacher often

chooses a word and every time students cooperate, she writes a letter of the word on the board.

When students do not cooperate, she erases a letter of the word. The students know that they

must have the full word written on the board to get the reward.

For the remainder of this section, I will refer to Maxs special education classroom

because this classroom is more hands-on and caters exactly to his needs. In addition, I have

chosen to interview Maxs special education teacher, Joe Dominic, rather than the school

psychologist because she does not work independently with Max. Therefore, in my opinion and

from my own observations, Mr. Dominic was the most knowledgeable for this section.

At the beginning of each year, Mr. Dominic and his students come up with basic

classroom rules, procedures, and expectations. These classroom rules are presented on paper at

the front of the classroom. To make sure these rules are followed, Mr. Dominic utilizes the

Evidence-Based Practice (EBP) of reinforcement. Reinforcement describes a relationship

between learner behavior and a consequence that follows that behavior, (AIM Modules,

Reinforcement). Mr. Dominic, as well as other faculty and staff, use the app called Class

Dojo, which acts as a behavioral management tool for the classroom. Each student has the

opportunity to individualize their profile and teachers assign or take away points throughout the

lesson. When a student receives points, the app makes a loud ding so that all the other students

in the room can hear. When a student gets points taken away, an ugly, loud sound is also

released. These points add up to percentages, and certain percentages allow students to access
SUMMATIVE REPORT 2

certain things. Class Dojo is also an example of a token economy program, which is a type of a

positive reinforcement in which tokens are acquired every time the student completes the desired

outcome (AIM Modules, Reinforcement). For example, if a student has above a 65%, they can

have free time. If a student is below 65%, they cannot have free time, etc. While working with

Max this semester, I have found that using Class Dojo as a reinforcement has been extremely

helpful. Although I did not have my own account or access to the app, I made it very clear to

Max that if he cooperated with me, I would tell Mr. Dominic to add points to his account, and

vice versa. Max receives the same consequences for his actions as all of the other students do.

According to Mr. Dominic and our own observations, Max does not have much trouble

with transitions. In fact, Max usually runs off to his next location before letting any of the

teachers, or us, know! However, Mr. Dominic still prefers to use a visual schedule for his

classroom (see Appendix A). Providing visual supports help students to know 1. Where should I

be? 2. What work or activity should I do? 3. How much work will I do and how long will it

take? (Carlson, Comprehensive Planning Using Evidence-Based Practices). When students

are offered more predictability, they feel less anxious and are therefore better able to function in

school. From the times I have observed Mr. Dominics special education classroom, I have

noticed multiple students getting up to look at the visual schedule that is placed on the desk in

the front of the room. There is a new visual schedule for each day, with each time block filled in

with a different color. Individuals with autism often need predictability and routine (Van Hecke,

Core Symptoms of ASD), and this technique of utilizing a visual schedule really helps with the

emotional needs of the students.

Max has sensory issues, especially when it comes to touch. According to Mr. Dominic,

Max does not have a good sense of his body and where his body is in location to everyone else.
SUMMATIVE REPORT 3

He is often poking people and touching people in ways they should not be touched. Individuals

with autism often experience sensory issues in which their senses are either hyperreactive or

hyporeactive. Maxs sensory issues, particularly touch, seem to be hyporeactive. Although this

behavior seems maladaptive, its important to remember that each behavior has a function

(Krueger, Functional Behavioral Assessment). After assessing the reason behind Maxs

behavior, which is the need for attention, Mr. Dominic utilizes the evidence-based practice of

Response Interruption/Redirection (RIR). This practice is specifically used to decrease

interfering behaviors, especially if these behaviors are disrupting the individuals daily life, (AIM

Modules, Response Interruption/Redirection). RIR contains two parts: 1. Response

Interruption and 2. Redirection. First of all, Mr. Dominic identified Maxs inappropriate behavior

and spoke with him about how it is wrong to do. Instead of punishing Max for his behavior, Mr.

Dominic tells him to go for the shoulders if he really feels like he needs to touch something. In

addition, when Max is not listening or is too deep into his book to hear anything else, I find that a

light touch on his shoulder is the best way to get his attention. As we discussed in class,

sometimes students get stuck and all they need is a touch cue to bring them back (Carlson,

Transitions).

Max also faces emotional regulation challenges. I, as well as Megan and Emily, have

definitely witnessed Maxs sassy days. When I talked to Mr. Dominic about Maxs moods, he

explained to me that Max often gets angry, especially when he does not receive the attention he

wants. This is evident in both the general education classroom and the special education

classroom. For example, in one of my conversations with Max, he discussed the Hardy Boys.

I, of course, did not know what he was referring to, so I asked. Maxs mood completely shifted

as he screamed, How dont you know who they are!!? Again, this reinforces the fact that
SUMMATIVE REPORT 4

individuals with autism often have a hard time understanding that other people think differently

than they do.

One of the biggest problems I have noticed in Max is his impulse control. His lack of

control over his impulses is evident in multiple settings. For example, in his general education

classroom, his teacher, Ms. F., was reading aloud. She mispronounced a word wrong and Max

immediately shouted out the correct word. In addition, Maxs impulse control problems seem to

increase when hes in a smaller environment, such as his special education classroom. There are

seven students in this classroom, including Max, and Maxs need for attention is extremely

noticeable here. For example, Max has a hard time with raising his hand before he speaks. As we

have learned in class, it is common for individuals to have problems with turn-taking and

inhibitions. Again, this represents their trouble with taking anothers perspective and the

common belief process that their way of thinking is the only way to think (Van Hecke, Core

Symptoms of ASD). Maxs emotional regulation challenges and difficulty with impulse control

affect his daily life, especially in regards to his relationships. In Mr. Dominics special education

classroom, he uses the evidence-based practice of Social Narratives, which are visually

represented stories that describe social situations and socially appropriate responses and

behaviors, (AIM Modules, Social Narratives). Mr. Dominic had each student create their own

social narrative to present to the class. Each students assignment was to create a social situation,

a dilemma, and a solution. This assignment forces students to take another peers perspective as

well as find a reasonable and appropriate response to the conflict. Humans are social beings, and

social skills training is extremely important for everyone who needs it. After all, peer rejection is

the biggest predictor of juvenile delinquency, mental health problems, and early withdrawal from

school (Van Hecke, Social Skills). Friendships buffer us from stress, and therefore, the
SUMMATIVE REPORT 5

implication of Social Narratives in Maxs special education classroom are necessary for social

success in these students.

This experience has inspired me to further explore the career path of a School

Psychologist. Its easy to confuse the profession of a School Psychologist with the profession of

Social Workers or Guidance Counselors. However, a School Psychologist has their degree as an

Education Specialist. School Psychologists support their students in learning and support the

teachers in teaching (NASP). This profession is uniquely flexible -- school psychologists can

provide mental health support, conduct assessments and diagnoses, and basically do anything as

long if its justified. School psychologists are needed in situations such as learning difficulties,

behavior concerns, attention problems, problems at home or with peers, mental illnesses,

poverty, violence, etc. When issues like these arise, school psychologists may consult with

parents, students, or outside professionals if necessary.