InTASC Standard Three: Learning Environments

The teacher works with others to create environments that support

individual and collaborative learning, and that encourage positive
social interaction, active engagement in learning, and self
motivation.

Name of Artifact: Socioemotional Development

Date: April 21, 2013
Course: EDUC 121: Child and Adolescent Development

Brief Description: Ryan, a 15 year old with Aspergers Syndrome, was observed
to see how his disability would change his socioemotional development
compared to other children his age.
Rationale: I first observed Ryans interaction with his classmates to see how he
would behave towards other adolescents his age. Although he tried to be
outgoing and personable, his behavior was more consistent with that of a 12
year old. He seemed to just be starting to understand that the other kids could
not see things his way. He would try to convince the others of his ideas, and in
some instances, be so forceful about his ideas as to put off the other children in
his class.
He also had some trouble with reading nonverbal cues that some of the children
were displaying. When one child tries to approach him for help on a computer
issue, Ryan does not see the child become frustrated with him when he goes into
too much technical information instead of just showing how to fix the issue.
Most of Ryans motivation is extrinsic. Only when it comes to computers or
airplanes does he become motivated intrinsically. Most of his motivations are

what will he get from the computer store that week if he gets good grades. He
has a hard time wanting to excel in things that do not seem important to him
because he wants to excel. He still has a hard time with delayed gratification as
well. Sometimes he will continually obsess or something he wants to the point of
getting no work done.
Because of his disability, I believe Ryan will need more help socially and
emotionally than most kids his age.

Observation:
One hour during computer applications class: Ryan displayed focused behavior
on the computer screen to the point of not being able to hear when instructions
were given. When a child approached him for help, he used very technical terms
and did not understand when the child became frustrated with him. When
working on a shared project with three other students, he was very adamant that
his idea was the best and did not understand that he had to listen to the other
ideas as well. It wasnt until the teacher pointed out that not listening would hurt
the other students feelings that he realized how his behavior was wrong.

Questions given after class:

Do you like working in a group or by yourself on a project?
Ryan: By myself. I work better on my own because I cant always understand
what the other kids are wanting to do and I get frustrated.
Do you see yourself as a very outgoing and social person or very quiet and
independent person?
Ryan: More quiet and independent. Im not very social at all. When it comes to
making friends, I wait for them to come to me first.
Do you like it when other students come to you for help or do you see it as an
interruption?
Ryan: Depends on what it is. When it is something that someone else can answer
better, I find it an unnecessary interruption.
What motivates you to get good grades in class? The need to understand the
content of the class or are there rewards?
Ryan: It depends on the class. I really like my 3D art and Computer applications
class. However, English and sometimes Math is hard for me and I only try in
those classes because I know if I dont get a C or above I will get my computer
and robot project taken away.