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Zachary focused on the teachers instruction by responding appropriately to less preferred teacher requests/assignments without verbal comment.
Zachary responded with the appropriate affect to given situations.
Zachary initiated peer communication by using proper name and a simple sentence that pertained to the situation.
Zachary interacted appropriately with his peers during unstructured time (lunch, recess, and free time) for 15 minutes.
Brett used this classroom tools(pencils, crayons, scissors) appropriately as designed for each assignment with minimal prompting.
Brett initiated and interacted socially with his peers during structured and non-structured activities.
Brett followed instructions and directions without requiring more than one reminder.
Brett focused on the teachers instructions, classroom lessons, and assignments for at least 5 minutes.
Brandon waited for a break in an on-going conversation before attempting to speak to one of the people involved in the conversation.
Brandon used appropriate verbal and physical interaction with his peers and staff during structured and non-structured activities.
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