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Aggressive and disruptive behavior. Scott kicks and hits staff along with outright refusal to follow directives with yelling and screaming and throwing himself on the floor. Scott throws books and chairs and narrowly missed hitting a peer with a chair. These behaviors occur 4-6 times daily within a two-hour period. · Unwillingness to follow directions for social or play activities. Scott says, “No,” or “I won’t” or refuses to speak and sits with arms crossed and head down with no movement toward doing what was asked, or runs and hides under a table. · Refuses to do any activities involving scissors, paper, pencil, crayons, or markers. · Isolates self in a corner or under a table.

Parents did not want to consider district early childhood programming and enrolled him in a structured preschool at age 4. His day was subsequently shortened to 2 hours and his parents had to pick him up early 1-3 times per week because of behavior (yelling, screaming, and refusing to follow directions; would not participate in any activities that involved drawing, coloring, or writing). · Community summer programs were tried, but he was asked to leave because of behavior (ran out of the room, yelled, screamed, threw things). · During the summer before he started kindergarten, his parents did not enroll him in summer school. They planned many family activities, but Scott was not in any kind of a structured program. They report that the number of tantrums decreased to 1-2 per day. However, the tantrums were more severe with longer recovery time. · Placed in a blended kindergarten (5 special education and 11 regular education students with Kindergarten. and special education teacher team) Concerns/Reasons for Referral

Scott lives with his parents and older sister. The family goes on recreational outings together, including summer camping trips and weekend trips to visit family in another area of Wisconsin. Scott’s parents describe Scott as “interesting.” They have worked through many issues with their daughter (diagnosed with ADHD and bipolar disorder, she is not in special education) and feel that Scott will develop appropriate behaviors as time goes by. Defiance is an issue – incidents 10-15 times per day of yelling, stomping his feet, throwing things if he does not get his way. Scott will wander away from the yard – has gone up to six blocks away, crossing busy streets. This happens 3-4 times per month. School History · Mother requested district screening when Scott turned 3 years old because he refused to follow rules, and would tantrum when he could not get his way. Scott also showed a lack of interest in activities like coloring or drawing with markers or crayons, cutting paper, and repeating nursery rhymes. He would refuse to do these activities.

Developed very particular likes and dislikes with food, e.g., he will only eat white or light colored foods, and nothing can be mixed together; he refuses to eat meat and many vegetables and fruits. Behavior problems surfaced about 15 months ago - easily frustrated, which resulted in throwing things, hitting, kicking, biting, and disrespect shown to parents, especially his mother. Mother has used timeout chair – can take from 5 minutes to 2 hours for him to regain control. Parents report that they do not take him out into the community, e.g., grocery store because of behavior. One parent stays home while the other goes out to do errands. Scott is extremely active. He stopped taking naps at the age of about 2½ and he cannot fall asleep until three or four hours after he is put to bed. He spends the time looking at books and playing with the toys in his room. As long as he stays in his room and is quiet, his parents leave a dim light on.

THIS IS THE CASE STUDY FOR ASSIGNMENT 2 Multidisciplinary Evaluation Team (MET) Case Study Student: Scott Grade: 1st Background Information Very small for his age, constantly in motion. Usually looks very serious. When he is unhappy with something, he will scowl and make a high-pitched and long-lasting shriek; this happens 8-10 times every hour. Asks many questions, such as “Why?” “Where did that come from?” “What does this mean?” When engaged in something in which he has an interest, he becomes lively and animated and asks relevant questions as he is trying to figure out what is happening (lasts up to 7 minutes at a time). Enjoys trains and collecting coins; likes to build things with Legos or Lincoln Logs. Knows everything about local public buildings (city hall, library, schools) - the number of windows and doors, when built, building materials, number of bricks each contains.

1) Please review rubrics and use rubrics on each assignment. 2) Please do not list reference on a page. each assignment should have its own reference. Note that this Subject is Masters in Special Education. Thank you. Field Experience A: Understanding Pre-Referral Assessments - The Classroom Teacher and RTI 1 No Evidence 0.00% 2 Nominal Evidence 69.00% 3 Unacceptable Evidence 74.00% 4 Acceptable Evidence 87.00% 5 Target Evidence 100.00% 100.0 %CRITERIA 50.0 %Reflections on Assessments Interviews [InTASC: 6, 9; CEC 4, 6] No submission. Reflections are not related to the assignment. Does not reflect on administering certain assessments and/or interpreting results based on type, use, advantage, disadvantage, limitations, appropriateness, and/or legal and ethical considerations as related to diagnosing and/or evaluating individuals with exceptionalities in an acceptable manner. considerations as related to diagnosing and evaluating individuals with exceptionalities.

100.0 %CRITERIA 50.0 %Reflections on Assessments Interviews [InTASC: 6, 9; CEC 4, 6] No submission. Reflections are not related to the assignment. Does not reflect on administering certain assessments and/or interpreting results based on type, use, advantage, disadvantage, limitations, appropriateness, and/or legal and ethical considerations as related to diagnosing and/or evaluating individuals with exceptionalities in an acceptable manner. Adequately reflects on administering certain assessments and interpreting results based on type, use, advantage, disadvantage, limitations, appropriateness, and legal and ethical considerations as related to diagnosing and evaluating individuals with exceptionalities. Thoroughly reflects on administering certain assessments and interpreting results based on type, use, advantage, disadvantage, limitations, appropriateness, and legal and ethical considerations as related to diagnosing and evaluating individuals with exceptionalities.

5.0 %Mechanics of Writing No submission. Slide errors are pervasive enough that they impede communication of meaning. Some mechanical errors or typos are present, but are not overly distracting to the reader. Slides are largely free of mechanical errors, although a few may be present. Submission is nearly/completely free of mechanical errors. 10.0 %Title and Research Citations Sources No submission. Contains no title slide, no References section, and no correctly cited references within the body of the presentation. Title slide has minor errors. References section includes sources, but they are not cited consistently or correctly. Citations are included within the body of the presentation, but with some errors. Title slide has minor errors. References section includes sources, but not consistently cited correctly. References included within the body of the presentation, but with some citation errors. Title slide is complete. References section includes correctly cited sources. References within the body of the presentation are included and correctly cited.

20.0 %Layout No submission. The layout is cluttered, confusing, and does not use spacing, headings and subheadings to enhance the readability. The text is extremely difficult to read with long blocks of text and small point size of fonts, inappropriate contrasting colors, poor use of headings, subheadings, indentations, or bold formatting. No notes that script the presentation are included. The layout uses horizontal and vertical white space appropriately. Sometimes the fonts are easy-to-read, but in a few places the use of fonts, italics, bold, long paragraphs, color or busy background detracts and does not enhance readability. Minimal notes are present to script the presentation. The layout background and text complement each other and enables the content to be easily read. The fonts are easy-to-read and point size varies appropriately for headings and text. Notes are present to script and facilitate the presentation. The layout is visually pleasing and contributes to the overall message with appropriate use of headings, subheadings and white space. Text is appropriate in length for the target audience and to the point.

Assignment 3 Rubric: Target Evidence 100.00% 100.0 %CRITERIA 65.0 %Dimensions of Descriptive Statistics No submission. Statistics content lacks a clear point of view and logical sequence of information. Depictions of sample statistics are not present. Sequencing of ideas is unclear. Statistics content is vague in conveying a point of view and does not create a strong sense of purpose. Includes some depictions of sample statistics through graphs, tables, scatterplots, advanced organizers, etc. Statistics content is generally competent, but ideas may show some inconsistency in organization and/or in their relationships to each other. The presentation includes minimal depictions of sample statistics through graphs, tables, scatterplots, advanced organizers, etc. Statistics content is written clearly and concisely. Ideas universally progress and relate to each other. The presentation includes numerous, directive depictions of sample statistics through graphs, tables, scatterplots, advanced organizers, etc. The presentation gives the audience a clear sense of the main idea.

10.0 %Mechanics of Writing No submission. Paper errors are pervasive enough that they impede communication of meaning. Frequent and repetitive mechanical errors that distract the reader. Some distracting inconsistencies in language choice (register) and/or word choice are present. Paper is largely free of mechanical errors, although a few may be present. The writer is clearly aware of audience; uses a variety of appropriate vocabulary for the target audience, and communicates clearly. Writer is clearly in control of standard, written American English. The writer uses a variety of sentence constructions and word choice in unique and creative ways that are appropriate to purpose, discipline, and scope. 10.0 %APA Formatting and Citations No submission. Does not follow APA formatting. No reference page is included. No citations are used. APA formatting is inconsistently used. Reference page is present. Citations are inconsistently used. APA formatting is present and appropriate. The style is usually correct although some components may be missing such as introduction paragraph, conclusion, etc.

1) Please review rubrics and use rubrics on each assignment. 2) Please do not list reference on a page. each assignment should have its own reference. Note that this Subject is Masters in Special Education. Thank you. Assignment 2 Rubric Diagnostic Case Scenario 1 No Evidence 0.00% 2 Nominal Evidence 69.00% 3 Unacceptable Evidence 74.00% 4 Acceptable Evidence 87.00% 5 Target Evidence 100.00% 100.0 %CRITERIA 80.0 %Assessment Decisions and Rationale No submission. Analysis is incomprehensible or unrelated to assignment. No determination is made about types of assessments that should be administered. Analysis is inadequate and not fully developed. Research not provided or not supportive of position. Assessment administration determination is discussed, but not clear. Analysis is basic and clear. Argument for assessment decisions was appropriate and detail is acceptable. Description is supported with research. Assessment administration determination is clear and valid. Comprehensive, professional analysis of needed assessments. Convincing argument for chosen assessments based on applicability. Description is well supported with research.