Discussion 2.1

[Ashley Lyons]

Directions: STEP 1- Consider the case study below. What aspects of the child’s case are needs, and which are wants? Explain your reasoning. STEP 2- Respond to at least one colleague’s posting.

• Spencer is a 6 year old boy in 1st grade who has autism and asthma. Spencer tends to behave well in school for the most part, but at home he experiences numerous meltdowns and panic attacks, often related to school in general and homework in particular. For the past several months, Spencer has begun to refuse to go to school in the morning. While his mother can sometimes get him out the door eventually, other days Spencer’s mom calls him off. She does this when his asthma becomes triggered from extreme panic, and sometimes when his aggression is just too much for her to handle. Spencer performs above grade level in most subjects and “specials”, with the exception of reading, writing, and math. In the latter three, he went from Bs/Cs to Ds/Fs. His test scores are well above average in reading and writing, and average in math. Spencer begs to be homeschooled and says his schooling should all be done in his favorite game (Minecraft- he has met other children in the gaming environment who are taught within this framework), but his mother does not believe that would be helpful as he has difficulty with follow-through without some level of accountability to other adults.
  • Given what you have been told, what in this story strikes you as a potential need for Spencer? What seems to be more of a want? How do you differentiate between wants and capitalizing on a child’s interest? What other information would you need in order to sort through needs and wants, and how would you analyze such data to make a determination about the distinction between each?

[Dawn Fagenstrom]

I believe that Spencer needs to go to school so that he is held accountable to adults and completes his studies. I also think that he needs to have a social connection beyond his gaming system. The description states that he “tends to behave well in school for the most part”. This leads me to believe that he enjoys being at school for the most of the day. I believe that if he really didn’t want to be there he would have more meltdowns and panic attacks causing aggression and the asthma.

Spencer also needs to learn how to accept rejection when he is told no or when instructed to do something that he doesn’t want to without being aggressive or creating a self induced asthma attack.

I believe that Spencer wants to play Minecraft. I don’t believe that he really understands what homeschooling through Minecraft really looks like. He just wants to play the game.

I think that wants help teachers create learning environments that children are willing to attend to and learn. If we can use the child’s wants to engage his learning, without taking away from the value of the task, I believe it is worth the investigation. It may be in this circumstance the team needs to make coming to school more rewarding than staying home.

Information I would be interested in learning: 1) Why does he have the panic attacks at home about school and homework? Is it that it is taking time away from something he enjoys? 2) What happens on days that Spencer gets excused from school due his refusals to go? 3) What does Minecraft learning look like and is it something that could be implemented into his learning at school? 4) Why are his grades dropping? 5) If his test are well above average, why does he only have average grades in his stronger core classes? And below average grades in his math class that he scores average in during testing?

With the information one would possibly understand the purpose for the meltdowns and readdress the triggers. With the information it is possible that Spencer’s team to re-evaluate his day and set in place Spencer’s wants to alleviate the aggression and the asthma attacks.

[OLENA KYSELOVA]

I believe Spencer can be a good candidate for Section 504 plan rather than special education services at this time. He is performing above grade level and on grade level academically and will continue to benefit from general education curriculum. Additionally, his was reported to be well-behaved most of the time at school.

It is very common for children with autism to have difficulty with transitions and change. Spencer’s refusals to go to school represent his wants. He does not want to go to school. He resists transitioning from home setting where he can play computer games all day, his highly preferred activity. At this time, school is his non-preferred academic setting where he is expected to follow teacher’s directions and participate in non-preferred activities.
As part of autism patterns of behaviors, Spencer’s social skills are his relative weakness. He does not need to have eye contact and “read” social cues while playing his favorite game (Minecraft) with others. He prefers to meet others in the gaming environment, not school environment, and it is his want, not need.

I would like to have more information about his sensory needs. Is Spencer bothered by loud noises and large groups? Does he take a bus to school and if he does, how long does it take him to get there? Does Spencer is expected to wait outside (in a busy, crowed and unstructured setting) before the bell rings in the morning? If this is a case, I would ask school occupational therapist observe him and give his teacher suggestions how to help him be successful. In this case, Spencer may have a need, not a want, and he should be accommodated by school staff and allowed to enter the building earlier to help his transition and start his school day on a positive note.

Spencer would probably benefit from developing visual schedule and learning how to use it before classes start. Additionally, in the school setting, his teachers could reinforce his appropriate behaviors by providing him opportunity to play board games with peers of his choice. In Anchorage, we have a program Big Brothers Big Sisters when a student is matched with a Big Brother, a mentor, who comes to school at assigned times and spend time with students who require attention and support.

[Dawn Fagenstrom]

Good Afternoon Olena,

I like your idea of investigating a 504 for Spencer. Your transportation question is a relevant concern. If Spencer is sensitive to loud environments that would certainly create resistance to going to school. If he hasn’t had an OT evaluation for sensory issues, I agree that one should be completed. I also agree that Spencer’s wants are impacting his education, social skills, and his heath.

[Daniel Kaasa]

Hi Olena, I’m responding to your entry as part of our Module 2.1 assignment on Spencer, I hadn’t thought about the option of a 504 plan over an IEP. You’re right, his academic skills are definitely high enough, but I wonder whether his emotional/behavioral needs would be met without an IEP. Would the staff working with Spencer be consistent in gathering Antecedent, Behavior, Consequence information that would lead to a solid plan for improving his abilities to successfully handle his stressors? Without a special educator coordinating his educational plan, would there be someone to consistently maintain the visuals, reinforcers and sensory breaks to resolve his anxiety around school? You may be right, perhaps the school’s response could be through a 504 plan. But then the parents and Spencer would need assistance through other agencies to establish emotionally healthy approaches to the issues they face. In my experience, such efforts need the consistency of Team Spencer approaches that an IEP provide.

[Rebecca Sedor]

Hello Olena, I think your idea of investigating a 504 was a real eye opener for me. I wonder if that would work with an IEP to address his needs that he may have due to his exceptionality – experiencing autism. I’d be interested to learn how the team would address the idea of both. Thank you for your insight.

[OLENA KYSELOVA]

Hi Dawn,

I like your comment that Spencer needs to learn how to deal with frustration when told no or accept another choice when his choice is not an option. His self-induced asthma attacks are very concerning. This learned behavior gets him what he wants, but it unsafe and life threatening.
I agree with you that we need more information about his panic attacks at home and how they are related to school and his educational performance.

[Daniel Kaasa]

Module 2.1
Since Spencer has an identified disability, Autism, his Team should be looking at identifying needs for goal writing using the Four Filters. Spencer appears to have average to above average skills in academics. Therefore, although his grades are Ds/Fs, his higher performance on assignments would be a “want” that should not be the Team’s primary focus. I would identify a “need” as working towards the ability to successfully maintain emotional stability. Spencer appears to find school to be overwhelming, therefore we would need to work on looking at approaches that would limit stressors through the use of social stories, visuals, sensory breaks and reinforcers. We would work to get Spenser off of the “Red Train and set the “need” at giving him the tools to leave his home, get to school and make it through his day without too anxious. Before setting a filtered goal, I would like to have more baseline information on his behavior, the antecedents, and the currently used consequences. I also think the Team would need further insight into the medical status of his Asthma. This information would allow the Team solid insights upon which to identifies a functional and measurable approach.

[Rebecca Jones]

Hi Daniel, I really appreciate what you said about Spencer’s academic ability and his needs revolving more around his emotional stability than his academic goals. Once his emotional stability has been supported, then we would hope to see his grades rise again, and if not, then at that point it would become the priority to focus on but until the team can get him comfortable and find out what the issues and triggers are for him, then working on his grades is going to be a loosing battle. Understanding his asthma is also a need, as that is a safety issue and one that needs to have high priority, I agree totally.

[Melinda Jones]

For me to understand Spencer’s wants vs needs I need to rethink the description as a journey . . .
a process where what may have started as a want turns into a need – and very likely not intentionally.

Consider that Spencer is young – only 6.
Consider he wants to fit in with peers – be liked by his peers.
Consider the need of some children with autism – everything needs to be “just right” – and then Consider that he sees the difference between his B’s/C’s and A’s (really? An A through F system in First grade????) and is set up to start a road to anxiety.
Consider where the anxiety leads . . . ?
Consider when a want to play Minecraft mophs into a need as it curbs anxiety.
Consider the want to have friends is found, maybe, not at 1st grade – but in his online peers.
Consider the addition of panic attacks (comorbid?) He needs to find calm and self regulation.
Consider the addition of asthma attacks (another very scary layer). He needs to breathe.

So, I find now a child with many layers of wants and needs. More information and collaboration is needed with Spencer’s mom to begin to sort this out. I would want a good profile of Spencer’s social/emotional/behavioral needs (we find the DECA C a great tool for getting to know what strengths to maximize and what skills need to be taught). I would want to find peer and parent supports. And I would seek out the school psychologist as an integral part of Spencer’s Team, as well as the school nurse. I would want Spencer and his mom to know that their school wants to help. And just as a process brought us to this point – it will be a process to come back out of it.

[Beth Craig]

Lesson 2.1

Hi Melinda-

I really appreciated your insights and train of thought about Spencer and his wants vs needs and the need to gather more information. Specifically, I agreed with you on gathering more insight using the DECA-C and having a psychologist as a lead team member.
Someone else in the group also mentioned wanting more information about his sensory needs, and I agree. There may be some modifications that could be made to his day at school that would help him want to try to be there as opposed to staying at home playing his favorite video game.

[Naomi Buck]

Hi Melinda,
I appreciated the way that you explained your train of thought. I agree with you on all accounts and had many similar thoughts (even about that grading system!), though I did not outline them as well. I hadn’t considered that his want to play video games might “morph into a need as it curbs anxiety.” But I can definitely see that it could be the case. I like your team approach to addressing the different factors that are impacting his health and success.

[Melinda Jones]

Hello Dawn,

I really appreciated your thoughtful analysis of Spencer and the guiding questions for finding out further information. I liked your comment about him not understanding the concept of homeschooling – just understanding that he likes the game. Your comment regarding “use the child’s wants to engage his learning” is such an important one for a very young child with autism – and yes, it is worth the investigation. This little guy has decided school is not where he wants to be – but also because he is young his team has a chance to turn it around if they think outside the box and work together!

[Rebecca Sedor]

Potential needs:
Transitioning from home appears to trigger refusal/aggressive behaviors, panic attacks and asthma attacks. Spencer and his team (family, teachers, caregivers, bus drivers) could try a visual schedule to help him with transitions. Social stories about different parts of his day may help. When Spencer is calm, pre-teach calming techniques and teach his team how to support/coach when he is experiencing/exhibiting these behaviors.

Observed wants:
Spencer wants to stay home, be homeschooled, and play Minecraft as a method of instruction.
Sorting wants vs. needs:
The team could use more input on what Spencer’s day looks like, how much of it routine, and what the variables are. Specifically, what is his routine before and during school? What happens if he stays home? Has he been tested for highly gifted? What are his sensory needs? What does learning via Minecraft look like, is it effective, is it something that can be integrated into his learning? What is Spencer’s perception of school, his teachers, peers, and routine there? What works when Spencer is doing what is expected/asked of him? (learning, attending school, socializing in person)?

I would ask mom more about is happening before and after his panic attacks and aggressive behavior episodes to build a more complete picture. It sounds like mom wants Spencer to attend public school (and not homeschool), and supports for Spencer to attend public school is needed.

[Beth Craig]

Lesson 2.1

Based on the snapshot we were given, I would definitely want more information about both his day at school and what his day looks like when he doesn’t go to school. It does appear that transitions are difficult for him and staying home avoids a major transition to school. His refusals also appear to trigger major panic and asthma attacks at home. His wants appear to be to stay home and play Minecraft all day.
I would recommend a meeting with Spencer, his parents, and his team to gather more information and discuss what possible accommodations could be made to help him be more successful at school. Areas to consider should include: his sensory needs, his social needs and/or challenges, his health issues, and his behavioral needs. A discussion about what is working for him at school and details about those expectations would be very beneficial information for the team.

[Andrea Colvin]

Hi Beth,

I definitely agree that transitions are very difficult for Spencer. I didn’t think to ask about what his day looks like when he stays home from school. If he gets to stay home and play mine-craft, there is more of a “want” reason behind the escalations. Either way, I agree that a meeting needs to be held and his day analyzed to figure out how to support Spencer and his mother in the beginning of the day transition and alleviating the stress that school brings.

[Andrea Colvin]

There are several needs that I see for Spencer. Although he can test in the above average/average scores for reading, writing, and math, something in the school setting related to these topics is giving him extreme anxiety. I think Spencer needs some buy-in or reinforcement for coming to school. For example, if he gets to school on time, he can have 10 minutes of mine-craft in the morning and after completing his academic tasks, he can have 10 more minutes. To relieve some of his anxiety that causes panic attacks, I would think Spencer could use a detailed schedule and explanation of activities within his day. He could also have sever breaks worked in to create a more positive association with school.

A want that I see in Spencer is that he wants to stay home and be home-schooled. This may have started as just a want, but with perseveration and acting out, it has become and ingrained behavior. Because Spencer’s aggression and anxiety have become a need, he now requires intervention due to his disability.

As I said before, I would use Spencer’s interests to capitalize on what is expected of him. Use his “wants” as a reinforcement for completing tasks. Other information I would like to know is what supports are currently set in place for Spencer? What does the academic work look like/what setting does it take place? Is the work broken up into small, manageable chunks? Is it visually overwhelming? What sensory needs does Spencer have and how are those being met/not met at school?

[Lynn Edwards]

Those are some really good ideas about giving him reinforcers for doing his work at school. I did notice that he grades were down but that may be to show his parents that he just needs to be learning via minecraft.

[Mark Dinelt]

Module 2 – Lesson 1: Needs vs Wants
•
Ashley Lyons – Keymaster

Directions: STEP 1- Consider the case study below. What aspects of the child’s case are needs, and which are wants? Explain your reasoning. STEP 2- Respond to at least one colleague’s posting.
o Spencer is a 6 year old boy in 1st grade who has autism and asthma. Spencer tends to behave well in school for the most part, but at home he experiences numerous meltdowns and panic attacks, often related to school in general and homework in particular. For the past several months, Spencer has begun to refuse to go to school in the morning. While his mother can sometimes get him out the door eventually, other days Spencer’s mom calls him off. She does this when his asthma becomes triggered from extreme panic, and sometimes when his aggression is just too much for her to handle. Spencer performs above grade level in most subjects and “specials”, with the exception of reading, writing, and math. In the latter three, he went from Bs/Cs to Ds/Fs. His test scores are well above average in reading and writing, and average in math. Spencer begs to be homeschooled and says his schooling should all be done in his favorite game (Minecraft- he has met other children in the gaming environment who are taught within this framework), but his mother does not believe that would be helpful as he has difficulty with follow-through without some level of accountability to other adults.
 Given what you have been told, what in this story strikes you as a potential need for Spencer? What seems to be more of a want? How do you differentiate between wants and capitalizing on a child’s interest? What other information would you need in order to sort through needs and wants, and how would you analyze such data to make a determination about the distinction between each?
Most obviously, Spencer WANTS to play Minecraft and it sounds like he wants to stay home to play. He is smart enough to suggest homeschooling using Minecraft. He was doing fine in his academic classes and his behavior continues to be mostly fine at school, suggesting that current declines in grades is more about motivation than ability, assuming there has been no major changes in teaching staff or styles. This , make it seem like his “addiction” to Minecraft at home is affecting his work at school. It would be typical for an autistic person to become seriously attached to an activity, like Minecraft, which is not a need but could be used at school (sounds like it is not, at this point) and restricted at home, if it is not already (again, more information is needed).

Since there was apparently not a problem going to and from school at one time, with good grades and behavior, it seems likely that his attraction to Minecraft, is the major factor here to be addressed. A meeting with parents to share information and discuss possible solutions looks critical. Likely, parents need some pointers on how to manage behaviors effectively at home with school staff providing support, perhaps be providing limited access to minecraft at school, especially if it can be used to supplement school lessons.
Of course, the information provided also leads to another important question for this student. If behavior at school is generally fine and he tests and can perform at or above grade level in reading, writing and math, why does he have an IEP. One can only assume that he qualified services in Pre-school and Kindergarten for some noted underperformance at that time but, given good models and practice, was able to mature sufficiently to outgrow his need for “special” assistance. It is also possible that he is one of those students who is able to maintain “grade level” expectations only with special support, which makes it difficult to justify those supports and yet, can leave such a student floundering when supports are withdrawn. Support through a 504 plan might be what is needed in the end, which his diagnosis of Autism should help him access. Definitely, more information is needed to provide the proper help for this student. But, at this point, homeschooling would be at the bottom of my list.

•
OLENA KYSELOVA – Participant
I believe Spencer can be a good candidate for Section 504 plan rather than special education services at this time. He is performing above grade level and on grade level academically and will continue to benefit from general education curriculum. Additionally, his was reported to be well-behaved most of the time at school.
(Great observation about 504.)
It is very common for children with autism to have difficulty with transitions and change. Spencer’s refusals to go to school represent his wants. He does not want to go to school. He resists transitioning from home setting where he can play computer games all day, his highly preferred activity. At this time, school is his non-preferred academic setting where he is expected to follow teacher’s directions and participate in non-preferred activities.
As part of autism patterns of behaviors, Spencer’s social skills are his relative weakness. He does not need to have eye contact and “read” social cues while playing his favorite game (Minecraft) with others. He prefers to meet others in the gaming environment, not school environment, and it is his want, not need.
(I would disagree that transitions here are an issue. They could be but more information would be need to determine that. He was doing fine until Minecraft became an issue. And he continues to behave well at school, mostly. But the observation of why Minecraft has become a favored activity certainly fits the “autism” profile.)
I would like to have more information about his sensory needs. Is Spencer bothered by loud noises and large groups? Does he take a bus to school and if he does, how long does it take him to get there? Does Spencer is expected to wait outside (in a busy, crowed and unstructured setting) before the bell rings in the morning? If this is a case, I would ask school occupational therapist observe him and give his teacher suggestions how to help him be successful. In this case, Spencer may have a need, not a want, and he should be accommodated by school staff and allowed to enter the building earlier to help his transition and start his school day on a positive note.
(this could be important information but, again, because things seemed to be going well until Minecraft became an issue, it seems unlikely to be a major issue.)
Spencer would probably benefit from developing visual schedule and learning how to use it before classes start. Additionally, in the school setting, his teachers could reinforce his appropriate behaviors by providing him opportunity to play board games with peers of his choice. In Anchorage, we have a program Big Brothers Big Sisters when a student is matched with a Big Brother, a mentor, who comes to school at assigned times and spend time with students who require attention and support.
(Again, considering things seemed to going well before Minecraft became an issue, this is not the first thing I would look at. But to be sure, when more information is available many options might be considered to improve the situation. But, we also want to be careful not to take steps backwards when providing help to move forward.)

•
Dawn Fagenstrom – Participant
I believe that Spencer needs to go to school so that he is held accountable to adults and completes his studies. I also think that he needs to have a social connection beyond his gaming system. The description states that he “tends to behave well in school for the most part”. This leads me to believe that he enjoys being at school for the most of the day. I believe that if he really didn’t want to be there he would have more meltdowns and panic attacks causing aggression and the asthma.
(Very good observations. We totally agree on these points.)
Spencer also needs to learn how to accept rejection when he is told no or when instructed to do something that he doesn’t want to without being aggressive or creating a self induced asthma attack.
I believe that Spencer wants to play Minecraft. I don’t believe that he really understands what homeschooling through Minecraft really looks like. He just wants to play the game.
(Again, I am in total agreement with Dawn’s assessment here.
I think that wants help teachers create learning environments that children are willing to attend to and learn. If we can use the child’s wants to engage his learning, without taking away from the value of the task, I believe it is worth the investigation. It may be in this circumstance the team needs to make coming to school more rewarding than staying home.
(I very much agree here but would also want to explore with Parents what Spencer is doing at home and how they are dealing with behavior concerns.)
Information I would be interested in learning: 1) Why does he have the panic attacks at home about school and homework? Is it that it is taking time away from something he enjoys? 2) What happens on days that Spencer gets excused from school due his refusals to go? 3) What does Minecraft learning look like and is it something that could be implemented into his learning at school? 4) Why are his grades dropping? 5) If his test are well above average, why does he only have average grades in his stronger core classes? And below average grades in his math class that he scores average in during testing?
(These are all great questions. We might also explore how things work for Spencer at school and see what might be done at home to make the learning experience more similar, although, again, at this point, Minecraft use at home seems to be the major issue.)
With the information one would possibly understand the purpose for the meltdowns and readdress the triggers. With the information it is possible that Spencer’s team to re-evaluate his day and set in place Spencer’s wants to alleviate the aggression and the asthma attacks.
(Nicely summed up.)

[Lynn Edwards]

I don’t believe that Spencer needs Special Education Services. He is performing with the rest of the class and behaves fairly well in school. He may need some interventions which could be covered in a 504. I think that with some work at school with maybe social stories that he may improve his behaviors at home.

I believe that he likes to be at school and maybe there is more going on in the home than we know.

He needs to go to school and perform as he is or better. He needs to respect the people that are working with him or around him (peers/staff).

He wants to be home schooled because he wants to play his game all the time. I do believe that there are some things that can be learned through a game. But he needs to socialize in other ways not just through technology. He needs some person to person live interaction.

I feel that so many kids these days are stuck to their phones and iPads and all of those things that their generation is only going to be technology based and no one will have people skills.

[Naomi Buck]

Given this information, I think that there is a need to address Spencer’s anxiety around reading, writing, and math. High anxiety is not something that is usually consciously controlled (especially not at the age of 6!) And it may be his anxiety that is hindering him rather than his academic skills, as evidenced by his high assessment scores but poor grades. It sounds like he may be “on the red train” during his reading, writing, and math time- certainly at home, and likely at school as well. Without identifying the cause of the anxiety, it is impossible to know what his specific needs are. He may need direct instruction to learn alternative behavioral strategies, coping skills, or pragmatic language skills. He may need a behavior plan with positive reinforcement and logical consequences, some alternative curriculum that capitalizes on his interests, or it could be something as simple as enacting some classroom accommodations.

I would probably want to start with a parent interview/discussion to try to gain insight into his behaviors, to help identify sources of anxiety, and identify subtle indicators that he may display when feeling anxiety that might be overlooked at school. It would be helpful to have a discussion with his mother about the setting, lead up, and consequences of his meltdowns. (We already know the results of the worst of his outbursts- but we don’t know what he does with the rest of his day when he stays home from school.) This could help to determine why he is melting down more at home than at school. It could be because it is the end of the day (he might be tired and hungry), because it is a safe setting in which to vent and let go (maybe keeping it together during the school day is a huge strain for him- after all, he’s 6), maybe in his home setting he has a difficult time regaining control once he has lost it and some of the strategies from school could be shared with the parent, or maybe he just gets what he wants when he melts down at home. I would argue that the last scenario is the only one that would reflect a want. Because his grades in these subjects have gone down so markedly within school, I would argue that this last possibility probably isn’t the only factor. After gaining some information from the parent, I would want to take a thorough look at his environment and the potential stressors present during those difficult subjects (who delivers instruction and how, types of tasks demanded, physical location, time of day, social setting and audience, potential sensory factors, etc.) I would want to do a student interview as well. He may not consciously recognize his stressors, but he may be able to provide some helpful tips for guiding the investigation. I would want to observe him in each setting and compare his settings during the stress-inducing subjects to that of his other subjects, determine how they differ, and then begin making changes, a little at a time, to see what helps.

He has a want for homeschooling and for playing Minecraft, but I would agree with his mother that the homeschool setting would probably not be beneficial or productive for him. Since she feels that he struggles with follow through and could not be held accountable in that setting, it would be running from the problem rather than addressing it. It would not teach him the coping skills that he needs to get through other undesirable tasks as they arise in his future. He will certainly be faced with anxiety-inducing challenges in the future, and without these coping skills, other skill sets could be negatively impacted by his anxiety and behavior. In addition, it is usually more difficult to teach social skills and gain the social experiences that are crucial for navigating adult life in a homeschool setting and those are precisely some of the skills that people with his diagnosis frequently struggle with.

A “want” is just that- something that the student wants but does not necessarily need or even benefit from. The student can get by and be fully in control and functioning without it. To me, capitalizing on a child’s interests is a way to make a task more interesting to them, in turn increasing their motivation and buy-in for completing the task or learning the skill. Capitalizing on interests is an excellent strategy to use when teaching any skill- providing the motivation and fulfilling feeling of receiving a want, but addressing a need at the same time. Capitalizing on a student’s interests can be a great link between a need and a want.

[Kaleigh Ryno]

My initial thoughts about Spencer are he is not wanting to go to school because he wants to learn from home by playing Minecraft. I found it odd that Spencer wasn’t experiencing the meltdowns and panic attacks in the school setting and why he was having these behaviors at home with homework when he is shown to be a high-average student. What is different about the homework? Or is it even the homework, is it that he is now home and academics have switched off and he wants to play his game now.

We know that Spencer likes Minecraft and we should use that to our advantage. Use this as a reward or incorporate this theme into his day in almost any situation (i.e. academics, behavior, social interactions and transition, etc.).

I would like to know about Spencer’s sensory needs and if he uses a visual schedule or timer. Is work being differentiated for him? Spencer sounds like a candidate for a gifted young man. Is he being challenged in the classroom? Is he losing interest because he is bored? I would also like to know more about Spencer’s stressors. We also need to remember that Spencer is only six. I want to know more about his peer interactions too. How often are social stories used?

[Kaleigh Ryno]

Peer response:
Dawn,
I agree with you that it seems like Spencer seems to enjoy school and it didn’t seem as if he was having the meltdowns, panic attacks and aggression which leads to his asthma attacks in the school setting (or minimal). I also like that you mentioned using his likes to create a positive learning environment for Spencer. I had a kiddo that was obsessed with the Hulk. His visual schedule, check-in/check-out, rewards and many academic skills were taught and used with the Hulk theme. I too would like to know what it looks like at home when Spencer refuses to go to school and mom is tired of fighting with him. Is he being allowed to play the game?

[LuEmma Rowland]

After reading this case study, I believe Spencer’s needs are successfully getting him to school without anxiety, panic attacks, or aggressive behavior. It is important for Spencer to learn how to follow directions from both his Mom and classroom teachers. It’s okay if he doesn’t want to do it but since he is being asked to do it he needs to be able to follow through. It would be helpful to give him some visual strategies to help him successful arrive at school such as a visual schedule, first/then chart, or I am working for ____ reward chart.

Other information that would be helpful to have is how often is he having asthma attacks? Has his medication been re-evaluated? How often is Mom calling him off from school? What does his aggression look like? How many days a week is he late for school or not attending school at all? What strategies has the special education team tried and what strategies has Mom tried? What motivates Spencer besides Minecraft?

I also believe it’s a need to get his grades up in reading, writing, and math. If he tests at grade level for these subjects why are his grades dropping? It would be helpful if the special education team supported him with a token economy rewards system so there is a strong desire of want for him. He needs a reason to complete these assignments; what’s in it for him? What motivates him? What is he willing to work for?

What caused Spencer’s grades to decrease? If he scores above average in reading, writing, and math, what is causing his grades to drop in these areas? What supports, accommodations, or modifications is he receiving in the classroom? Is behavior impacting his ability to learn? Does he receive support in the general education classroom during academic time?

Spencer wants to be homeschooled, he wants to interact with his gaming friends, and he wants to avoid going to school. These are all wants of Spencer’s, not a potential need. The 100 dollar question is how to get Spencer to care about going to school, completing his school work, participating in homework, controlling his anxiety and still having time to do things that he loves. It’s a fine line of finding the right balance!

[LuEmma Rowland]

Peer Response to Kaleigh:

I didn’t think about that he was only having anxiety, asthma attacks, and behavior problems at home. It would be helpful to know if these were rolling over into the school environment or not. A couple of thoughts I had about his homework was (1) maybe it was too easy and not worth his time or (2) it was too difficult and he was unsure of how to do it or ask for help. To me, maybe assigning him homework in general isn’t worth it at this time. If the right strategy was set up at school for him to be successful in reading, writing, and math and he could maintain his grades or increase them, then no homework would be warranted. It would give him a balance of schoolwork versus being home and being able to play.

[Diane George]

STEP 1- Consider the case study below. What aspects of the child’s case are needs, and which are wants? Explain your reasoning

I believe Spencer’s needs are: 1) school attendance (in the brick and mortar school) and 2) improved behavior at home (addressing his behaviors (meltdowns, panic attacks, aggression, refusal). I believe these are Spencer’s needs as he is 6 years old and he must attend school as it is the law. I believe he needs to attend a brick and mortar school because he is having much more success manipulating his mother than school personnel. A home school setting would, more than likely, end up a battleground between him and his mother as she tried to regulate the amount of time he spends on Minecraft. I see his behaviors as intentionally manipulative and they are working for him, he misses school frequently. I wonder does he get to play Minecraft when he is home “sick”?

That all being said I think there needs to be some investigating as to whether or not there are any stressors and other reasons for his wish to no longer attend a brick and mortar school. What family stressors are there? Parents recently separated? divorced? Single parent? Financial hardship? New sibling? What school-based stressors are there? Bullying at school or on the bus? conflict with the teacher? work is getting harder? Change in his schedule? etc. Why are his grades going down? Why does homework seem to trigger meltdowns?

Once some of these questions can be answered and stressors at home or school (or both) identified (through anecdotal information and data collection (ABC)), the team can then analyze the information gathered and develop a plan (possibly a BIP) for addressing school attendance and challenging behaviors.

His wants are 1) to be homeschooled, 2) to play Minecraft. He has told his mother that he wants to be homeschooled through his favorite game, Minecraft. While homeschool is a very valid way to provide instruction to students, it is not the best way for all students. The student and parent(s) have to be committed to putting forth the work and effort. Given his current behaviors, it is my guess that he would struggle to get his work done. And Minecraft is not a need. It’s a game that he can play after his schoolwork is complete. I would use Minecraft as a reward. The school and parent would need to be in sync and a well-thought-out behavior plan would need to be put in place.

[Diane George]

Response to Kaleigh Ryno:

Hi Kaleigh, Good thought regarding the possibility that Spencer might be gifted. I hadn’t thought of that. I agree that the team needs to know more about the stressors at home and school that are impacting Spencer. I wonder what his school day looks like? He has the ability to do the schoolwork, but I also wonder about his social/emotional age level.

[Sandra Diaz Cross]

Spencer needs process and routine at home when doing his homework. His mother will also need to figure out why he does not want to go to school in the morning. First, his mother will need to figure out if Spencer is getting enough sleep at night. His refusal to go to school in the morning could be due to the fact that he is tired from lack of sleep. He seems to like Minecraft. Maybe he is playing video games all night.
Homework in particular causes meltdowns and panic attacks. It can be challenging to motivate students with ASD to complete homework. Spencer will need to keep a routine at home. Time should be set to start homework, a time for breaks, and have a space that is free of distractions where he can do his work. It is important to have ground rules. One rule could be, “You can play Minecraft when you complete your homework”. Set a length of time for video game and a set time to go to sleep. The important thing with rules is that they must be followed.
Spencer wants to be home schooled using a gaming framework. Spencer is only in first grade and does not really understand what is good for him at this time. He needs structure and follow through. He also wants to play video games. Gaming activities can be used as a reward. Use the if —–, then ——- statements. Spencer needs to wake up earlier so he will have time to get ready for school in the morning. I would like more information on nightly sleep and wake up time for Spencer. Data from this will be used to determine how routines will be set up at home to give Spencer enough sleep time.
Spencer performed above grade level in most subjects and scored above average in reading and writing, and average in math on his tests. There was a change in his grade for the worst in these three subjects. It could be due to his lack of sleep. If this need (sleep) can be met, it might eliminate the meltdowns and panic attacks in the morning, which can sometimes lead to an asthma attack, and he will be able to focus in class, which can lead to better grades.

[Sandra Diaz Cross]

Response to Rebecca Sedor.

Hi Rebecca. I agree with your last statement that the mom should be asked what the events are before and after panic attacks and aggressive behaviors. Spencer behaves in school for most part. The problem behaviors happen at home. I agree that he needs a visual schedule for transition between home and school. That would be a good start. I also agree that he wants to be home schooled so he can play Minecraft. Knowing his daily routine will be helpful in knowing the best steps to take in order to help Spencer moving forward.

[Jesse Riesenberger]

Given what you have been told, what in this story strikes you as a potential need for Spencer? What seems to be more of a want? How do you differentiate between wants and capitalizing on a child’s interest? What other information would you need in order to sort through needs and wants, and how would you analyze such data to make a determination about the distinction between each?

It seems that Spencer has genuine anxiety/stress over attending school, while he seems to do well when in school he struggles with going and has difficulties after school which makes me think he is “holding it together” at school. I would need more information on what the home routines look like and how he prepares to get ready for for school. I think a need would be potentially a 504 plan (since he is on target for academics perhaps he doesn’t need a IEP) that supports his regulation needs and teaches the coping skills for when he is feeling stressed. His idea to be home-schooled through minecraft is more of a want (though driven by his need), it is a preferred activity that does not cause stress or seen as difficult.

I think for small children you can find a balance between what they want and what they need. For Spencer perhaps Minecraft could be used as a learning tool for some subjects but not all. Perhaps he could do a shortened schedule so he is working up to attending school for a full day but has that extra time at home as well. We would need more information on preferred activities, what makes transitions better, strengths, things he avoids. I’d like to know what his relationships with teachers and peers are, perhaps he does not feel connected to his classroom or doesn’t feel safe in the school. We would also need to know if he is receiving any outside therapies or tools that are being used at home.
I think the key to identify need/want is seeing what the child gets out of the activity/action and if it they are doing things to avoid an activity or engage in something. Some things may look like a want on the surface (having a snack at al times, being driven to school instead of the bus, or sitting in certain chair) but when we look closer we see a sensory need being met, which makes it a need.

[Jesse Riesenberger]

Peer response to Diane,
I hesitate to say manipulate when it comes to kids behaviors. If we view behavior as communication and find the cause for it we can have much more success in eliminating the behavior.
I agree that it is important to see if there are additional stressors that are new. Anytime a child begins to resist going to school I begin to look at peer relationships and if there would be an emotional reason that they would be resisting going to school.

[Christine Kleinhenz]

Spencer’s Needs: Spencer needs to keep relatively calm in order to not have an asthma attack. Spencer needs a way to be motivated to learn new skills. Spencer needs more supports in academics as his grades are slipping indicating what is being provided is not working for learning.
Spencer’s Wants: Going to school versus staying at home to school. Attending all is classes in the classroom. Using a specific game like Mine Craft for Learning as there may be other options that could be just as motivating for him to learn.
More information needed: More information about specific stressors and triggers would be helpful. Also, some information about what has been tried, what worked, what didn’t as far as scaffolding school assignments. I would be interested to know about supports within the school setting and what they look like (does he have a para). I would love to hear about when Spencer is successful in learning and what that looks like. Some background on testing scores, observations of behaviors and triggers and information about home life would also be helpful.

[Christine Kleinhenz]

Jesse,
I like your ideas about learning more about the home routine and that his safe place being his home may allow for more breakdowns. Also, I like your thoughts about a 504 plan and researching more about supports before jumping into an IEP.
Christine

[Kathlyn Philpot]

-GIVEN what you have been told, what in this story strikes you as a potential NEED for Spencer?
It seems that Spencer has several needs, one of which is to transition successfully between school and home. A checklist schedule (possibly visual) and first-then cards might be helpful strategies to help him.

-WHAT seems to be more of a WANT?
As almost everyone has mentioned, Spencer’s desire to be schooled entirely through Minecraft at home, is a want. From the information provided about him, it looks like he is a referral for special education services. With mostly good behavior in in school and up until recently, good grades in academics, I would first examine other supports that might be provided to help him at home and help him in the classroom (possibly a 504).

-HOW do you DIFFERENTIATE between wants and capitalizing on a child’s interest?
I would use his wants as a motivator to address his needs. For example, if he has appropriate behavior, he can have extra time on minecraft on Fridays (at school). At home, mom could make a deal with Spencer where he behaved well in going to school, and she provides support for him to use Minecraft to study 1 subject. He would have to meet specific goals, including his follow-through.

-WHAT OTHER information would you need and how would you ANALYZE it, in order to sort through needs and wants?
I would like to see a specific medical diagnosis, autism is a spectrum, and more information would be helpful. I would also like to know more about the family set-up (siblings, both parents present, strong extended family…). I still question whether his tantrums refusing to go to school, especially those that lead to an asthma attack or panic attacks, are a result of wants or needs. During these instances, he might be on the red train, which means it would be a want. I would need to know frequency and intensity of these instances and the antecedents to them.

[Kathlyn Philpot]

Lesson 2:1 Response to Christine Keinhenz’s post
Hello Christine,

You are absolutely, I would find out from his family what his triggers are AND what has worked in the past. In reading your post, I started thinking. Perhaps we should find out what was going on when these new issues started? Where there any changes in his family or life in general?

[Rebecca Jones]

Given what you have been told, what in this story strikes you as a potential need for Spencer?
Spencer’s needs seem to revolve around his need to feel safe and wanted and motivated to go to school. He needs to know that video game learning is not an option so he can move on from that want. He may need more one-on-one support to stay focused or some reinforcement surrounding getting his work turned in. These seem like needs to me, in that without them he may not be successful in the classroom environment.

What seems to be more of a want? He wants to be playing his video game more and he wants to be able to be comfortable at home. I say that because he is comfortable throwing his tantrums for his mom but not at school which makes me wonder if he has strong connections at school.

How do you differentiate between wants and capitalizing on a child’s interest? In my mind, I separate out what needs to happen in order for him to succeed in his academic and social progress. Because he has autism, this may look different than what other children “need” and may look more like a want (reinforcers in order to motivate, etc.) but his grades and unwillingness to participate makes me think that these signal needs and not just wants. To me, a want is a preference or something the child would like to see happen but doesn’t need to happen in order to be successful in the classroom.

What other information would you need in order to sort through needs and wants, and how would you analyze such data to make a determination about the distinction between each?
I would like to see data related to his social interactions in school with both teachers and peers and see if something has changed in the past few months when his grades started to drop. He can do the work but is unmotivated, and that makes me wonder if there is something more going on (teasing, feeling unsafe, or no connections with others at his school). I would also like to see how his mother responds to his tantrums (does she reward his going to school or compliance; does she threaten etc.) I think this case needs someone to really dig into the details of his success, home life, and school life to best meet his needs and use his wants to support those needs.

[Jill Winford]

I like your response. I agree with you that the child’s needs seem to revolve around his need to feel safe and wanted and motivated to go to school. I also wonder if he has strong connections at school. I think your idea is a good one to see if something has changed in the past few months when his grades started to drop. I also feel like the parent may be unintentionally rewarding some of his behavior.

[Jill Winford]

1. Behavior: Meltdowns, panic attacks, refusal to go to school, extreme panic, and aggression. These behaviors occur at home and are related to school in general, homework in particular, and attendance.
Need vs. Want? These behaviors sound like they are due, not to the child’s disability, but to a difference in his ability to handle school day expectations.
How do I know? This is a six-year-old child.
Missing information? The expectations of homework may be unreasonable for a child of this age. Likewise, the expectations for his behavior during the school day may not be age/developmentally appropriate.

2. Behavior: Failing reading, writing, and math despite average to above-average test scores.
Need vs. Want? These behaviors sound like they are due, not to the child’s disability, but to other stressors.
How do I know? This child sounds like he may be dysregulated, flooded with emotions. There may be unreasonable expectations in his classroom. Additionally, there may be a lack of exposure to school routines. Missing information? If a student is failing academically despite test scores demonstrating adequate ability, then it is reasonable to assume some other interfering factor. In this student’s case, his disability may effect his ability to complete work, but it seems more likely that other stressors are the cause of his failing grades.

3. Behavior: Begs to be homeschooled using a Minecraft module.
Need vs Want? This behavior sounds like a natural outcome of his school-avoidant issues. It does not appear to be due to a disability.
How do I know? He has developed school-avoidant behaviors as a result of anxiety, aggression and panic. He sees the Minecraft module as an appropriate alternative to his unsuccessful school day.
Missing information? It is possible the parent is unintentionally reinforcing some of the school-avoidant behavior and may benefit from some coaching.

[Erin Spooner Meyer]

Hi Jill,

I do agree with the needs you mentioned. However, I think these meltdowns could be a part of his diability. Being dysregulated, anxious, and possibly sensory overwhelmed are effects of Autism. Spencer could be taught how to manage the meltdowns and panic attacks.

The other behaviors you mentioned, begging to be homeschooled and failing school most likely are not due to his disability.

I appreciated your thoughts on how adults can change their own behavior (mom ad staff) to help Spencer be more successful whether these are needs or wants.

[Erin Spooner Meyer]

Directions: STEP 1- Consider the case study below. What aspects of the child’s case are needs, and which are wants? Explain your reasoning. STEP 2- Respond to at least one colleague’s posting.

First of all, Spencer’s mother needs support either through a parent support group, an ABA therapist who comes to the home, respite, or parent training. It seems as if Spencer might need more routine and structure at home. Visual supports would also be helpful.

Spencer needs to go to school every day even if he doesn’t get there until late. After his asthma has settled down and his meltdown is over, he should go to school. Like exposure therapy, the more he attends school, hopefully the less anxiety it will produce. Then if it continues to produce anxiety, school staff should find the underlying cause or trigger for that. If homework contributes to his anxiety, it might need to be excused as he can and does demonstrate his knowledge and understanding through tests.

Homeschooling is a want. He thinks he should have that in order to access Minecraft, which is also a want. Homeschooling online could be detrimental to his interpersonal skills as social interactions might be part of his anxiety. Incorporating Minecraft into a reward system, (e.g. first homework, then Minecraft) is a way to capitalize on a want vs thinking Spencer must have Minecraft and/or homeschooling.

I would want more information on his social interactions and sensory needs because he is autistic. I would also like data on frequency and duration of his meltdowns and refusal to go to school. Are they really very often or just feel that way? More data is definitely needed.

[Author]

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