EDI 638 | LEARNER PROFILE AND ANALYSIS

Part 1. LEARNER INFORMATION

Gather information on your student participant to complete this form. If you do not have access to the
information, simply put N/A. Remember, you will often be working with limited information, but should
seek to find out as much information about the whole learner as possible.
Learner Pseudonym: Matt

Age: 16 DOB: 01/22/07

Grade: Junior – 11th Ethnicity/Race: White

Gender: Male Home Language: English

Additional Language(s): N/A

Who is currently living at home with the child? Other children at home with the child?

Mother: Natural Foster Step Adoptive Pseudonym:________________ Age:_______

Father: Natural Foster Step Adoptive Gender:_______________ Relationship: ______________

Other: _________________________________ Pseudonym:________________ Age:_______

Other: _________________________________
Other adults at home with the child?
Pseudonym:__________ Relationship: __________
Gender:_______________ Relationship: ______________
Pseudonym:________________ Age:_______
Gender:_______________ Relationship: ______________
Pseudonym:________________ Age:_______
Gender:_______________ Relationship: ______________

Pseudonym:__________ Relationship: __________ Pseudonym:________________ Age:_______

Gender:_______________ Relationship: ______________
Pseudonym:__________ Relationship: __________
Three sisters and one brother, all older. Lives with parents,
one sister, and brother.

IEP ___Y __X_N 504 ___Y __X_N

Explain: Explain:

Does the child take medications: _X_Y ___N What specific challenging behaviors are you observing?

Explain: ADD/ADHD meds Cannot focus, causes distractions, fidgety, touches friends
during class, kicks back of chair of student in front of him,
phone taken away frequently, does not pay attention.

What are some perceived strengths of the learner?

Aware of his issues with paying attention, always participates, very smart common-sense wise, confident, good
communicator, works at McDonald’s during his time away from school.

What are some areas of concern that you have?

Distracted easily, causes distractions, cannot keep his hands and feet to himself, always questions his teachers, does
not take notes unless specifically directed to, often does not complete his homework, frequently leaves class to roam
the hallway/use the bathroom almost every class period, always concerned about what other people are doing, asks

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 EDI 638 | LEARNER PROFILE AND ANALYSIS

questions about what was just discussed, does not pay attention or listen actively.

Part 2. CLASSROOM CONTEXT

Sketch the physical classroom. Where is the learner typically located?
Desks set up in columns of 4, rows of 6. Each purple box is a desk, X demonstrates where
Matt sits (in my placemet classroom).

MT Desk My Desk

What is the class? Environmental Science

What time(s) of day? Mid-Morning (9:51 am – 10:59 am)

What is the duration of the class? A little over one hour (1 hour and 8 mins)

How many students are in the class? 21

What are the demographics of the classroom? 9 girls & 12 boys

What is the class schedule/routine (by day or by
hour)?
What are the social norms/general expectations
of the classroom?
What type of additional information would be
important to know about this learner and/or the
classroom? (Think about in and out of school
“stuff.”)
Moslty white students, two Asian students, two
Hispanic students, 3 Middle-eastern students
1st hour – 7:45 - 8:43 am
2nd hour – 8:48 - 9:46 am
3rd hour – 9:51 - 10:59 am
4th hour + A/B Lunch – 11:04 - 12:34 pm
5th hour – 12:34 - 1:37 pm
6th hour – 1:42 - 2:40 pm
Be respectful to your teacher and peers, no
phones unless allowed, remain quiet while others
are talking, you are responsible for your own
behavior, be complient not complacent.
What is his home life like?
Do his parents give him enough attention?
Do his parents support him with school?
Were/are all of his siblings the same type of
student?

What types of long-term learning goals (e.g., Become more mature, responsible, self-aware,
academic, social, emotional, etc.) might you and motivated.

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 EDI 638 | LEARNER PROFILE AND ANALYSIS

have for the student?

Part 3. ANECDOTAL NOTES OF OBSERVATION

Use this form to help keep track of the behaviors you are observing. If you have a different way
of documenting behaviors, please feel free to do so.

Student: Matt Grade: 11th

Staff: Anna Belden Date: 10/2023

Filling out this information based on my observations and discussing with teachers from his
other classes.
Routine/Subject/or Activity: (see notes below) Time of Day: (see notes below)

Date/Time When… (Antecedent)…happens The student…(Behavior) And as a result…(Consequence)

Example Incident Asked to finish up reading Verbally refused to work, Student is moved to seat by my
Date: 2/1 summary; Individually prompted said “This is stupid” and desk, I quit asking to work so
4-5 times by teacher wandered room & made negative comments stop but the
Time: 11:05 negative comments student doesn’t write anything
1st Incident: Asked to sit quietly and actively Kept kicking the seat of Student was moved to a seat by
Date: 10/9, listen to the lesson while taking the student in front of student teacher’s desk, but did
10/30, 11/13 notes him, did not take notes. not take notes.

Time: ~10:00am (Environmental Science)

2nd Incident: Asked to come up with idea for Verbally refused to work,
Date: 10/13 20-time passion project said “This is stupid, I’m Teacher walked away/No
assignment; prompted 2-3 times not in Project Next, why consequences
Time: ~10:45am by teacher should I have to do this?”

(Environmental Science)
3rd Incident: Asked a the same
Date: Occurs Asked to listen to the teacher’s question multiple times Classmates get annoyed,
almost daily directions. about something the teacher informs him that he
teacher just talked about, needs to listen, no other
Time: ~10-11am (Environmental Science) was not listening. consequences

4th Incident:
Date: 10/25 Student asked to go to the
bathroom Took 10-15 minutes No consequences
Time: ~10:30am
(Environmental Science)
5th Incident: Asked to complete homework in Maybe completed 2-3
Date: 10/25 class; promted 2 times by math problems,
teacher distracted peers around No consequences
Time: ~12:00pm him the whole time
(Geometry)

SUMMARY STATEMENT

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 EDI 638 | LEARNER PROFILE AND ANALYSIS

Use this section is you are working with a student who displays consistent behaviors. This can
help you to identify routine triggers. Disregard if appropriate.
Antecedent/Trigger: Behavior: Consequence/Outcome:

N/A N/A N/A

Therefore, the likely function of the behavior is to GET/AVOID _________________________.

Part 4. RECOMMENDATION/IMPLEMENTATION OF STRATEGIES

After you have identified various behaviors via your observations and anecdotal notes, you will identify a
minimum of two research-based strategies that you will implement or recommend for implementation (if
you are not able to implement the strategy), depending on your teaching context and opportunity. The
strategies should be well-connected to the behaviors you observe in an effort to improve off task and
challenging behaviors displayed by students, and supported by research (i.e., come from the readings
and materials from your university coursework and professional development training. Not every strategy
is successful in every situation, but you should document what happens if you are able to implement the
strategy. You should strive to implement restorative strategies, not punishments. Note, there are
spaces to identify three behaviors, though only two are required for the presentation.

SPECIFIC DESIRED OUTCOMES OR STRATEGIES

BEHAVIOR OBSERVED
Behavior 1. (Identify the specific
behavior)
Causing distractions in class –
not keeping his hands and feet
to himself/not paying
attention.
RESULTS
What do you want to happen?
Stop distracting those around
him, keep hands and feet to
himself, pay attention to lessons.
RECOMMMENDED OR
IMPLEMENTED & SOURCE
Strategy (Identify the specific
strategy)
Affective statements, such as:
“I’m frustrated that you keep
distracting class today.”
“I’m really happy that you
worked for the entire class
period today.”
Restorative questions, such as:
“How do you think [NAME]
feels when you kick the back of
his chair or pull on his hood?”
Check-in at the beginning of
class, have a student make a
commitment about their
behavior in class on a day.

Source (Identify the research-base—

e.g., an author, model, framework)

Author: Costello et al. (2009)

Behavior 2. (Identify the specific What do you want to happen? Strategy (Identify the specific
behavior) strategy)
Work Refusal When teacher asks to complete Be encouraging and supportive,
but firm in expectations.

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 EDI 638 | LEARNER PROFILE AND ANALYSIS
homework/activities/assignments
in class, try their best to work on
it diligently. Talking with peers is
okay as long as they are working.
Additional Notes: ISS (11/15-16) – Got caught vaping at school.
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Design instruction that is
meaningful, relevant, and make
sure students understand the
purpose of the assignments.
Remove distractions.
Set small, achievable goals with
the student so they can see
their progress.
Source (Identify the research-base—
e.g., an author, model, framework)
Author: Thompson, 2018