Severe Disabilities Observation Log

SPED 314- Curriculum & Materials for Individuals with Severe Disabilities
Observation Log

Name: Blair Thallmayer

Date of Observation: March 1, 2007

Durations of Observation: 9:30 am- 10:30 am

Location of Observation: Hamilton Elementary School Ms. Davis Classroom

Describe individuals with severe disabilities that you have observed or spend time
with:

• One male student continued to turn, face me and say hi. He also opened and
closed his left hand a lot and began to laugh.
• Raven wanted the Tinkerbelle doll. Raven began to cry for it, which was not
really upset or hurt, just wanted the doll. The teacher told him to stop and he did.
• Justin got up five times during the story. He kicked his shoes off 3 times. He
would shake his hands in the air, and then put his finger in his eye, and other hand
of fingers hitting his tongue.
• Another student was very quiet. He put his head down on his lap, and closed his
eyes.
• A different student put his hands in his pockets, turned half way around. He
continued to do this during the whole story.
• Another student was very excited and interested into the Dr. Seuss story. He sat
up nice and tall, and put his hands on his lap.

What teaching strategies or materials did you see being used?

• The excited and interested student was very involved within the story. Whenever
the speech teacher came around to him, she would ask him to name 3 other words
that would go in that category. Example was animals. He named giraffe, lion, and
zebra. Which were excellent words, no one accepted he would say. When he
answered correctly she said, “Excellent!” and gave him a high five.
• Another strategy the speech teacher continued with was on another student. She
would sound out the word, and tell the student to say it. She also would sound out
half of the same word, to say along with the student. This was done until the
student said the whole word correctly.

Record personal reactions to your observation:

• Asking the one student to name three of words in the same category was an
excellent idea. Then rewarding him with verbal praise and a high five I think is a
great for younger students.

Observation Log


Date of Observation: March 6, 2007 Durations of Observation: 9am- 10am

Location of Observation: Ms. Theresa Taylor Room 308 at Lehman Intermediate

with:

• Zachary was a very stubborn boy, who was 12 years old. He was a little heavy. Zachary
would sit in silence and put his fingers in his mouth or ears. He was verbal, however
chose to be non-verbal, and liked to sign.
• Bobby was a Spanish student who was non-verbal. He used a communication device that
was called Tech Speak. He would push a button, and it would tell us what he wanted.
Example: I want… Candy.
• Brandi was a little girl of 13 years old. She loved to talk. She was one of 3 children at
home, all with autism. She was learning materials at a 3rd grade level and doing really
well at them.
• Christopher was an 8th grade student, African- American that was very big and tall. He
was also doing really well at a 3rd grade level. His behaviors however, have regressed in
the past 2 years.
• Andy was a 7th grade student that was also a bigger boy. He loved coloring and playing
with his magazine.


• The students and staff had a two hour delay. When I came in to observe they were
unpacking. Slowly each student unpacked. Some had help from the teacher, and/or aid,
while some students unpacked on their own. Everyone took a turn to use the restroom, in
which was located at the back of the classroom. Having a daily routine is a good way for
students to learn what is accepted of them, even with a delay.
• Students would also do an activity on a daily called “Calendar.” Students would each,
one at a time, say the month, date, day, weather, and temperature for that day. The verbal
students would say it, where as the non-verbal students would sign, or point to the
picture.


• Having students review on a daily basis any skill or activity is all right. Day by day
routines will increase the students remember of the task being asked. Understanding the
months of the year, days of the week, date and weather is excellent skill for all students.

Observation Log




with:

• Zachary was a completing a hands on activity in which increased fine-motor
skills, usually used at a preschool level. He needed some help and an aid helped
him using hand over hand contact.
• Bobby can color in the activities; however his aid had to cut them out. She also
had to put paste on the back, yet he was able to put the pasted paper in the correct
spot on the page.
• Brandi was completed all of her work all by herself at a very fast rate. She was
able to cut, color, and paste all by herself.
• Christopher was also completed his work all by himself, however at a very slow
rate. She was able to color, cut, and paste all by himself, however it took a very
long time.
• Andy was able to color in any activities. He was also completing hands on
activities in which increased fine motor skills at a preschool level. He was placing
plastic coins into a plastic box/bank.


• For the verbal students, they were given a treat of Jujyfruit Candy after every good and
completed task. Every non-verbal student was given a treat of Jujyfruit Candy after every
good behavior, and on task assignment. These were used for rewards for good behavior.
• Andy was caught coloring on his desk. Ms. Sue an aid in the classroom asked him why
he did that. He knew he it was wrong, and was signed he was sorry. She asked him to
clean it up, however Andy did not want to. Andy began kicking, pulling, and hitting Ms.
Taylor. The aids took all of the other students out of the classroom because whenever he
brings this, they are afraid he will go after another student. Once they calmed Andy
down, he was given a paper towel and cleaned all of the desks in the classroom.


• I have heard of students pushes, kicking, and becoming violent however I just never
experienced it with my own eyes. I was a little nervous and scared, but I knew the
teachers wouldn’t let me attack me.

Observation Log

Date of Observation: March 9, 2007 Durations of Observation: 9am- 10:30 am


Describe individuals with severe disabilities that you have observed or spend time with:
• Students ate breakfast. Then the students had Relax Time/Down Time with a picture
book independently. Next was Bathroom Time, in which one at a time, the students
would take turns going into the bathroom with an aid. Following that, the students would
pick up their chairs and move them over to the circle rug for Circle Time. But before
Circle Time could begin, students were told to put all picture books away in the correct
place. At Circle Time, one teacher began “Good Morning Song.” This song helps the
students to say “good morning” the correct way, and to put out their hand to shake hands
with one another, with good eye contact. All of the students did a wonderful job with
that. Next, they went over day of the week, date, and weather. They sang “Weather Song”
and clapped along. Christian was told that because of his good behavior during “Good
Morning Song” and “Weather Song” he was allowed to dress Willy the Wacky Bear for
that day. On his way to the felt board, he look at Cori & said “You not!” Meaning, you
are not dressing Willy, I am. The teacher told him to forget it, and go sit down. He
refused and sat right in from of the felt board. Christian is a little bit on the heavier side,
and very verbal. Therefore, the teacher, as well as her three other aids had to help pick
Christian up and put him back in his chair. Cori got to dress Willy. Then Christian said he
was “sorry” to Cori all on his own. The teacher praised Christian by saying “good job”
and gave him a high five. Ms. Davis said he will sit on the floor for a while and it also
takes him a while or never says he is sorry. Knowing that he let them move him right
away without a fight was a first, as well as saying sorry to Cori on his own a few minutes
later was also progress.
• Each student has their own daily schedule already prepared by the teacher, dor each day.
It is filled out by the teacher as the activities occur. This document contains a chair with
four columns. All objectives are written directly from each student’s I.E.P. This is a great
way to observe, record, and collect data successfully. In the end, this teacher has written
documentation in a structured ABC Analysis Chair on record. Example Below:
Time/Activity Methods/Material Objectives Completion/ Data
s
All objectives are written directly from each student’s I.E.P. This is a great way to
observe, record, and collect data successfully. In the end, this teacher has written
documentation in a structured ABC Analysis Chart on record.
• Having the use of technology in the classroom is very successful. In addition, any use of
music and movement within these little ones has made great lessons and activities for
teaching children. All of the songs, such as “Weather Song”, “Good Morning”, “Little
Penguin”, and “Ho, Ho, Ho” help these children learn in a fun and positive way.
• I loved all of the little songs that these teachers were teaching these students. Music is
such a fun way to involve the concept areas. Watching the teachers act as children,
looked like so much fun and that they were having fun while doing it. The students loved
the energy and motivation and had a great time while learning every day concepts.

Observation Log




with:

• Zachary was not feeling very well. He was out for a few weeks and came back today. He
looked and acted like he did not want to be back to school. After a few minutes he came
sneezing and green stuff came out of his nose. He was unaware of this occurring, thus the
assist had to wipe his nose. Ms. Taylor felt bad and called his parents to come pick him
up. Clearly he was still under the weather, and needed someone to take care of him.
• Bobby was a Spanish student who was non-verbal. He would walk around the classroom
waving his arms around, until the teacher told him to stop before he hurts someone or
himself.
• Brandi was a little girl of 13 years old. She loved to talk and sing. She had some down
time. This contained of sitting, relaxing and singing songs.
• Andy loves to color in notebook. He also likes to look at magazines. Whenever he is
wrong and wants to make it better, he blows kisses.
• Katherine was a little girl of 13 years old. She loved to continue puzzle as part of her
down time. Sitting with a puzzle at her desk she enjoyed so much.

• Some of the students are non-verbal. The teacher uses a verbal cue called “Ready Hands”
in which the students fold their hands on their desk to show that they are ready to work.
Some students could not understand this verbal cue independently and the teacher used a
physical prompt to assist them.
• Students that were non-verbal were given a lesson one-on-one containing pictures,
graphics and the use of pointing to the pictures. This task worksheet written out by the
teacher enclosed language, visual performance, domestic maintenance- personal, and pre-
vocational. All of the teacher’s records, and sheet of data were put together from “The
Assessment of Basic Language and Learning Skills” ABLLS- R Protcool, Behavior
Analysts, Inc. The purpose of this workbook is for all area districts to contain the same
format of objectives for students. It is an assessment, curriculum guide and skills tracking
system for children with Autism and other development disabilities. If this child goes to
another school in the same district, they will have his similar records to continue working
with him/her without a lot of hassle.


• “Having students contain down time through out the day is very important”- says Ms.
Taylor. According to her, having the students perform academics all day without a break
will increase unwanted behavior, and students will not complete academics.
Observation Log


Date of Observation: March 23, 2007 Durations of Observation: 9am- 10:30 am


with:
• Today there were six students. The teacher and aids went to go get the students off of the
bus. There was a special door located close to the classroom, in which the students could
enter the building quickly from the bus. In which it was close to the cafeteria. Some
students needed help getting off of the bus, some students didn’t. Some students needed
help walking thru the cafeteria. Some students were able to pick up a tray and pick up
whatever items for breakfast on their own. Some students could not and has the teacher
do so for them. Yet the students that couldn’t complete this task individually would point,
sign, or try and speak what they wanted to eat.
• When the students walked into the classroom, they put their food down on the tables and
began to undress. First they took off their school bags and then their coats. All students
were able to undress individually without any assist and all students were able to hang up
their school bag and coat on their own hooks alone.
• While eating breakfast now, Cori began to cry. Cori is a verbal and smart young boy.
However, he is regressing in the communication development area. He feels that crying
and wining will get him his way faster and begins to do so often. The teachers do not
respond to this unwanted behavior. His parents also bring him popcorn for breakfast.
Teachers say that is all he likes and will eat. If my mother packed me popcorn for
breakfast daily I think I would cry often as well!

• When Cori begins his crying, Ms. Davis and others always respond as “Use your words,
you are a big boy.” I feel that this is good and positive verbal prompts that reassure Cori
that he is a big boy, and he can use his words to communicate with others.
• Patrick went over to Raven’s french-toast sticks and ate one. Raven wasn’t hungry and
reading his book. However, was upset that Patrick did so. The teachers told Raven to tell
Patrick that he is not happy with him, and that he did not like that he ate one of his sticks.
Raven repeated this. Patrick was told to spit it out and didn’t want to.
• Because the students are not allowed to have their parents/ guardians bring in any good
for when it is their birthday, the school has come up with an alternate celebrate. In which
this is down once a month, with the whole school placed in the gymnasium.


• Students were singing “It’s your birthday and you know it clap your hands.” A song one
of the teachers came up with using the tune from “If you happy and you know it clap
your hands.” It was a fun way to see students celebrate their birthday as a whole school,
building a great community and using a song all students already know and love.
Observation Log


Date of Observation: April 12, 2007 Durations of Observation: 8:30- 11 am


with:
• Patrick I. is very independent. He can feed himself, undress, hang up school bags
and coat, and put things away. Sometimes he does need a little verbal prompt to
tell him to do so, but lately he does it on his own. After breakfast is over, Patrick
quietly cleans up, and walks over to get a book. At this time, all students get a
book; this is used as down time, until Circle Time.
• Jared sat next to me, after breakfast. He didn’t have a book, so I asked him
“where is your book?” He looked down. I said “why don’t you go pick one off of
the self!” He looks up and says “Toy Story.” I said “no Josh has that, pick
another.” He looks at me and says “Lion King.” I replied “yes go get Lion King”.
He was so excited, he ran over got the book and sat down again next to me. Both
books were Disney and both books had buttons that made sounds to read along
with the story. Maybe he likes Disney, or maybe he likes pushing the buttons.
During after down time from breakfast, Mrs. Davies asked all of the students to
put their books away and get a chair. Three times she had to tell Jared to get a
chair and bring it to the rug for Circle Time. Jared does not want to do Circle
Time and begins to scream like a mouse in a high pitch voice. The teachers try to
interact him into the songs, but he does not want to and sits there grumpy.
• Kori came into the classroom eating a banana and an apple. Kori does not like to
eat a lot of different foods; thus his parents send him with junk food. Seeing him
eat something healthy really surprised me, as well as the others. He is making
great progress on varieties of food. Kori often has his hand opened and closed, as
if it was a puppet talking. He named his hand Elmo, the Sesame Street character.
Whenever Elmo talks, Kori calms down.
• Raven is very verbal. After independently cleaning up his cereal from breakfast,
Raven went to get a book, and pulled up a chair at my table. He came showing me
the pictures and asked me to read one page. After I did he replied “Isn’t reading
fun! Can I read the book of treasures?” I replied “yes” & he went to get it.
• Joshua does not eat breakfast at school. He regressed in chewing after his throat
surgery. Now he is only eating fluids and liquids, like Pedi-sure. At home, they
are re-teaching him how to chew his food at a slow rate. During breakfast, Josh

sat at his sit with “Toy Story” book, and the character Woody doll. When he saw
all of the other students move to my table, he got up and moved his chair as well.
• Christian is very smart and very verbal. Everything he hears and sees, he is like a
sponge and just soaks in all of the energy and knowledge around. He moved his
chair next to me, picked up a book on trains and became showing me the different
trains. He explained the different colors and sizes. Example: this is red and big.
Christian saw a pile of photo cards tied in a rubber band next to the desk. He
picked them up and handed them to me. He wanted me to go over them with him.
These cards had different pictures on them. I put one card in front of him at a
time, and with no prompt he knew what was on every card. “Excellent work
Christian” I said. He put out his hand for a high five. During Circle Time, Mrs.
Davies asked Christian “what is the weather like outside?” He looked towards the
window, and replied “Cloudy, Yucky and Rainy!” He needed some cues after
each word. All of the teachers thought it was cute that he said yucky out.

• Mrs. Davies used a number of verbal prompts during the time period when I
observed her classroom. Such as put your books away, and get a chair.
• This classroom also uses a number of songs in the morning to motivate the
students for the rest of the day. These songs are interactively involving the
students, as well as teaching them good manners, counting skills calendar and
weather.
• For the non-verbal students, Mrs. Davis has them point to the answers, sign the
answers to try and sound out even the first letter of the answers. For the verbal
students, Mrs. Davis has the students answer but also asks them another question,
containing the same answer.

• Many of the students forgot my name, and came up to me and just said “Excuse
me.” Then afterwards said, “What’s your name? What’s your name?”
• When Mrs. Davis did Circle Time, she decided to put me in the attendance part as
well. Everyday a different student helps take attendance by going around the
room, when the person’s card is picking up and says “Good morning” while
shaking hands. Joshua knew that I was in the room and that he should come up
and he should shake my hand.
• During book time after breakfast, I thought it was so cute that one student came
over to my table. Then the rest followed. All of the students wanted me to be
involved with them, and two boys even began to fight over sitting next to me. I
told them they both could sit next to me, one on each side of me. Each got a chair
and did so.
• This day was very calm, but fun. Every time I go into that classroom, the teachers
always seem to be enjoying themselves, thus the students are having a good time
as well.

Observation Log

Date of Observation: April 13, 2007 Durations of Observation: 9am - 11 am


with:
• Kori is the first student to arrive. He was so excited to see me that he came over
came me a hug, and became petting my hair. He went to unpack, and undress.
Then hung up all of his stuff.
• Patrick I. is the helper for Circle Time. Patrick also got to dress Willy for the day.
Each item of clothing he went to put on Willy he looked as if he was unsure, and
questioned it to Mrs. Davies. He knew what was correct for Willy, but was afraid
to be wrong.
• Patrick C. is constantly being checked every 20 minutes to see if he is wet or dry.
He also comes off of screaming and hitting him events whenever he is
uncomfortable or does not want to do something. He was wearing his father’s
dirty socks, his shoes were half way on, his shirt was on backwards, and his pants
had holes in the knees. Why would a parent send their child to school that way??
Patrick also likes to keep his finger next to his eye and his other hand under his
ear. Often he waves his hands, and slaps his hand against his tongue.
• Joshua does not like Circle Time and always says he has to go to the bathroom, so
he can get out of doing it. The teachers let him go, he went to the bathroom, did
not flush, and came back farting the whole way back to his sit. He does not want
to sit in his chair, so he leans to the students next to him.
• Jared often hits, screams, bites and pinches him or other students whenever
Patrick sets him off. Jared’s trigger is Patrick’s screaming and hitting himself.
Teachers told Jared to tell Patrick to knock it off. Jared whispers “Knock it off.”
They tell him again, this time he gets up, so Ms. Watts has to make sure he
doesn’t go anywhere or do anything.

• Every Friday, if the students were good Mrs. Davies would take out Marvin.
Marvin was a large monkey puppet, in which Mrs. Davies would put on his arm
and sing “Monkeys Swinging in the Trees.”
• Mrs. Davies has created a picture chart for Jared to hold and keep. This was his
reinforcement that he could hold and visually see, if he bites, kicks, or pinches
anyone he does not get computer time at home.

• Jared does not like Josh and calls him gross. I thought at that age it was weird that
he did not like him. In first grade, most of the time children always get along.

Severe Disabilities Observation Log

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