Student Profile
Kevin Jones
Background Information
Student Name: Kevin Jones
Date of birth: November 21st 2003
Age: 9
Grade: 4
Current Academic Year: 2014-2015
School: Hillside School
Exceptionality: Autism Spectrum Disorder/Obsessive Compulsive Disorder
Sources of Information:
(Identify sources of information and assessments to be conducted. Check box and note date when a source has been reviewed or a new assessment completed.)
Review of OSR, including current and previous report cards: September 2014
Consultation with previous and current teachers: August 2014
Consultation with support team: October 5th 2014
Current Consultation with parents: March 2015
Useful Tips
- Is part of a video game club in his community on Monday nights
- Needs to be told in advance what is happening and what might be changing for the day
- Parents are very involved in the school community and are in regular communication with the classroom teacher, resource teacher, and principal
- Provide Kevin with a stress ball or soft toy to hold when he appears anxious or fidgets in class
Strengths
- Kevin excels at creating detailed drawings and paintings. Student enjoys working with different art materials.
- Kevin enjoys science class and learning about particular topics, such as the pulleys and gears unit. Shows interest in this topic and looking at related pictures and books.
- Kevin works well independently
- Responds well to schedules and routine
- Visual learner
- Able to communicate orally
Hobbies and Interests
- Listening to music
- Video games
- Using and learning about technology
- Watching cartoon movies and TV shows
- Going for car rides at home
- Playing with his older brother
Areas of Need
- Completing group tasks
- Adjusting to changes in routine and class setting
- Appropriate social behaviour (timing, cues, sharing). Alternative program outlined in the IEP.
- Writing and reading skills – comprehension and organization
- Mathematics – requires assistance with solving word problems
- Does not like physical education class and gets agitated before the period
- Desk is very messy and is disorganized
Considerations for Instructional Strategies
- Allow Kevin to use a computer to type writing tasks
- Use visual prompts
- Allow oral communication/feedback for tasks
- Provide manipulatives for mathematics
- Give Kevin extra time to transition to physical education class (allow a short break before class)
- Write the day’s agenda on the board
- Use positive reinforcement
- Pair Kevin off with one other student for group work
- Kevin gets fixated on details of a task, therefore provide specific and broken down instructions
Considerations for Assessment
- Oral communication for assessment
- Is allowed assistive technology for EQAO years (outlined in IEP)
- Allow short breaks (to use an electronic or go for a walk to the office or another classroom)
Available Resources and Support
- P.A.S.T program (Program to Assist Social Thinking)
- Special Education Resource Team
- Educational Assistant available part of the day