4/18/16 SOE Room 113

After meeting with Tuli many times, we decided the best way for us to reach Legends
behavioral goal was to implement a checklist during our lessons and for Legend to be able to
independently ask for a break during the lesson. For each lesson, I wrote a checklist on the board
and then wrote the same checklist for Legend to have at his desk as pictured above. As we
completed each item on the checklist, I would check it off on the board, and then Legend would
check it off on his own checklist. While doing the reading lesson where I had Legend describe
pictures, I could tell when Legend was getting bored or distracted. I would ask him if he needed
a break and if he said yes, I would have him repeat, I need a break, please. I had designated
time on the checklist for breaks so that Legend knew when he was able to take a break. During
these breaks, he would draw in his drawing book that his mom supplied. It was really hard for
him to transition back into the lesson after the break when he was drawing because he wanted to
finish his drawing. When I would tell him that it was time to finish, he would say, wait. I then
set a timer for 60 seconds and told him that when the timer went off, he needed to come back to
his desk. He transitioned a lot better when he heard the timer and knew his time was up. He had
achieved our objective of the day by repeating, I need a break, please when he wanted a break.

4/20/16 SOE 113

Legend was very patient when working with the letter j. Despite how many times I
asked him to say it, to listen to it, and to repeat it, he cooperated and would repeat it with a smile
on his face. He was happy to be jumping like a kangaroo and because he was up and active and
not sitting in a desk, he didnt need a break during the lesson. I had asked him if he wanted a
break and he would say, No. He was excited to pick the next word or sentence out of the
kangaroos pouch and was anxious to read the next slip of paper. He had completed our objective
of the day because he didnt have problems transitioning from one activity to the next and was
able to verbally tell me that he didnt want a break after I had initiated it.
4/25/16 SOE 113
Today while working with coins, Legend was really happy and interested because I had
coins that he could work with. He had a hard time sitting in his desk so I had to keep reminding
him to stay seated. He also kept throwing the coins around the classroom. However, he
transitioned well from activity to the next and checked off the items on his checklist as we
completed each task with my help. After getting out of his seat 3 times, I asked him if he needed
a break and he said yes, so I told him repeat the phrase, I need a break, please. He spent his
break running to get a drink of water and then came back ready to learn more. He only needed
one break during this lesson and was able to come back from his break ready for the next part of
the lesson.
5/2/16 1 hr SOE 113
Today Legends mood wasnt as good as our lesson before. He didnt want to be there
and was very sad. I asked him why he was sad and what was wrong and he kept saying, I dont
know. After 15 minutes of trying to get Legend to stop crying and want to do these subtraction
problems, I went out and grabbed Tuli. She encouraged him more and tried to get him to stop
crying as well, but he still just wanted to go home. After giving me a hug goodbye and
apologizing, Legend told his mom that he wanted to try one more time. We went back into the
room and I began the pre-assessment. His answer to my questions were, help. He did not want
a break during this lesson and didnt want to check items off of his checklist, however, he was on
task throughout the whole lesson so a break didnt seem needed.

5/4/16 SOE 113

Legend was very happy today, as you can tell from his words that he wrote on the board
at the end of our lesson. While working with the building blocks, Legend wanted to either throw
the blocks or build them into something. After redirecting him once and reminding him what the
blocks were supposed to be used for, he began to use them correctly. He worked well with the
blocks and organized them by color when solving each problem. He was excited about this
lesson and was very happy when he got an answer correct. During this lesson, I noticed that he
didnt rely on the checklist as much as he did during our first lesson. He stayed on task the whole
the time and didnt ask for a break nor did I ask him if he wanted one because he was wellbehaved and transitioned well.
5/9/16 SOE 113

This was my last lesson with Legend which included our post-assessment. He
transitioned easily from working on single digit subtraction problems on the board to playing a
game on the iPad on Math Academy. After playing the game on the iPad where he had to answer
as many single digit subtraction problems he could in 30 seconds, he wanted to do addition. He
had a hard time when I told him that we were only working on subtraction, but I told him he
could play at home. After I told him we were done playing the game (5 trials), I had him do the
post assessment on the board. During the post assessment, he got 4 out of 5 correct. He had
finished the lesson very happy and was able to express himself by writing happy words on the
board. Legend achieved our goal by being able to transition successfully and easily from activity
to another, but he did not achieve our goal by independently asking for a break when he felt that
he needed one. I feel as though he didnt achieve this goal because my lessons were short and
interactive and he relied on prompting of asking for a break.