Running head: Student Case Study

Student Case Study

Emily Clark

Grand Valley State University

Running head: Student Case Study

Over the course of a semester, I got the opportunity to engage in a case

study on a student named Gavin. Gavin is a learner with significant behavior

problems. He currently is in a second grade Spanish Immersion classroom that is

split between two teachers, Sra. Tomayo and Sra. Laarmen. Gavin is eight years

old and of African American desent. At home Gavin lives with both parents. He

performs average in all academic areas, but sometimes his behavior can adversely

impact his academic performance. However, his favorite part of school is gym. He

loves any sports the involve significant movement such as running.

Gavin was a perfect candidate for this project, due to his everyday

behavior, and his teachers’ want for help. Rockford Public Schools has a behavior

consultant team in place that helps teachers that have students with significant

behaviors in their classrooms. With that said, Gavin was just brought up to the

Behavioral Consultant Team, and it was decided that the team could use my field

notes as data. Gavin’s main problem behaviors include constant movement, not

following teacher directions, talking out of turn, grabbing items that are not his,

distracting his classmates, and not doing his work.

The two settings I observed Gavin over the course of the semester were his

classroom and the music room. When in his classroom, I mostly observed

different math stations. The classroom was set up with four desks grouped into
Running head: Student Case Study

tables. In the front corner of the room was the teachers’ desk. The other corners

of the room included a table for small groups that were led by the teacher, and a

rug for carpet time. The music room was set up much differently. In one corner

was the teacher’s desk, while the rest of the room was wide open. In the back of

the room there were risers that the students stood on to practice for

performances. During all of my observations in the music room, I observed Gavin

and his classmates practice for the Christmas Concert that was coming up.

Initially when I met Gavin I gave him an informal Love Language

Assessment. This is a way I could get a feel for what intervention would best work

for him. On the informal assessment, it became clear that he scored highest in the

area of gifts. Keeping that in mind I made my first two observations. After the first

two observations I began brainstorming ideas of what to implement. Through my

observation, I concluded that Gavin always liked to be moving and touching

things. With that said my first implementation included reading Gavin a social

story about appropriate touch, and putting Velcro under his desk he could touch,

as well as giving him a stress/fidget ball. Initially these interventions seemed to

work, until the fidget/stress ball become more of a toy. Based on discussion with

the teachers, it was made known that Gavin was engaging in better behavior
Running head: Student Case Study

when I was in the room. He seemed to pick up on the fact that I was watching his

behavior.

After two more observations, I decided it was time to try to implement

something new. After discussion with the behavior consultant team and

classroom teachers, it was made known to me that Gavin was not the only

student in his class with behavior issues. With that said, I brought up the idea of

introducing a whole new classroom management plan/system. The classroom

management system I suggested was class Dojo. This management plan allows for

students to pick a character to represent them. The teacher can give, or take

away points from that character through devices in their classroom. When a point

is given a higher pitched noise is played, and when a point is taken away a lower

pitched noise is made by the application system. It is not made known who is

receiving the point, or getting the points taken away. This allows for the students

to engage in a self check if they are on task and following directions, or if they are

not. Initially, Gavin was very aware when he heard points being given, or taken

away. He expressed interest in knowing if he was receiving the points. However,

after two observations I realized something more personalized needed to be put

in place.
Running head: Student Case Study

After the next two observations, I decided to come up with a final

implementation. This implementation was a daily point sheet for Gavin. At the

start of the day Gavin checked in with his teacher and made a personal goal for

how many points he wanted to earn on class dojo. He then picked a prize out of

the “prize bin” of what he was working toward. The prizes included an extra

snack, extra computer time, or being allowed to bring his favorite stuffed animal

into class. Gavin had a point sheet on his desk as a reminder. At lunch he checked

in with his teacher about how many points he earned. He then could color in his

points on his point sheet to see how far away he was from his daily goal. The

ability of choosing from the prize bin seemed to really intrigue Gavin. I thought of

this in correlation with his Love Language score being the highest in gifts. If Gavin

reached his point goal for the day, he was able to get his prize. Over my next two

observations, I could see this implementation starting to work. However, there

are a few tweaks to be worked out such as which prizes are most effective, and

the most appropriate way to let Gavin know how many points he is at.

Overall, I learned a lot by working with Gavin and implementing different

behavior interventions. I learned that all behavior is a form of communication.

The bottom line is Gavin seeks one on one attention from adults, and the ability

to move more throughout the school day. It took a few implementations to see
Running head: Student Case Study

what really worked for Gavin. Even though my last intervention still has a few

tweaks to be worked out to be most effective, I can say with confidence this

intervention fits Gavin the best. One of the most important things I learned from

this case study is that it takes time to implement a behavior strategy, and for it to

work correctly. Even though I do not get to see the end result of my last

intervention, I have confidence this intervention will help the teachers with

Gavin’s behavior.
Running head: Student Case Study

Observation: 1
Observer: Emily Clark
Date: 10/8/18 Time: 11:00-11:30
Location/Scene: In a Spanish Immersion Classroom
Student: Gavin
Teacher/Adult: Sra. Tamayo
Activity Taking Place: Independent Reading time and a reading group
Visual Map (educational setting, where is the teachers & students):
Teacher is in the corner with six other students leading a reading group. Students are
at their desks which are organized in tables of four. Assistant teacher is walking
around.

Running Record:
Time Teacher Student Rest of class
11:04 In reading group in On the rug making In different reading or
corner duck noises at their seat

11:05 Asks Gavin to sit in Making duck noises In their seats or at the
seat and asks Why reading group

11:08 In reading group Playing with sticky In reading group, or

notes at his seat reading on their own
making notes about
their book with the
sticky notes
11:10 In reading group Playing with his skin Reading
on arm looking at his independently or in
unopened book reading group

11:11- Teacher in reading Gavin goes through Reading

11:13 group, assistant books independently or in
teacher asks Gavin reading group
to read

11:14 Teacher assistant Reads book Reading

asks Gavin to choose independently or in
a book and explains reading group
to write notes on
the sticky notes
Running head: Student Case Study

11:15 Reading in reading Grabbing girl Reading

group, assistant is students legs with his independently or in
helping other legs under the table reading group
students
11:17 Reading in reading Reading his book! Reading
group, assistant is independently or in
standing close reading group
11:18 Reading in reading Rubbing eyes Reading
group, assistant is intensely independently or in
walking around reading group
11:19 Reading in reading Flicking crayons at Reading
group, assistant is girl across the table independently or in
helping another reading group
student
11:21 Reading in reading Singing and flipping Reading in reading
group, assistant is through book, using group, assistant is
helping another book rolled up as a helping another
student mega phone student
Running head: Student Case Study

Observation: 2
Observer: Emily Clark
Date: 10-15-18 Time: 1:05pm-1:30
Location/Scene: 2nd grade classroom
Student: Gavin
Teacher/Adult: Erin Tamayo
Activity Taking Place: Math rotations
Visual Map (educational setting, where is the teachers & students):
The teacher is working in the back right corner at a table with 6 students. The tables
are spread around the room with some students working at them, and some students
working on the floor on different math activities.

Running Record:
Time Teacher Student Rest of class
1:06 Asked to give him a Punched her hand watched
high five playfully
1:10 Working with a Asked another Working in math
group of students on student what he rotations
math needs to do and
getting explanation
1:13 Working with a Tapping his pencil Working in math
group of students on intensely rotations
math
1:14 Working with a Writing in his math Working in math
group of students on workbook and rotations
math talking intensely at it
while kicking his feet
1:17 Working with a Said, “I don’t know Working in math
group of students on what this is” to his rotations
math classmate. Was
rubbing his eraser on
his hand.
1:19 Working with a Looking at his paper Working in math
group of students on and moving his head rotations
math in a circular motion
while making
airplane noises
Running head: Student Case Study

Observation: 3
Observer: Emily Clark
Date: 10-22-18 Time: 1-1:40pm
Location/Scene: 2nd grade classroom
Student: Gavin
Teacher/Adult: Sra. Tamayo
Activity Taking Place: Story time and math rotations
Visual Map (educational setting, where is the teachers & students):

The teacher is working in the back right corner at a table with 6 students. The tables are
spread around the room with some students working at them, and some students
working on the floor on different math activities.

Running Record:
Time Teacher Student Rest of class Interpretation
1:02 Reading a Story to Sitting in the front on Listening to the
the class the floor making teaching reading
noises

1:05 Reading a Story to Sitting in the front Watching the teacher

the class, teacher making noises going read
sends Gavin back to along with the story
his sear

1:17- Working with five Working on his math In different math

1:24 students on math workbook all on his stations working
own with minimal
prompts
1:24 Prompting students Finished math Transitioned nosily to
to transition to the rotation and went to the rug
rug the rug, but started
crawling on the floor

1:25 Giving students Listen while using Listening to teachers

instructions on next stress ball quietly. instructions
math rotation

1:28 Prompted students Walked to math Went to their next

to transition to next rotation quietly, but math rotation
math rotation threw stressball as a
toy at end of the
transition
Running head: Student Case Study

Time Teacher Student Rest of class Interpretation

10 Working quietly by Working on their
minute Working with six himself on his math rotation
rotation students on math at
the back table

1:39 Transitioned quietly Making their way to

Prompted students to rug, but got the rug
to transition to rug distracted by a
classmate showing
him something on
his calculator

AT first Gavin did not show that he understood the implementation. He got sent back to his
table for misbehaving. After prompts the implementations started to show they were
working. He worked for two whole math rotations on his own. In between the rotation the
teacher praised him in front of the class, and his classmate gave him a high-five. Big
improvements were made since I first saw him.
Running head: Student Case Study

Observation: 4
Observer: Emily Clark
Date: 10/26/18 Time: 1:05-1:30
Location/Scene: Music class
Student: Gavin
Teacher/Adult: Mr. Veermeer
Activity Taking Place: Group singing
Visual Map (educational setting, where is the teachers & students):

Open floor area, Teacher is moving around, Risers in the back of the classroom,
Students spread throughout classroom.

Running Record:
Time Teacher Student Rest of class
1:08 Singing Christmas Singing along and Singing with teacher
songs with students participating with
class

1:09 Ending and giving Interjects “Tap, tap, Listening

next direction tap”

Interjects, “Bells”

1:10 Handing out bells Excitingly shakes Jingling bells

bells/throwing them unstructured
and expresses
excitement
1:12 Singing jingle bells Singing aloud with Singing and doing the
with bells and hand teacher and is very motions along with
motions excitedly doing hand teacher
motions

1:14 Teacher giving Talking to neighbor Other students talking

directions as well

1:16 Playing the piano Singing along and Other students talking
and singing reading the words on and some singing
the screen along
Running head: Student Case Study

Time Teacher Student Rest of class

1:18 Playing the piano Putting his elbows in Singing along
and singing his shirt and singing
along

1:19 Looking up next Quite at first, and Some quite, some

song then making talking out of tune.
humming noises

1:21 Teaching them a Listening, but has his Some Talking out of
new part of the song arms and knees in his tune, some following
shirt along

1:23 Telling class to quite Interjects “What do Student interjects,”

down, and gavin to you mean what am I Gavin what are you
wear his shirt doing with my doing with your
correctly shirt!?” shirt!?”

1:24- Teacher put Gavin in Following directions Singing and dancing

1:26 charge of playing the and singing along around to the music
music
Running head: Student Case Study

Observation: 5
Observer: Emily Clark
Date: 10-29-18 Time: 1:00-1:30pm
Location/Scene: 2nd grade classroom
Student: Gavin
Teacher/Adult: Sra. Tamayo
Activity Taking Place: Reading
Visual Map (educational setting, where is the teachers & students):
Same classroom setup as past observation in 2nd grade classroom.

Running Record:
Time Teacher Student Rest of class
1:00- Talking to Gavin one Listening, but not Working on their
1:08 on one about him making much eye computers/reading
being in the office contact
for behavior
problems

1:09- Talking with another Getting out his Working on their

1:13 student laptop and logging computers/reading
on quietly

1:14- Talking with another Picking his book he Reading and writing
1:15 student wants to read on his on their computers
laptop and write the
title down on his
worksheet
1:16 Talking with another Scrolling through Reading on their
student pages and staring computers and writing
into space

1:17 Talking with another Actively reading Reading on their

student computers and
writing. Some talking
out of turn
1:18 Giving directions Still looking at Listening to teacher or
computers, listening still reading
to computer after
prompt
Running head: Student Case Study

Time Teacher Student Rest of class

1:20 Waiting for students Playing with marker Cleaning up
to clean up before cleaning up,
and then reminding
another student its
time to clean up

1:22 Sitting in the circle Gives teacher a hug Sitting down in the
with students circle

1:23 Reminding other Touching materials Coming to circle or

students to join her the teacher brought sitting in circle
in the circle, telling to the circle
Gavin not to touch
the materials

1:24- Giving instructions Making funny faces, Listening to teacher

1:26 and not keeping
hands to himself,
making his hand
make a wave, and
doing the disco
1:27 Giving instructions Taking the card the Listening and
teacher has and responding to teacher
putting them on his
head

1:28- Giving instructions Taking the card and Interrupting, and

1:30 touching the student listening to teacher
next to him with it
Running head: Student Case Study

Observation: 6
Observer: Emily Clark
Date: 11-5-18 Time: 1:00-1:30pm
Location/Scene: 2nd grade classroom
Student: Gavin
Teacher/Adult: Sra. Tamayo
Activity Taking Place: Reading

Gavin’s goal is 6 points before lunch Teacher informed me there has been lots of redirection
and he is in negative points
11:48 writing school rules on his paper
11:50 playing with the carpet and not writing the
11:52 looking at his paper
11:53 looking at friend’s computer
11:54 playing with shoe
11:55 writing down school rules like he is supposed to
11:56 Changing his position so he can see the school rules better to write them down, teacher
complimenting Gavin on his hard work
11:57-12:00pm Still working on his work even with distractions around him says, “I’m almost
done!”
12:01-2 Teacher praises him for finishing and gives him the next direction, Gavin listens and
follows directions
12:03 Stops to talk to his friends on his way back to his seat and does some karate moves
against the curtain
12:04 Gavin has his hands in his shirt and wiggling around
12:05- Cleaning up his desk, teacher his giving instructions to whole class
12:06: Sitting with his thumb in the air showing he is ready
12:07 talking to table mates with feet on the table, teacher is giving whole group instruction
12:08 Walked out of class dancing to get his lunch box for lunch.
12:09 On the way to his locker he got distracted by showing a friend his new toy.
12:11 came back with coat on, but is taking a while to get in line
12:12 His teacher reminded him of his job to check the order of his classmates in line, he is
checking the line
12:13 walking in line quietly

Gavin had a lot of redirection before I entered the room. His teacher indicated that he is in
negative points. While I was sitting there he completed an assignment, but still did not end the
observation on the best behavior. He needs a lot of one on one interaction in order to complete
tasks and be on good behavior and finish his work.
Running head: Student Case Study

Observation: 7
Observer: Emily Clark
Date: 11/16/18 Time: 1:00-1:30pm
Location/Scene: Music Class
Student: Gavin
Teacher/Adult: Mr. Veermeer
Activity Taking Place: Singing

1:23 Singing Christmas song and doing hand motions with the rest of the class through teacher
direction

1:24 teacher telling student not to talk, students are talking, Gavin is facing his partner

1:25 Teacher is going through talking parts of musical, some students are talking some students
are listening. Gavin is playing with the tacks on the board behind him

1:26 Teacher is leading them in Christmas song, students are singing along with hand motions,
Gavin is doing the same but sometimes moving his body excessively

1:29 Teacher telling students to freeze and be quite after song, students are mostly quiet, Gavin
is grabbing something off of the person’s wrist next to him, teacher tells him to stop, Gavin is
whining

1:32: Teacher is teaching Christmas dance, students are following along

1:35: Gavin is doing his own dance moves

1:36: Gavin is talking to other students and sitting on the counter

1:38 Teacher is teaching Christmas dance, students are following along

1:40 Gavin is pretending to sing in the microphone

1:41 Students and Teacher are doing the dance again

1:42 Teacher is talking about the performance

1:44 Other students are talking out of turn, Gavin is not he sitting playing with a ring

1:45 Teacher is telling students to line up, the class is talking, Gavin is learning on counter

1:47 Students are walking in line, Gavin is prancing

Notes: Will suggest implementing point sheet during specials like music!