Interview Write-Up 2

My name: Jenna Graziadei

Initial to Address the Student: A

Age of Student: 6

Gender of Student: Male

Grade of Student: 1

Pertinent Information: This student was identified through Connecticuts Birth to Three
program. The official diagnosis for this child was autism. His early identification has resulted in
the creation of an IEP once he entered elementary school. Amongst the services that he receives
to guide development, he also has a paraprofessional present in the classroom all day during each
day of the week.

Time of Implementation: During the morning routine, 8:30-9:00 on October 16, 2017

Questions asked:

1. How high can you count?

2. What number comes after 8?
3. What number comes after 19?
4. What number comes before 21?
5. What number comes after 27?
6. What number comes before 30?
7. What number comes after 73?
8. What number comes after 100?
9. Can you count by twos?
10. Can you count by fives?
11. Can you count by tens?
12. Can you count by one hundreds?
13. You have 5 apples. Your mom gives you 3 more apples. How many do you have altogether?
14. You have 4 toy cars. Your friend gives you 7 more toy cars. How many toy cars do you have
now?
15. Give the student digit cards 0-5. Ask the child to make the largest 2-digit number possible
from those cards.
16. Show the child a drawing of a circle. Say, Imagine that this is a cookie. Can you show me
how you would share this so two people can each get the same amount?
17. Show the child an assortment of shapes. Ask, Which of these figures are triangles?
18. I left the house at 7:00 PM and came home at 9:00 PM. How long was I gone?
19. I have $27 and then my brother game be $45. How much do I have now?

Analysis:

Item 1:

Questions 2 through 8 that pertained to solving for values in the number sequence that
came before or after the given number helped me understand this student to a greater extent. As
approach to these questions was very interesting because he initially seemed to be using an
appropriate strategy by counting up. However, once the values within the questions, such 8, 19,
21, 27, and 30 were reached, A would pause and then continue to count beyond those numbers.
These responses were additionally effected by the external environment because the activity that
was taking place while the interview was being conducted was that As peers were counting the
numbers on the calendar. The whole-class counting intervened his thought processes causing A to
seemingly forget the question that was asked. For instance, for questions 1, what number comes
after 8, A responded that the value was 16, which was the number that his peers were stating
when he approached the correct answer in his own counting process. Additionally, as a question
was asked, A would echo me several times. This was consistent for each problem in questions 2
through 8 that was posed.
Within this example, the impact of distractions on this diverse learner was evident. This
was a challenge for all interviewees. However, the effect differed for A. Although I can relate
that when others are counting at the same time one can lose track, the effect for A presents a
greater challenge given his diagnosis of autism. This impact presented itself in the manner of
causing A to continue counting as opposed to ceasing at the point that would have been necessary
to solve the problem, or be within close range. More importantly, echolalia, a practice found to
be common amongst individuals with autism, was evident. A would consistently repeat the
phrase that I stated. This echolalia was again present today in my literacy lesson as I spoke to
him about asking W questions while reading. Although I would have initially acknowledged
this to be a repetition to ensure that the question was heard correctly and was a part of his
thought process, research on autism has shown to me that this is a disorder-based behavior.
Interestingly enough, this was in fact a representation of As thought process. Echolalia is
reflective of how the child processes information. The child with autism processes information as
a whole chunk without processing the individual words that comprise the utterance (Stokes).
Therefore, this repetition allowed A to better understand the math problems to the extent that he
was most capable of regardless of the other factors and responses that were received. This is
important for me to know during chances of working individually with A in the future to be able
to reinforce this echolalia to the extent that it helps him process information without overdoing it
to the point that it becomes incessant and no longer beneficial to his learning.

Item 2:

Of help in understanding As thought processes was questions 13 listed above that

pertained to addition within the hypothetical situation of having apples and being given more. As
each sentence of the problem was stated, A again echoed the phrase. However, he was able to
acknowledge the importance of starting with 5 apples and having to add 3 that was evident in his
use of the unifix cubes. A began by counting 5 cubes to represent that part. He understood that
the term altogether meant that this required addition, so A began attaching addition cubes on to
this 5-cube tower. However, he continued to count and stack all of the cubes until those from 4
ten-trains were connected. Giving A time, he repeated counting the cubes, then broke them apart
and continued to count. This was carrier through values within the 30s.
In reflecting on this situation, it was evident that although the use of the manipulatives
was helpful to some extent, they proved to be more distracting and overstimulating than helpful.
This is something that I have also observed during regular math lessons for A who is often
instructed to instead put the items away by his paraprofessional. I have seen them be helpful in
approaching problems in a hands-on manner for A, but it often reaches the point that this
overstimulation is not conducive to learning. Further exploring research on Autism, I discovered
a study conducted in 2015 to analyze social and sensory overstimulation drives (for) autistic
behaviors (Frontiers, 2015) that had the results consistent with the idea that the autistic brain
(is) hyper-functional (Frontiers, 2015). With that being said, this could explain the way in which
A interacted with manipulatives over a period of time. Having to focus on a math problem while
having colorful items in As view perhaps made the situation overwhelming for someone with
hyper-functional thought processes. Perhaps more of his attention would have been payed to the
key points of the question rather than trying to play around with the unifix cubes. Although I
understand the importance of involving the child in hands-on experiences of concepts,
modifications must be made when necessary. Therefore, in future situations, I would attempt
involving A in similar mathematical activities, but refrain from the use of items such as unifix
cubes to observe if this dilemma of overstimulation could be solved.

Discussion

What you learned about the challenges of mathematics teaching and learning:

This experience with A, a student with an IEP diagnosed with high-functioning autism
that impacts his academics helped me develop a deeper perspective of the challenges that an
inclusive classroom can present. Whether students have behavior, physical, social, or mental
disorders, even for ELLs, the ability to address each individuals needs while working with the
typically developing students as well is challenging. As someone who desires to ensure that each
student succeeds, I would feel as though I failed my students if I did not have the opportunity
during normal class time to tend to the diverse learners with individualized instruction. Not only
is time important, but also knowledge of how to address the needs of these children. This
reinforced my decision that was previously made to continue my education to become certified
in special education. Although I desire to be a general education classroom teacher, it is likely
that I will be working within an inclusive classroom. Therefore, by making this choice, I will
have the background and skills to more tactfully used tiered instruction for those who require
additional assistance. I want to be able to work for my students, which will entail professional
development, training, and certifications to ensure that I have the ability to guide academic
progress for all children.

What you learned that relates to your experiences in your mathematics course:

As much as this was an interview with an IEP and a diagnosed neurodevelopmental

disorder, it was also an eye-opening opportunity to observe and acknowledge that the pace at
which everyone in the world learns is unique. Our pace, learning processes, strategies, interests,
and all other characteristics associated with out individual selves is diverse amongst all. This is
something that a teacher must acknowledge about his or her students, and value what each child
can bring to the classroom. Associated with the ways in which we learn, I can recall getting
discouraged and frustrated when others seemed to understand a mathematical concept that I was
still struggling with. Therefore, I can only image how individuals such as A would feel if they
were aware of the development of their peers. However, it is wonderful to be in a classroom of
students who accept As differences and treat him no differently than they would with any other
friend. The teacher understands the points in time when she must approach situations with A
differently, but for the most part he is just like the rest of his peers. Of importance for someone
with an IEP, or simply someone who is struggling with a particular topic is being encouraging
and using reinforcement to keep them motivated and feel proud of their individual milestones
rather than comparing him- or herself to others. This can help the child have a better experience
and not only external factors impact their ability to learn and progress.

How the availability or lack of manipulatives affected the interview (same for 3 interviews):

The classroom resources allowed the students to choose from unifix cube ten-trains and
ten-frames with chips. These are manipulatives that the student have extensive exposure to from
both kindergarten and the time that they have spent in first grade. These are items that have been
used on a daily basis during math lessons since school began this year to help the students
understand the mathematical concepts in a more concrete, hands-on manner. They have been
carefully instructed and through practice have mastered the functionality of using these items to
visualize mathematical strategies, particularly in addition and subtraction. This description is
being included within each interview write-up because all three students chose to use their
manipulatives, especially the unifix cubes to complete the problems that I had asked. These were
particularly important in the interview because I was presenting word problems to them in a
purely oral form, which was an unfamiliar tactic for the children. Therefore, the availability of
items to create visuals with helped bridge this oral approach with prior experiences that they felt
could be utilized to devise a response that they were confident in. The students exhibit to me the
use of the unfix cubes for counting, as well as identifying the parts and whole of the problem. I
observed different color cubes being used to represented the different values to enhance their
visualization. This is evidence of the importance making manipulatives and other math tools
available to students during lessons that can enhance their learning and supports the goals of
research that has found that visual cues and pathways in the brain are key to the teaching and
understanding of math (Cooper, 2016).
What you learned about yourself (same for 3 interviews):

Through this experience, I learned that I have a strong interest and motivation to learn
about my students to a deeper extent that goes beyond what can be learned on an everyday basis.
This one-on-one attention with each student helped me work through their personal thought
processes to analyze strengths and areas of need. Each of the students went about answering
these questions and interacting with the tools, as well as myself in their own way. I wanted to
know more about these children, must like I would desire in my future classrooms. Numbers or
work shown on a piece of paper are not enough to understand the strategies that the child
understands and has the ability to use. Within the connectionist approach allowing to students
explore their own strategies while also instructing them through alternative methods, the
educator can encourage the students to think out loud or discuss and explain ideas to their work
groups so that when he or she moves around the classroom, the teacher can learn about the
unique thought processes. This information is important for the educator who not only values
learning about each student, but also acknowledges the critical aspect of tailoring lessons and
activities to the needs of the students. If it is made evident that there is a lack of clarity causing
thought processes to take place that are not as valuable to the given topic, the lesson the
following day should be a more detailed and focused approach to the concept. Furthermore, as an
educated adult, my mind no longer works like those of elementary-age students. Therefore, short
interviews and other methods of exploration to analyze the minds of these children will provide
me with valuable information to individualize instruction for each and every one of them, not
just the diverse students.

What you thought went well and what did not go so well (same for 3 interviews):

Throughout each interview I used encouragement frequently to not only help the students
remain positive and motivated, but to also ensure them that I valued all responses as they were
taking their time to help me out for this assignment. Encouragement is useful for all students
because those who excel, those who are typical, and those who struggle can all use reinforcement
from a teacher so that they know that their efforts are being acknowledged and are purposeful. It
gives them that extra push to keep trying within the growth mindset that is to be maintained.
Beyond this, it is not what did not go well, but rather something that I need more practice with,
which is allowing the students to work through problems on their own before repetition,
scaffolding, or offering prompts to guide their work. Given that this interview had specific
instructions to follow the script, I did not disobey these, but within each question posed I had to
remind myself to not speak until it was truly necessary. It is important to give students to explore
math in an inquiry process to become determined and self-guided. If the educator is consistently
present and not allowing gradual to complete freedom, the children will not benefit because they
will not always have a hand to hold when utilizing math skills in future situations. Therefore, I
need to make a strong effort in the future to continue to remind myself to not allow my good
intentions for the students interfere with their learning processes.
What you would do differently if you were able to conduct this interview again (same for 3
interviews):

Consistent within each interview was the issue of the environment it was implemented
within. Due to scheduling and constraints associated with my role as a pre-student teacher, the
interviews were conducted in the morning as students were arriving to school, getting ready for
the day, and completing their morning activities. It was a very busy location that contained many
distractions and a great deal of noise, which was not conducive to focus and learning. Therefore,
if I were to conduct this interview with a student of my own once certified, I would choose to
bring the child to a quiet location free of distractions that could impeded upon their thought
processes and solutions. Additionally, I would desire to have more time to conduct the interview
in a future situation to learn even more about the thought processes of the students. However,
considering the duties of a general education teacher, a longer time frame is not necessarily
feasible. Therefore, I would approach this by varying the questions to a greater extent to get a
better sense of how they approach problems associated with a variety of topics. Within this
interview, I learned a lot about the thought processes of these children when using cubes for
addition and subtraction, but I did not feel that I got a good sense of any other strategies that they
have experience with. For an educator to formulate a perspective of the student that encompasses
the child in a wholesome manner, it would be useful for him or her to make the list more concise
perhaps by focusing on a single mathematical concept at a time, or limiting the questions
associated with the same topic.

Resources

Frontiers. (2015, June 2). Social and sensory overstimulation drives autistic behaviors, animal
study suggests. Retrieved October 24, 2017, from https://www.sciencedaily.com/releases/
2015/06/150602164024.htm

Stokes, S. (n.d.). Increasing Expressive Skills for Verbal Children with Autism. Retrieved
October 24, 2017, from https://www.cesa7.org/sped/autism/verbal/verbal11.html

Challenges for ASD. (n.d.). Retrieved October 24, 2017, from http://www.autism-
community.com/communication/challenges-for-asd/