Profile+3

Collaborative Profile

Student Z Age 9; Grade 3 Home schooled ||  ||
 * ** Name ** **Age & Grade:** **Quarter:**
 * Classes (Schedule) **
 * ** Specific Objectives for student in this class: **

To increase his time spent focused on specific activities that are not of his choosing. To demonstrate understanding of material. To increase empathy and understanding for others. ||  || Highly intelligent, good focus and analytical skills when he is working on something that interests him. He loves his Ipod and engineering things, he loves to figure out things on the computer. He also like animals, hiking and riding his bike. ||  ||
 * ** Areas of strengths & interests: **
 * ** Successful learning strategies & modifications or adaptations needed: **

Student resists activities that he does not choose; he needs help understanding the point of view of other people and feeling empathy for other students. He has some small motor challenges and it is good for him to manipulate things with his hands. Focus and clear expectations are important for this students, music is an ideal format for addressing his needs. ||  ||
 * ** Communication Strategies (verbal & nonverbal by the student -- asks for attention, asks for help, protest, tangible items, discomfort, etc): **

He is controlling to other students, but sensitive to how they treat him and think of him. He gets frustrated and even violent if other students oppose his will or reject him. It is important to catch him before this escalates and relieve the tension with re-direction or ask for a moment of self reflection. ||  || Feedback on the impact of his conduct on other students-develop understanding and empathy for others. ||  ||
 * ** Positive behavior support strategies: **
 * ** Grading accommodations: **

Z was in public school until earlier this year and he still receives services although he is currently being home-schooled. He is an only child and has been labeled as having Asperger’s Syndrome. He often had difficulties socially. His parents are using a treatment called RDI or Relationship Development Intervention which was developed by Dr. Steven Gutstien and this has improved his social intelligence.
 * None needed ** ||  ||
 * = Important family/health information [avoid invasion of privacy; include only what people need to know to be effective educators] =

Z had slight delays in comprehensible speech. He has an excellent vocabulary and the typical a-tonal quality of his voice has diminished over time. He has an inquisitive nature but frequently compares himself to others, and his questions are often of this nature; His spatial abilities are typical; He has some issues with coordination, his left hand has small, congenital deformity, but his strength and flexibility has increased over time. He has a characteristic clumsiness that correlates to his Aspergers diagnosis. His parents are very active, so he has plenty of opportunity to develop small and large motor skills. They are also very musical and Z studies and plays but mainly enjoys listening to classical music; Both of Z’s parents are low on interpersonal and he is home-schooled so building his social skills up is also a particular challenge. He needs to develop more self awareness, and he is not as much of a naturalist as his parents are. His main focus is computers and his Ipod. His mother expresses reluctance about his use and focus on technology as she feels that he may use it to stay in a comfortably less social environment, although some of this technology has been shown to be helpful to students on the spectrum as a means of managing classroom behavior. * ||  ||
 * MI Est:

 1-10

 Z || <span style="font-family: Garamond,serif; font-size: 14pt;">Ling

<span style="font-family: Garamond,serif; font-size: 14pt;"> 7 || <span style="font-family: Garamond,serif; font-size: 14pt;">Log

<span style="font-family: Garamond,serif; font-size: 14pt;"> 6 || <span style="font-family: Garamond,serif; font-size: 14pt;">Spat

<span style="font-family: Garamond,serif; font-size: 14pt;"> 6 || <span style="font-family: Garamond,serif; font-size: 14pt;">Kin

<span style="font-family: Garamond,serif; font-size: 14pt;"> 6 || <span style="font-family: Garamond,serif; font-size: 14pt;">Mus

<span style="font-family: Garamond,serif; font-size: 14pt;"> 7 || <span style="font-family: Garamond,serif; font-size: 14pt;">Inter

<span style="font-family: Garamond,serif; font-size: 14pt;"> 4 || <span style="font-family: Garamond,serif; font-size: 14pt;">Intra

<span style="font-family: Garamond,serif; font-size: 14pt;"> 5 || <span style="font-family: Garamond,serif; font-size: 14pt;">Natr

<span style="font-family: Garamond,serif; font-size: 14pt;"> 4 ||
 * <span style="font-family: Garamond,serif; font-size: 14pt;">Mother || <span style="font-family: Garamond,serif; font-size: 14pt;">8 || <span style="font-family: Garamond,serif; font-size: 14pt;">8 || <span style="font-family: Garamond,serif; font-size: 14pt;">6 || <span style="font-family: Garamond,serif; font-size: 14pt;">9 || <span style="font-family: Garamond,serif; font-size: 14pt;">9 || <span style="font-family: Garamond,serif; font-size: 14pt;">5 || <span style="font-family: Garamond,serif; font-size: 14pt;">7 || <span style="font-family: Garamond,serif; font-size: 14pt;">9 ||
 * <span style="font-family: Garamond,serif; font-size: 14pt;">Father || <span style="font-family: Garamond,serif; font-size: 14pt;">7 || <span style="font-family: Garamond,serif; font-size: 14pt;">9 || <span style="font-family: Garamond,serif; font-size: 14pt;">9 || <span style="font-family: Garamond,serif; font-size: 14pt;">9 || <span style="font-family: Garamond,serif; font-size: 14pt;">8 || <span style="font-family: Garamond,serif; font-size: 14pt;">5 || <span style="font-family: Garamond,serif; font-size: 14pt;">7 || <span style="font-family: Garamond,serif; font-size: 14pt;">8 ||

Prepared by _Hatti Langsford_ Date___2\26\2012___

For this assignment only:

What questions do you have about full participation for this student?

Other comments?

Mod. 6/25/02

<span style="background-color: white; font-family: Garamond,serif; font-size: 14pt;">For O’Connor’s learning style he scored a 5 for visual and 4 for auditory and 3 for tactile/kinesthetic which suggests that he is a visual/auditory learner.

<span style="font-family: Garamond,serif; font-size: 14pt;">This assessment directly contradicts the assessment adapted from Armstrong where his scores indicate that he is a Spatial and bodily-kinesthetic.*

<span style="background-color: white; font-family: Arial,sans-serif; font-size: 10pt;">References:

<span style="font-family: Arial,sans-serif; font-size: 10pt;">Armstrong, T. //Multiple Intelligences In The Classroom// <span style="background-color: white; font-family: Arial,sans-serif; font-size: 10pt;">. Alexandria, VA: Association for Supervision and Curriculum Development (1994). Retrieved 2/3/2012 from <span style="color: blue; font-family: Arial,sans-serif; font-size: 10pt;">[]

//<span style="font-family: Cambria,serif; font-size: 10pt;">Goldsmith, T; LeBlanc, L ////<span style="color: #9a3300; font-family: Cambria,serif; font-size: 10pt;">2004 ////<span style="font-family: Cambria,serif; font-size: 10pt;">Use of Technology in Interventions for Children with Autism //

//<span style="font-family: Cambria,serif; font-size: 10pt;">Western Michigan University ////<span style="color: #9a3300; font-family: Cambria,serif; font-size: 10pt;"> JEIBI Volume 1, Issue Number 2, //

//<span style="font-family: Cambria,serif; font-size: 10pt;">166 //

<span style="background-color: white; font-family: Arial,sans-serif; font-size: 10pt;">O’Connor, Marcia, 2008 Retrieved 2/3/2012 <span style="color: blue; font-family: Arial,sans-serif; font-size: 10pt;">[]

//<span style="font-family: Arial,sans-serif; font-size: 8pt;">© Marcia L. Conner, 1993-2008. All rights reserved //

//<span style="font-family: Arial,sans-serif; font-size: 8pt;">View this assessment online at [] //

//<span style="font-family: Arial,sans-serif; font-size: 8pt;">(A previous version of this assessment was published in Learn More Now: 10 Simple Steps to Learning Better, Smarter, and Faster (Hoboken, NJ; John //

//<span style="font-family: Arial,sans-serif; font-size: 8pt;">Wiley & Sons, March 2004). Learn about the book and read an excerpt at [] . Join the Ageless Learner mailing //

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