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Table 1.

Analysis of Alejandro’s Performance and Participation During the Typical School Routine

Focus of Analysis Findings 
Classroom routines • Alejandro was seated and engaged for independent writing work for 1.5 min of a 13-min activity and left his seat or was off-task 8 times (e.g., removed shoe, opened desk, screamed when asked to return to seat).
• Alejandro wrote ALE but tore the paper before completing his name. 
Self-regulation in multiple settings Classroom: Alejandro screamed and tried to run from the room when told to return to his desk and complete his writing. The teacher was able to redirect him to a quiet area where he was able to calm himself.
Playground: Alejandro ran across the playground to the perimeter fence where he remained for 6 min, then climbed on the monkey bars and jumped off without regard for other students. The playground supervisor had him stand by the school door for the remaining 3 min of recess. She later expressed fear that Alejandro would hurt himself or other students.
Lunchroom: Alejandro entered the lunchroom with his class and sat at the designated table with his lunch from home. Alejandro told the student next to him, “Your food is stinky!” When another student’s pizza accidently touched Alejandro, he jumped from his seat and began screaming about stinky food. Alejandro was taken to the school nurse’s office to calm down and finish his lunch. The nurse remarked to Malcolm that Alejandro ate in her office 2–3 times per week. 
Social engagement in multiple settings Classroom: Alejandro did not speak or look at the students, even when asked a question by a peer.
Playground: Alejandro pushed 1 student out of his way and nearly landed on 2 other students when jumping off the monkey bars.
Lunchroom: Alejandro interrupted a peer’s attempt to talk with him by screaming about the stinky foods at the lunch table. 
Focus of Analysis Findings 
Classroom routines • Alejandro was seated and engaged for independent writing work for 1.5 min of a 13-min activity and left his seat or was off-task 8 times (e.g., removed shoe, opened desk, screamed when asked to return to seat).
• Alejandro wrote ALE but tore the paper before completing his name. 
Self-regulation in multiple settings Classroom: Alejandro screamed and tried to run from the room when told to return to his desk and complete his writing. The teacher was able to redirect him to a quiet area where he was able to calm himself.
Playground: Alejandro ran across the playground to the perimeter fence where he remained for 6 min, then climbed on the monkey bars and jumped off without regard for other students. The playground supervisor had him stand by the school door for the remaining 3 min of recess. She later expressed fear that Alejandro would hurt himself or other students.
Lunchroom: Alejandro entered the lunchroom with his class and sat at the designated table with his lunch from home. Alejandro told the student next to him, “Your food is stinky!” When another student’s pizza accidently touched Alejandro, he jumped from his seat and began screaming about stinky food. Alejandro was taken to the school nurse’s office to calm down and finish his lunch. The nurse remarked to Malcolm that Alejandro ate in her office 2–3 times per week. 
Social engagement in multiple settings Classroom: Alejandro did not speak or look at the students, even when asked a question by a peer.
Playground: Alejandro pushed 1 student out of his way and nearly landed on 2 other students when jumping off the monkey bars.
Lunchroom: Alejandro interrupted a peer’s attempt to talk with him by screaming about the stinky foods at the lunch table. 
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