Context:
Morning circle, followed by a shared reading activity. Miguel is seated in a floor-sitter.
‘T’ represents the teacher and ‘TA’ represents the teacher’s aides.
44
Support Materials for Students with Special Education Needs
English K–6
Case Studies
Case study 4
ABC record sheet – Miguel (morning circle)
Name: Miguel
Age: 7 years, 10 months
Date: November 2010
Antecedents
T:
Good morning Miguel.
High intonation. Takes Miguel’s hands.
T:
Can you lift your head and say
‘good morning’?
T:
How are we all today?
(Daena says
good
.)
T:
Daena’s good
.
T:
Miguel, are you good?
Moves closer to Miguel.
T:
Miguel, can you tell me, are
you good?
(Class have sung morning song.)
T:
That’s three people so far Miguel.
Who should we sing fourth?
(Daena says
Miguel
.)
TA:
Miguel, good choice.
T:
Who should we sing fourth? Miguel.
Holds Miguel’s hands.
T:
Daena thinks we should sing
Miguel fourth.
T:
Would you like us to sing now
for you Miguel? Yes?
T:
Head up.
TA:
He’s smiling.
T:
OK, lets sing Miguel fourth and
see how many there are.
TA moves closer.
TA:
Are you ready?
(The class sing the song for Miguel.)
Behaviour(s)
Miguel lifts head.
Miguel lifts head, smiles and
lifts hand.
Miguel opens and closes his mouth.
He looks to the side.
Miguel’s head is on his chest.
No obvious response.
Miguel smiles with his head
down and then lifts his head.
Miguel looks at teacher’s aide,
then at teacher.
Miguel looks at and lifts arm
towards the TA.
Consequences
T:
Hello
.
T:
Yes, that’s a little smile
.
T:
You’re just a little bit good.
Are you good today?
Teacher adjusts the table in front
of Miguel’s floor sitter and places
Miguel’s hands on the table.
TA:
Head up, Miguel
.
T:
Is he smiling? Oh there.
OK, good.
T:
Miguel wants to go fourth
.
TA:
It’s your turn, Miguel.
TA taps Miguel on the right arm.
