Over the period of April to November 2015, Mischa has shown significant improvements in behavior and work performance in her Group SpEd session.
Mischa consistently displayed good work behavior during session as she readily complies with routines, tasks and to instructions. She also manages to sustain good attention and engagement to group and individual activities given and exhibited better frustration tolerance when engaged in repetitive tasks, when blocked from engaging in rituals and repetitive behaviors (e.g., frequent hand plays and rubbing hands or materials on mouth) as well as, she displayed better control of impulse (e.g., pushing any person within proximity) when provided with corrective feedback or when a peer is crying. Although, Mischa still exhibits off-task behaviors such as attention seeking behaviors manifested through running away and excessive playfulness, (e.g., excessive laughing or laughing spell) as well as, “gigil” behaviors (e.g., pressing chin to teacher’s face) at random instances during the session.
Other than off-task behaviors, Mischa still observed to exhibit difficulty in waiting displayed through whining and crying which usually occurs during the middle of the session or before snack time schedule. The same behavior manifestations noted whenever Mischa has difficulty expressing her needs …show more content…
Also, to minimize Mischa’s tendency to get-off her chair and run towards her bag to check or get her snack the teacher instructed the caregiver to bring in her snack or snack bag inside the classroom upon teacher’s instruction or request only. This specific strategy also allowed Mischa to attend and engage more during
Mischa consistently displayed good work behavior during session as she readily complies with routines, tasks and to instructions. She also manages to sustain good attention and engagement to group and individual activities given and exhibited better frustration tolerance when engaged in repetitive tasks, when blocked from engaging in rituals and repetitive behaviors (e.g., frequent hand plays and rubbing hands or materials on mouth) as well as, she displayed better control of impulse (e.g., pushing any person within proximity) when provided with corrective feedback or when a peer is crying. Although, Mischa still exhibits off-task behaviors such as attention seeking behaviors manifested through running away and excessive playfulness, (e.g., excessive laughing or laughing spell) as well as, “gigil” behaviors (e.g., pressing chin to teacher’s face) at random instances during the session.
Other than off-task behaviors, Mischa still observed to exhibit difficulty in waiting displayed through whining and crying which usually occurs during the middle of the session or before snack time schedule. The same behavior manifestations noted whenever Mischa has difficulty expressing her needs …show more content…
Also, to minimize Mischa’s tendency to get-off her chair and run towards her bag to check or get her snack the teacher instructed the caregiver to bring in her snack or snack bag inside the classroom upon teacher’s instruction or request only. This specific strategy also allowed Mischa to attend and engage more during