| Communication | ■ She frequentyly responds to peer’s comments using negative or corrective language, even when the situation is unrelated to her.■ She often repeats questions such as “Are you going to your aunt’s house today?” or “Is your car here?”and seeks confirmation from teachers.■ She gives teachers and peers nicknames and encourages them to use these names.■ Her expressive language includes about 10 repetitive requests or questions, and her receptive language allows her to understand two-word sentences. |
| Interaction | ■ She attempts to gain teachers’attention by pretending to hit peers or by reaching strongly when peers smile or appear weak.■ When upset or frustrated, she pinches peers-especially those who repeat words or ask repetitive questions.■ She tends to prefer interacting with teachers rather than peers and seeks to sit close to support staff. |
| Behavior | ■ She often tries to leave the classroom; when the special- classroom door was changed to a password-lock system, she tried to control the door when others entered or exited.■ She frequently holds glue, stickers, or clay, seeking sticky tactile stimulation; she attaches stickers repeatedly in layered patterns.■ When peers or teachers ask her to stop inappropriate behavior, she may wander around the room unless support staff are present.■ She becomes more agitated when peers move to another classroom and may wander around the room unless support staff are present.■ Without a teacher or support staff nearby, she approaches specific peers, waves, or makes sound to seek attention. |