Case Study 4/26-6/05: 1 Case Study 4/26-6/05 Evan Ryerson Choosing Participants: 2 Choosing Participants Luckily I work at a school and was able to use my lunch break to test the students that were part of the study. After speaking with the teacher and with the possible parents, I decided on what students would suit the study best. These students seemed to be having some difficulty with certain areas in school to begin with. First Steps:: 3 First Steps: The students that I would be assessing were in preschool, and therefore I knew that the DIBELS test would need to be used. Since the test was rather large to print out, I only had one copy for all three students, but would mark a separate sheet of paper to keep track of the answers they got correct. DIBELS Test: 4 DIBELS Test Section 1 For Madison and Gilberto Section 2 For Joshua Naming Letters The First Test: 5 The First Test Since I had an idea of what areas the students were having difficulty with, and since this was a test for kindergarten expectations, I knew I would only use the first couple sections of the test. For two of the students, both on the younger side of preschool, I only used the first section of the DIBELS test. This section required the students to listen to the sound of a letter, and then correctly identify the matching picture to it. For example, I would name all four pictures on the page, then ask which one began with the sound “d.” The student would then have to point to the correct picture. First Test Continued: 6 First Test Continued For the first student I tested, Joshua, he was excited and interested in coming over to work with me. Joshua’s teacher explained to me that he was a very smart boy, but had difficulty remembering some letters. After first testing Joshua, it was definitely apparent that he had difficulty with letters. Joshua, however, seemed like he was motivated to learn the letters, and did not stress over not knowing the letters he didn’t know. First Test Continued : 7 First Test Continued Madison was the next student I tested, and was about three years old. Even though she was younger, the teacher recommended her because she thought it would be good to come out of her “shell.” Madison, after taking a little time to warm up to sitting with me, started off the test in the lower numbers range. First Test Continued: 8 First Test Continued The last student I tested, Gilberto, was considered by the teacher to be the “hyper” student of the class. Although Gilberto was interested to come over and see what I wanted him to do, he quickly became very distracted once he realized it was more work he was doing. Gilberto was also a little younger preschooler, but the teacher said he was quite smart, but very easily distracted. It was a struggle almost every time I did testing with him. The Interventions : 9 The Interventions After getting the standard scores of each student, over three consecutive days, I came up with interventions for each them. These interventions would happen daily for about ten to fifteen minutes at a time, and with one of the assistants in the classroom. Joshua’s Intervention: 10 Joshua’s Intervention Since Joshua needed help with identifying and knowing his letters, I thought it would be a good idea to have him just go through each letter repeatedly. There was a puzzle in the preschool room with both upper and lowercase letters. This puzzle was used to just repeatedly quiz Joshua on the letters. When he got it right, he would put the letter in the puzzle. Another method was for the assistant to request a letter, in which Joshua would have to hand the correct letter to the assistant. Joshua’s Data: 11 Joshua’s Data Madison’s Interventions : 12 Madison’s Interventions Madison was one of the youngest in the class, but was very shy. The teacher suggested her because she wanted her to come out of her shell. She needed some help identifying the sounds of the letters. One method was using a puzzle with letters, for 15 minutes of each day, in which a one-on-one would say the sound of the letter along with a picture that matches the sound of the letter. Madison would then repeat the sound and match the letter with the picture. The concept took a little bit of time to pick up, but she eventually began to understand. Madison’s Data: 13 Madison’s Data Gilberto’s Interventions: 14 Gilberto’s Interventions This intervention included about fifteen minutes of class time, each day, with a one-on-one helping his sound recognition and ability to focus for longer periods of time. One method of intervention was having pictures of things that Gilberto really enjoyed (such as cars, Disney Characters, and pictures of his favorite cartoons on TV ) and the one-on-one saying each picture with a matching letter. Gilberto seemed to enjoy this activity for most of the time, but would still lose focus and concentration during the time he had the one-on-one. One other intervention was to have the one-on-one play with Gilberto, and sound out the initial letter of each toy that he played with. Gilberto’s Data: 15 Gilberto’s Data Conclusions: 16 Conclusions Although these interventions may not have been done every day for the length of time presented, due to absences, teacher instructional time, or other events, each one seem to have some impact on the student. For Joshua and Madison, the intervention seem to provide the most help. With some time, Gilberto would definitely have been able to show better results from the intervention. His biggest obstacle is being able to focus for longer periods of time.