48
Support Materials for Students with Special Education Needs
English K–6
Case Studies
Case study 4
ABC record sheet – Miguel (morning circle)
(cont)
Antecedents
Behaviour(s)
Consequences
T:
Oh, fabulous. What is on that page?
Assists Miguel to feel a tactile cat.
T:
It has whiskers, it has feet and it
Miguel lifts his head.
T:
What do you think it is
has a long tail.
Miguel?
Removes Miguel’s
hand from book.
I wonder if
one of your friends can help.
It’s got whiskers and a long tail.
(Moves to another student
and keeps reading.)
T:
Miguel, is it a cow? Does a cow
Miguel smiles and lifts eyes.
T:
Yes, Miguel says yes it is
say moo?
a cow. You’re right, Miguel
.
T:
Oh, what colour’s the cow Daena?
‘I saw a red cow looking at me.’
(Daena says
red
.)
T:
Red, very good.
Moves to Daena.
T:
Do you want to feel the cow?
(Daena says
no
.)
T: No, what about the Braille?
(Daena says
no
.)
Miguel looks towards the teacher
and lifts arm.
TA 2:
Do you want me to hold the
Miguel vocalises and grimaces.
TA taps Miguel.
horse for you?
TA:
You will have a turn in a
(Daena says
no
and puts her hand forward.)
minute. Do you want a turn?
Miguel looks towards the
teacher’s aide.
Teacher still reading with Daena.
T:
Two hold, one hand.
T: ‘
I saw a red cow.’
(Daena says
I will
.)
TA:
You will have a turn in a minute.
Miguel lifts arm. Looks towards
TA touches Miguel’s arm.
Do you want a turn?
the teacher’s aide.
T:
Are you feeling it? Go across.
(Daena feels Braille.)
TA:
You can have a turn. You want to
Miguel looks away, lifts arm
feel the cow?
and grimaces.
T:
That’s really good moving across.
‘I saw a red cow looking at me.’
T:
And there’s a cow on the page up
here.
Taps page.
T: ‘
Moo’, that’s what he says
.
Miguel puts head down.
(Daena says
I want him
.)
T:
Oh you want him. Well the others
have to have a turn first. So we’ll let
the others have their turn.
