58
Support Materials for Students with Special Education Needs
English K–6
Case Studies
Case study 4
ABC record sheet – Elodie (morning circle)
(cont)
Antecedents
Behaviour(s)
Consequences
(The class have sung ‘Who is at School?’
for a second student.)
T:
So how many is that now?
(Daena says
two
).
T:
Fantastic, that’s two. Everyone hear?
Elodie stills and touches her face.
It’s two, Elodie.
T:
Who should we sing third?
(Daena says
Marie
.)
T:
Marie, OK we’ve sung Elodie first,
Elodie moves head up and down.
Daena second, we’re gonna sing Marie
third. Are you ready? After 3 … 1, 2, 3
.
(The class sings the song for Marie.)
T:
Why don’t we ask Elodie if she can
E:
Three.
T:
Three, good talking.
tell us how many there are now?
(Daena says
three
, just after.)
TA:
Wow, good girl.
Elodie, how many is that?
T:
There’s three.
(After singing for the other students.)
E:
Yeh
. Moves head up
T:
Yes, very good.
T:
Elodie, do you like the song
and down.
‘Who is at School?’
T:
OK, everybody. I know we all like
Elodie moves head up and down.
listening to stories and reading stories,
and I’ve got a very special story today that
we’ve read before. So you might remember
some of it. It’s called, ‘I Went Walking’.
T:
Do you remember that story, Daena?
(Daena says
no
.)
No?
T:
Elodie, have you, do you remember that?
E:
I went …
T:
Do? I wasn’t quite sure
what you said. Yes or no?
Do you remember this story?
E:
M we.
Rubs face.
T:
You’re not sure?
E:
Ye
T:
Not sure. What if we read
it and then you can see if
you remember after we start
reading it.
(Class commence reading the book,
which has tactile animal symbols and is
transcribed in Braille.)
T:
Maybe Elodie can read the Braille
Makes an excited sound and
The teacher assists another
this time.
stamps her feet.
student, Miguel, to feel the
E:
He, he
(vocalises sound).
duck on the page.
