These outbursts disturbed the classroom and Bobby 's classmates. Sometimes Bobby would scream and cry "NO!" when forced to relinquish a toy or supply to another student to teach him to share. Other times he wouldcry because he did not understand that every turn could not be his turn during games. Transition times were always a problem, because Bobby did not comprehend the concept of finishing one activity and moving onto the next. He just did not understand that the previous activity would still be there to do at another time or place. However, after a period of time and observing the "normal" students in his classroom, Bobby began to have fewer and shorter outbursts and began to understand simple concepts like finishing coloring and moving onto learning his
These outbursts disturbed the classroom and Bobby 's classmates. Sometimes Bobby would scream and cry "NO!" when forced to relinquish a toy or supply to another student to teach him to share. Other times he wouldcry because he did not understand that every turn could not be his turn during games. Transition times were always a problem, because Bobby did not comprehend the concept of finishing one activity and moving onto the next. He just did not understand that the previous activity would still be there to do at another time or place. However, after a period of time and observing the "normal" students in his classroom, Bobby began to have fewer and shorter outbursts and began to understand simple concepts like finishing coloring and moving onto learning his