J.C., teacher

The student in my class started the year off with very limited communication skills and no play skills in the classroom setting. He required a significant amount of prompting to complete any classroom task and would very seldom respond to teacher or peer questions. The student looked down a lot of the time or would cover his eyes. He lacked confidence in the classroom setting and was extremely hesitant to try unfamiliar tasks. On the playground he would only go on the swing and would refuse to play in any other area or with any of his peers. His speech therapist would come once a week to work with him in the classroom and helped to encourage communication between his peer and teachers. The SLP was able to provide us with strategies we could use in the classroom and she came up with a reward chart to encourage his independence and to promote peer and teacher interactions. Shortly after he started working with the SLP in our classroom we began to notice small changes in the student. He required much less prompting and seemed much more confident and comfortable in the classroom environment.

After a few months of classroom- based therapy with the SLP the student started making significant improvements. Now, at the end of the year, I see a student who is confident, kind, silly, smart, and who enjoys playing and communicating with both his peers and teachers. It has been amazing to watch all the growth and change that has happened in the course of the year.