Leonardo (Leo): First-Grade Student At Wegner Elementary School
Background Information: Leonardo (Leo) is a 1st-grade student in a monolingual general education classroom at Wegner Elementary School. Leo was initially evaluated in May 2023 and was found eligible for Developmental Delay in social/emotional, physical, and adaptive development. At the time, Leo demonstrated difficulties complying with classroom expectations, following teacher directions, and participating in academic tasks. He has shown progress in the 1st-grade classroom with direct teacher support, but continues to have some difficulties with social interactions. Leo has been diagnosed with Neurofibromatosis Type 1, and a recent neuropsychological evaluation revealed a clinical diagnosis of Autism Spectrum Disorder, ADHD (combined type),
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When the school psychologist entered the room, Leo was seated at his desk reading a book. He shared his excitement for the book by looking at it and squealing as he flipped through the pages. Mrs. Gutierrez, the special education teacher, walked in and greeted him, but Leo did not look up. He appeared highly engaged in his book activity. Leo was able to follow directions using first work and then play reinforcement. During this observation, Leo read a list of short-hand words independently (hand, hat, nap, bag, mat, etc.). Both feet were placed on his chair, and held up with his arms like a bridge as he worked on academic tasks. He was also observed laying his torso flat on his desk until redirected to sit on his chair while other students sat or stood near their desks working. All the children participated in a brain break with peers, including Leo. However, he needed redirection to keep his hands to himself as he gently tapped a peer on her stomach to get her attention. Leo attempted to interact with two different peers. Both interactions were related to a preferred item (book). He did not try to initiate a conversation; instead, he hovered over his peers until they acknowledged him and asked what he needed. Leo made occasional vocal noises, "Brrrr," and pitch squeals as he worked on academic tasks and needed several prompts to stay focused and maintain a calm
When the school psychologist entered the room, Leo was seated at his desk reading a book. He shared his excitement for the book by looking at it and squealing as he flipped through the pages. Mrs. Gutierrez, the special education teacher, walked in and greeted him, but Leo did not look up. He appeared highly engaged in his book activity. Leo was able to follow directions using first work and then play reinforcement. During this observation, Leo read a list of short-hand words independently (hand, hat, nap, bag, mat, etc.). Both feet were placed on his chair, and held up with his arms like a bridge as he worked on academic tasks. He was also observed laying his torso flat on his desk until redirected to sit on his chair while other students sat or stood near their desks working. All the children participated in a brain break with peers, including Leo. However, he needed redirection to keep his hands to himself as he gently tapped a peer on her stomach to get her attention. Leo attempted to interact with two different peers. Both interactions were related to a preferred item (book). He did not try to initiate a conversation; instead, he hovered over his peers until they acknowledged him and asked what he needed. Leo made occasional vocal noises, "Brrrr," and pitch squeals as he worked on academic tasks and needed several prompts to stay focused and maintain a calm