IEP CASE STUDY



Dancer In the dark, SelmaIEP CASE STUDYEDI 430Ashley Riviere7/3/2010This case study was constructed based on knowledge of the field along with the film, Dancer In the Dark. The IEP is based on main character Selma and her struggles with a hereditary disorder which causes her to become blind. Observation Data Collection Summary FormatTeacher Candidate’s Name: ASHLEY RIVIERESchool Name: THE COLLEGE AT BROCKPORT SUNYDate of Observation: 6/17/2010-6/22/2010Beginning Observation Time: 9AM (24 HOURS)Ending Observation Time: 12 PMGrade Level: COLLEGEContent Area: WORKFORCEDescription of Activity: FACTORY WORK—MACHINES AND MANUAL LABOR. Type of Recording System Used: FREQUENCY RECORDING ments: The student appears to have visual impairment. Student exhibits increasingly poor working habits on a more regular basis. She is on time, however cannot drive. She rode a bike for quite some time, but has recently switched to walking to work. She walks along the railroad tracks. She is dedicated to the job and requested extra hours in addition to the work she does outside of the factory that keeps her up at all hours of the night. Her sleep deprivation could be influencing her decreasing eyesight. The student is friendly and often day dreams. She mentions her love for theatre. She likes to watch musicals and is even planning to participate in a local performance. She does not have much time for this outside activity, or time for herself for that matter. Perhaps more time for things like this could help her condition. She is unable to participate in the things she enjoys doing because of all her hours in the factory, etc. She mentioned something about an operation for her son, but the investigation is ongoing. After being let go from the factory, a warrant for her arrest was issued the same night. Frequency Recording ChartStudent Name: Selma Teacher Candidate: Ashley RiviereDate: 6/15/10TimeInteracting Positively with peersDay DreamingPhysically violent outburstVerbally violent outburstsRespond negatively to peers7:30am-7:55amX7:55am-8:40amXXX8:40am- 9:45amX9:45am-10:50amXXX10:50am-11:55amXXX11:55am-12:00amXXX12:00am-1:05amXXX1:05am-2:10amXXX2:10am-3:15amXXX3:15am-4:20amXXX4:20am-5:25amXXX5:25am-6:30amXXX-7112082550Student was influenced by lack of sleep. Student indicated poor vision.Student was tested positively for adequate vision.Student began night work.Was injured on machine due to behavior.Student was let go from job.Student was reported missing and a warrant was issued for her arrest. *Ongoing case00Student was influenced by lack of sleep. Student indicated poor vision.Student was tested positively for adequate vision.Student began night work.Was injured on machine due to behavior.Student was let go from job.Student was reported missing and a warrant was issued for her arrest. *Ongoing caseFBA Summary FormatTeacher Candidate’s Name: ASHLEY RIVIERESchool Name: THE COLLEGE AT BROCKPORT SUNYDate of Observation: 6/18/2010Beginning Observation Time: 6/17/2010Ending Observation Time:6/25/2010Grade Level: COLLEGEContent Area: WORKFORCEDescription of Activity: Day dreaming, singing and dancing to musically themed songs. The student appears to have trouble seeing objects that are right in front of her. She walks to work, instead of ments: Selma exhibits behaviors that are dangerous to the welfare of her and her child. Environmental factors include her living situation (trailer—near-poverty), lack of family and excessive work hours. Biological factors include her inherited condition that is causing blindness in her and in her son. These factors contribute to Selma’s lack of sleep and anxiety, also her lack of self-confidence. Selma’s episodes in the factory put her in danger of machinery malfunction and episodes outside of work put her at environmental risk as she walks along railways and rivers, being unaware of her surroundings. Functional Behavioral Assessment: Part 1 (Description) Student Name: Selma ID: unknown DOB: unknown Case Manager: Ashley Riviere7315201244600Description of Behavior (No. ____): Day dreaming, singing and dancing to musically themed songs. The student appears to have trouble seeing objects that are right in front of her. She walks to work, instead of driving.Setting(s) in which behavior occurs: At work in the factory, when the machines are noisy, she hears music in them and dozes off temporarily, daydreaming of herself and the people around her as if they were on stage in a musical. When she is tired and has worked long hours this occurs, also when she just gets in from the night off. However, she is up all night working on another job outside of the factory where she puts hair pins on cardboard to be sold. She can only feel this task, as it is meticulous and difficult for her to see.Frequency: once, if not twice a day in the factory and at least once outside of the factory, either on her way home from work, or within the home or at theatre practice. Intensity (Consequences of problem behavior on student, peers, instructional environment): Selma often dozes off at dangerous times. For example, she walks along the railroad tracks to make it home on a straight path. She might doze off when a train comes near because of the sound it makes, reminding her of a musical song. Her singing and dancing often lead to an unawareness of her surroundings, placing Selma in harm’s way (when the train is coming). This also happens in the factory setting with dangerous machines. Her friend reacts in a way that gives Selma more attention. He follows her to the tracks and acts like a puppy dog behind her every move. Having this control over a friend might give Selma the feeling that she can control the situation when off in her day dreams. However, when she messes up at work (by putting too many plates into a machine causing it to break) she has negative consequences like being reprimanded or in the later case, fired. Duration: The dozing off usually lasts less than five minutes…enough for the song to come to a close. She says that the dreams are more colorful than real life and there, nothing bad can ever happen. Describe Previous Interventions: Selma was tested for visual impairments in order to work in the factory. It has come to her friend’s attention that Selma allegedly memorized the test’s answers in order to pass. A gentleman named Jeff greets her every day after work to offer a ride home as an alternative to walking, but Selma resists and defiantly walks home anyway. Educational impact: Selma’s intellectual world is becoming blurred with fantasy and she struggles to provide discrepancies between her musical fits and reality. 00Description of Behavior (No. ____): Day dreaming, singing and dancing to musically themed songs. The student appears to have trouble seeing objects that are right in front of her. She walks to work, instead of driving.Setting(s) in which behavior occurs: At work in the factory, when the machines are noisy, she hears music in them and dozes off temporarily, daydreaming of herself and the people around her as if they were on stage in a musical. When she is tired and has worked long hours this occurs, also when she just gets in from the night off. However, she is up all night working on another job outside of the factory where she puts hair pins on cardboard to be sold. She can only feel this task, as it is meticulous and difficult for her to see.Frequency: once, if not twice a day in the factory and at least once outside of the factory, either on her way home from work, or within the home or at theatre practice. Intensity (Consequences of problem behavior on student, peers, instructional environment): Selma often dozes off at dangerous times. For example, she walks along the railroad tracks to make it home on a straight path. She might doze off when a train comes near because of the sound it makes, reminding her of a musical song. Her singing and dancing often lead to an unawareness of her surroundings, placing Selma in harm’s way (when the train is coming). This also happens in the factory setting with dangerous machines. Her friend reacts in a way that gives Selma more attention. He follows her to the tracks and acts like a puppy dog behind her every move. Having this control over a friend might give Selma the feeling that she can control the situation when off in her day dreams. However, when she messes up at work (by putting too many plates into a machine causing it to break) she has negative consequences like being reprimanded or in the later case, fired. Duration: The dozing off usually lasts less than five minutes…enough for the song to come to a close. She says that the dreams are more colorful than real life and there, nothing bad can ever happen. Describe Previous Interventions: Selma was tested for visual impairments in order to work in the factory. It has come to her friend’s attention that Selma allegedly memorized the test’s answers in order to pass. A gentleman named Jeff greets her every day after work to offer a ride home as an alternative to walking, but Selma resists and defiantly walks home anyway. Educational impact: Selma’s intellectual world is becoming blurred with fantasy and she struggles to provide discrepancies between her musical fits and reality. Data Sources: ? Observation | ? Student Interview | ? Teacher Interview | ? Parent Interview | ? Rating Scales | ? Normative Testing Page ____ of ____ Name: Selma Date: 6/18/2010Functional Behavioral Assessment: Part 2 (Function) 730885953135Function of Behavior (No. ____): Specify hypothesized function for each area checked below. ? Affective Regulation/Emotional Reactivity (Identify emotional factors; anxiety, depression, anger, poor self-concept; that play a role in organizing or directing problem behavior): emotional factors include anxiety over her son’s weakening condition. His eyesight is poor and getting worse. Selma does everything she can to allegedly provide for her son and works many hours in order to save up for his future. She has a very poor self-concept. She thinks that her son should not be doomed to the same fate she has of being blind. She thinks of herself as less of a person and not worthy of life for passing this condition on to her son.? Cognitive Distortion (Identify distorted thoughts; inaccurate attributions, negative self-statements, erroneous interpretations of events; that play a role in organizing or directing problem behavior): Selma thinks that she is in a musical at times. She enjoys the theatre and even takes drama lessons, however these lessons aid in the increasingly common day dreaming events where Selma actually believes her life is a musical. She pretends that the people around are also singing and dancing. She repeats “The Sound Of Music’s” popular tune “My favorite things” whenever she is in a bad place. She thinks that the sounds around her make tunes and therefore sings along with the music. ? Reinforcement (Identify environmental triggers and payoffs that play a role in organizing and directing problem behavior): Antecedents: the trigger would be the sound of music that Selma often claims to hear around her. Consequences: she sings and dances along in the imaginative world of a musical to calm herself down. Selma uses this place as an escape from the things she cannot see due to her blindness.? Modeling (Identify the degree to which the behavior is copied, who they are copying the behavior from, and why they are copying the behavior): Selma mocks the characters she sees on the big screen. She copies the behaviors of a spontaneous actor who bursts out in song in the middle of a scene (as they would in a musical performance).? Family Issues (Identify family issues that play a part in organizing and directing problem behavior): Selma has no other family. She is a Czech immigrant. She lives only with her son who is developing the same condition that she has. The condition is hereditary and cases loss of sight.? Physiological/Constitutional (Identify physiological and/or personality characteristics; developmental disabilities, temperament; that play a part in organizing and directing problem behavior): Other than the fact that her head is always in the clouds, this information is not provided.? Communicate need (Identify what the student is trying to say through the problem behavior): Selma is communicating that her life is difficult and the escape she has from her condition allows her to see things she likes, instead of the ugly world she lives in. She can communicate, but she cannot see who she is communicating to. Her blindness is new, so identifying humans in the room is not easy to her and nearly impossible at this point.? Curriculum/Instruction (Identify how instruction, curriculum, or educational environment play a part in organizing and directing problem behavior): Her work at the factory and her participation in drama class both aid her belief that life is a musical. Selma works long hours and is therefore worn out and has no time for herself. The time she does have for herself she spends in drama lessons, which teach her to sing and dance—all the things she cannot do in her daytime life. Selma’s lack of sleep and lack of personal time, poverty, lack of family and also condition in which she is going blind in conjunction with her son’s inherited condition are all factors that relate to Selma’s problem. Her job does not support her disability, causing further anxiety in Selma’s life, making her behaviors worse and more threatening to her health and the well being of her son.00Function of Behavior (No. ____): Specify hypothesized function for each area checked below. ? Affective Regulation/Emotional Reactivity (Identify emotional factors; anxiety, depression, anger, poor self-concept; that play a role in organizing or directing problem behavior): emotional factors include anxiety over her son’s weakening condition. His eyesight is poor and getting worse. Selma does everything she can to allegedly provide for her son and works many hours in order to save up for his future. She has a very poor self-concept. She thinks that her son should not be doomed to the same fate she has of being blind. She thinks of herself as less of a person and not worthy of life for passing this condition on to her son.? Cognitive Distortion (Identify distorted thoughts; inaccurate attributions, negative self-statements, erroneous interpretations of events; that play a role in organizing or directing problem behavior): Selma thinks that she is in a musical at times. She enjoys the theatre and even takes drama lessons, however these lessons aid in the increasingly common day dreaming events where Selma actually believes her life is a musical. She pretends that the people around are also singing and dancing. She repeats “The Sound Of Music’s” popular tune “My favorite things” whenever she is in a bad place. She thinks that the sounds around her make tunes and therefore sings along with the music. ? Reinforcement (Identify environmental triggers and payoffs that play a role in organizing and directing problem behavior): Antecedents: the trigger would be the sound of music that Selma often claims to hear around her. Consequences: she sings and dances along in the imaginative world of a musical to calm herself down. Selma uses this place as an escape from the things she cannot see due to her blindness.? Modeling (Identify the degree to which the behavior is copied, who they are copying the behavior from, and why they are copying the behavior): Selma mocks the characters she sees on the big screen. She copies the behaviors of a spontaneous actor who bursts out in song in the middle of a scene (as they would in a musical performance).? Family Issues (Identify family issues that play a part in organizing and directing problem behavior): Selma has no other family. She is a Czech immigrant. She lives only with her son who is developing the same condition that she has. The condition is hereditary and cases loss of sight.? Physiological/Constitutional (Identify physiological and/or personality characteristics; developmental disabilities, temperament; that play a part in organizing and directing problem behavior): Other than the fact that her head is always in the clouds, this information is not provided.? Communicate need (Identify what the student is trying to say through the problem behavior): Selma is communicating that her life is difficult and the escape she has from her condition allows her to see things she likes, instead of the ugly world she lives in. She can communicate, but she cannot see who she is communicating to. Her blindness is new, so identifying humans in the room is not easy to her and nearly impossible at this point.? Curriculum/Instruction (Identify how instruction, curriculum, or educational environment play a part in organizing and directing problem behavior): Her work at the factory and her participation in drama class both aid her belief that life is a musical. Selma works long hours and is therefore worn out and has no time for herself. The time she does have for herself she spends in drama lessons, which teach her to sing and dance—all the things she cannot do in her daytime life. Selma’s lack of sleep and lack of personal time, poverty, lack of family and also condition in which she is going blind in conjunction with her son’s inherited condition are all factors that relate to Selma’s problem. Her job does not support her disability, causing further anxiety in Selma’s life, making her behaviors worse and more threatening to her health and the well being of her son.Page ____ of ____ ‘Case Study ReportIn the film Dancer in the Dark, main character Selma lives in America as a Czech immigrant. She works in a factory all day and every day. The conditions in the factory are undesirable and she spends all of her time outside of the factory working on more meticulous work to save up money. In the factory, she works with a very expensive machine that can break very easily, if not carefully monitored and operated. Selma has a good friend named Cathy and a friend who always stops to offer a ride home from work. Selma lives with her son in a nearby trailer, a few miles from the factory. Her “landlord” rarely bugs her about money and even bestows gifts upon her son for birthdays, etc. Selma’s home is small, but appropriate for the two people living in it. The main house, owned by the landlord/neighbor is big and beautiful—strikingly different from the trailer beside it. Selma’s dance/theatre classes are housed in a studio nearby with a large stage that Selma enjoys dancing and singing on. Selma is going blind as a result of an inherited disease that will be passed on to her son. She is saving money for an operation that could prevent her son from the same fate. Selma has changed her pattern from riding her bike to walking to work because her vision is so poor. She cheated on a sight test so she could continue to work in the factory.Selma is a very enthusiastic worker and has talent on the stage. Except for the fact that she cannot see, Selma enjoys these activities. The factory brings her money while the drama classes give her an escape from a long days work. She is able to clearly communicate, however is shy. She does not have much self-confidence and interacts with others as if she is below them in society. She is strong-willed in some ways however, for example, she is very determined to save up money for her son’s surgery. Academically, it is hard to measure Selma’s skills because she is not in school and only participates in factory work. However, Selma seems to be good with money and numbers because even though she cannot see the cash in her hand or in the tin where she stores her money in the house, Selma keeps track of every penny. Her emotions are high at times when she dozes off into her daydreaming fits. She aggressively acts out scenes in her life as if she was living in a musical. She is very passionate about these performances and every detail literally comes to color in the film. Her behavior, while inappropriate at times, is perhaps a result of hyperactivity caused by her genetic disease. Selma has no trouble with physically moving around and dancing. In fact, she tap dances quite well and admires a famous tap dancer from Czechoslovakia. Areas of need include social interaction skills and help being able to differentiate fact from fiction. She interacts with people around her appropriately until they flatter her or help her with something. For example, she does not ask for help with her work outside of the factory putting hair pins on to little pieces of cardboard, but her friends help her anyway. She is uncomfortable with this situation. She has no feeling of self-worth. This feeling is further proved by her unwillingness to complete a fair trial in the end of the movie resulting in her being sentenced to death. She has the chance to get out of the sentence but instead insists on using the money for her son’s operation instead of a lawyer who could save her life. At times, she physically cannot control her daydreaming and even though this helps Selma cope with what is going on, it creates a world that does not exist. A proper modification to Selma’s environment would include being removed from a situation of distrust. Her neighbor and landlord in whom she confided with steals her money knowing that she cannot see it coming. In this instance, she would be removed from a setting that is generic to the rest of the world—neighbors who have sight—and perhaps placed in a more trustworthy home. Selma’s friend Cathy is left to take care of Selma’s son after her death, so maybe Cathy could have helped them all along as a family. She needed a job where she was not working with dangerous machinery and risking her life every day. Selma could continue with the hair pin job because that did not require sight. She could have sought out a more appropriate setting for herself and her child. Her child was in good hands with the neighbors but only until they turned on Selma and her son.I recommend services including those for the visually impaired. I recommend the son be tested properly for the genetic disorder that Selma carries and have him treated right away to see if the vision could in fact be saved. Selma could also look into a better home for herself with more people she can trust and learn to take care of her son on a regular schedule so he does not become another forgotten case. Selma needs to be an advocate for her son and herself. For her son, I would start off by testing for any other disabilities from the disease and treat from there. If special education services are appropriate, then Selma should work with the school and all personnel including general education and special education teachers and professionals in order to complete those as needed. As for Selma, as previously mentioned, a new, safe job is what she needed. Also, Selma could have benefited from some counseling. Perhaps counseling alongside her son would also be beneficial to her and her son.Confidential Student InformationSUPPLEMENTAL PAGE IF INCLUDING SHORT-TERM INSTRUCTIONAL OBJECTIVES AND BENCHMARKS FOR EACH ANNUAL GOAL** NOTE: Federal and State law and regulations require short-term instructional objectives and benchmarks in ieps only for students with severe disabilities who would meet the eligibility criteria to take the New York State Alternate Assessment and for all preschool students with disabilities. Annual Goal: Selma will decrease daydreaming fits (to minimal frequency—one or two times per month by attending theater classes twice a week in conjunction with counseling. FORMTEXT ?????Evaluative Criteria: FORMTEXT ????? Selma must be attending class twice a week and regularly scheduled at work for not more than 28 hours.Procedures to Evaluate Goal: FORMTEXT ????? As recorded by social workerEvaluation Schedule: FORMTEXT ????? Selma will record experiences at the end of each day and report weekly to both counselor and social worker.Short-Term Objectives FORMTEXT ?????decrease to 1x per day FORMTEXT ?????decrease to 3x per week FORMTEXT ?????decrease to 1x per week FORMTEXT ?????decrease to 2x per month FORMTEXT ?????decrease to 1x or no times per monthAnnual Goal: Selma will increase ability to read Braille from no knowledge of the language to easy translation of sentences by one-to-one tutoring.Evaluative Criteria: FORMTEXT ????? Selma will meet with tutor after work for two hours on days that she is not in theater class (maximum three days a week).Procedures to Evaluate Goal: FORMTEXT ????? Progress monitored and recorded by tutor upon completion of course study.Evaluation Schedule: FORMTEXT ????? Tutor will provide oral examinations once every two weeks.Short-Term Objectives FORMTEXT ????? Selma will learn Braille alphabet FORMTEXT ????? Selma will learn Braille grammatical symbols FORMTEXT ????? Selma will learn Braille numbers 1-100 FORMTEXT ????? Selma will translate 5 sentences at a time in Braille FORMTEXT ????? Selma will translate 5 paragraphs in under 5 minutes in Braille. Annual Goal: Selma will eliminate violent outbursts from her life completely from once every few days to none.Evaluative Criteria: FORMTEXT ????? Selma will meet with a counselor before work every morning. (5xs a week)Procedures to Evaluate Goal: FORMTEXT ????? Selma’s progress will be monitored by a psychological counselor who specializes in hereditary disorders.Evaluation Schedule: FORMTEXT ????? Selma will be fully examined twice a week until the situation progresses to a less frequent schedule.Short-Term Objectives FORMTEXT ????? decrease to once a week FORMTEXT ????? decrease to twice a month FORMTEXT ????? decrease to once every two months FORMTEXT ????? decrease to once every six months FORMTEXT ????? decrease to none.Self-ReflectionThe IEP case study project this semester has been challenging, but informational. For example, working part-time at a preschool for children with special needs has given my some familiarity with the term IEP. However, before this course, I had never gotten a detailed explanation of what it takes to form one from start to finish. Cooperation with so many different departments of professionals as well as parent, student and community members is crucial to building an appropriate individualized education plan. Each piece, like each person, is equally important to developing a child’s needs. At first, my experience with the process of developing a data recording chart seemed simple. I did not know until a few weeks later which chart was best for this particular case study. I first submitted a chart to record duration. After this piece was rejected by Kim, I reconstructed another version of the same type of chart—this time getting it right. Still, I didn’t feel that it made much sense. Then I decided to make a chart of each type and found out that what I needed for my specific objectives was a frequency chart. This piece truly proved to be the biggest challenge because I still didn’t complete the chart correctly. Apparently the information in my chart was completely irrelevant. So for the final package, I revamped my process for the frequency chart and hopefully came out with a good finished product. I feel much better about the information provided in this chart and confident that it would benefit the student in this case (had it been a real case). For me, FBA was easiest because it provided some very helpful information that led me to infer upon what the child would need based on certain types behaviors and the situations in which they occurred. By constructing a FBA, it is easy to see how teachers could benefit from simply writing down and studying what the child’s behaviors express. This piece proves to be a very helpful tool in providing necessary services and related guidance and education for the student and his/her family. IEP goals were a challenge. It is difficult to come up with such focused goals based on one scene of a movie. In this case, I was able to come up with three, but struggled to do so due to such a huge lack of information. However, in the real world, teachers may not have a ton of information when dealing with students with special needs as we found in the diversity section of the course along with my studies on family involvement so it is good training to be able to come up with particular goals for a vague situation. The case study report is also very important because it provides all information that is not already included in the other parts of the project. The report might touch on various topics that could have been missed or forgotten or even just left out by the teacher. As we have found in research through the entire course, a child’s environment plays a huge factor in his/her behaviors and overall health and education. So, when discussing a child within an IEP, the report should include a lot of information in regards to the child’s different environments. In conclusion, this project, however stressful and meticulous, served as a necessary tool in the growing world of special education. I feel more confident working at the preschool knowing that I can identify different parts of an IEP and also make some sense out of them. Working with children with special needs is a rewarding job as it is, so any little thing that can help me to understand their world better will just further the rewards in my life. Teacher Candidate Tracking Form for Case Study ProjectDirections: Please bring this form with you as you have individual conversations with your instructor about the progress of your Case Study assignment. Data Recording System – The data recording system is identified and planned, ready for the observation and has been appropriately linked with reference to contextual factors in the classroom. (developing data recording system)COMMENTS please see self-reflection for explanationSTATUSProficient Final (fourth) tryDeveloping Second submission-needs moreUnacceptable First and third submission-don’t understand what is expected Observation of Characteristics – Observable and measurable data is designed and collected so as to measure student characteristics in a meaningful manner using appropriate instructional instruments. (conducting observations using data recording chart and FBA) COMMENTS Need to rework on reinforcement section. Antecedent is O.K., but consequence is incorrect. Please read my email about this.STATUSProficient Developing 6/18/2010 UnacceptableEvaluation and Reflection for IEP Case Study Report – Analysis of student characteristics and performance clearly identifies strengths and areas for growth. Plans for future changes and improvement are evident in accommodations, modifications, resources, and services.(writing case study report)COMMENTS Good content. Could you write this using Times New Roman font? ?? You will see in my originalSubmission of this assignment that TIMESNR was used STATUSProficient Developing 6/23/2010UnacceptableIEP Goals/Benchmarks - All suggestions for IEP are linked to overall learning goals for all students. Goals are sequential and demonstrate variety across instruction, activities, assignments, levels of learning, and resources. The teacher candidate has integrated the use of technology that is especially designed for students with disabilities, and that makes a significant contribution to learning. (writing IEP goals)COMMENTS “Very Good”STATUSProficient 6/30/2010DevelopingUnacceptableReflective Paper on Assignment – The teacher candidate has carefully considered all aspects of the assignment and summarizes his/her professional growth in a deliberate and thoughtful manner. Areas for future improvement are considered.(writing reflection paper)COMMENTS two pages completed all rubric guidelinesSTATUSProficient 7/2/10DevelopingUnacceptable ................
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