Special Education
Teaching Students with Learning and Behavioural Differences
A Resource Guide for Teachers
Case Study 5 - Brian Levie
Brian is 12 years old in Grade 7. His Grade 6 and Grade 7 teachers have described him as noncompliant and underachieving. He has a long history of incomplete assignments, refusal to do homework, and uncooperative behaviour except in art class. He is easily distracted and does not follow instructions. Responses to teacher direction or correction range from muttering under his breath or crossing his arms in exaggerated noncompliance to creating a class disturbance by loud verbal power struggles with teachers. He shows some leadership qualities with peers and can sometimes have a negative influence on the other students with his behaviour.
An assessment was carried out which consisted of a behavioural observation and psycho-educational testing as well as interviews with family and Brian carried out by the school counsellor. Cognitive tests indicated that Brian was functioning in the average range. The formal achievement tests indicated that Brian was just slightly below grade level in language arts and math skills, and that he was weak in organization and had some problems with both visual and auditory distractions. The results did not indicate a learning disability. Behavioural observations indicated consistency of work refusal across subjects and skill areas, with the exception of hands-on art activities. Counselling interviews suggested Brian had developed a negative attitude toward school in general and used his power struggles over work to exert control over others and to avoid work he felt was meaningless and boring. Similar behaviours were found in Brian's behaviour in the home.
He reacts to pressure from teachers and parents with negative self-talk. The learning assistance teacher met with Brian to discuss his needs and to develop some support options Brian felt might work.
The School-based team along with Brian's parents met to consider the results of the formal assessment and the following IEP is the result of that meeting.
Individual Educational Plan - Brian Levie
| Rock Hill Elementary School | |
| Student name: | Brian Levie |
| Date of birth: | July 25, 1983 |
| Grade: | Seven |
| Date of IEP: | Nov. 23, 1995 Meeting |
| IEP developed by: | Theresa Villeneuve, Grade 7 teacher, and Jack Evens, learning assistance teacher |
Background information (i.e. assessment, achievement, etc.)
Brian's academic functioning on assessment instruments is at or near grade level, consistent with cognitive test scores which show average potential. His performance in class is below grade expectations and difficult to assess because of lack of completion or work refusal.
Brian's frequently uncooperative or defiant behaviours interfere with his academic progress and are disruptive to his learning and that of his classmates.
Strengths
- Artistic talents
- Average academic potential
- Leadership qualities
- Strong peer relationships
Needs
- To develop on task and work completion skills
- To increase appropriate responses to teacher direction
- To develop intrinsic motivation
- To develop positive self-talk.
Goals for the year (term)
November 1995 to March 1996
Brian will increase task completion to 50% of tasks assigned to class. (June goal, 80%)
Brian will increase his motivation to complete work by exercising choices between formats for major assignments.
- Brian will decrease disruption of class.
- Brian will improve the organization of written assignments. Criteria will be established to guide Brian in this development.
- Brian will further develop his artistic talents by integrating them into his work in other subjects.
Adaptations/Resources/Assessment
- Reduce visual and auditory distractions by selective seating
- Reduce volume of assignments and emphasize completion rather then amount
- Give choice of assignment format which offers artistic flavour (posters, cartoons, charts, murals, etc.)
- Provide instruction on computer and have Brian construct attractive planner and method for reinforcing its use
- Set up consequences for uncooperative or disruptive behaviour
- Provide weekly counselling sessions with the School Counsellor
- Make available a study carrel and walkman with head set. Brian will choose to use as compensatory strategies to help himself stay on task as needed.
Self charting and positive social reinforce by attention from art teacher when assignments are handed in complete.
Learning Assistance computer lab /Brian will independently use his planner to record assignments and their completion
Brian will leave his group and sit in the quiet area until he completes the assignment and records his own inappropriate behaviour in his daily log. Brian will work with the school counsellor on acquiring positive self-talk strategies.
Brian will practice using anger management strategies when confronted with frustration in class, in the hallway and on the playing field.
Year (term) end review summary, transition plans, and goals for next year:
After the March reports, the School-based team will meet to discuss Brian's progress and make plans for his move to secondary school. The March-June term will need to focus on behaviours appropriate to these transition issues.
Date of review meeting March 10, 1996
IEP Team Sarah Spell, principal; Theresa Villeneuve, Grade 7 teacher, Jack Evens, learning assistance teacher, Mr. Jake and Mrs. Rachel Levie; and Susan Cook, school counsellor
