Case SummaryContextA fifth grade elementary student, who for privacy we will refer to as J during this case study, was observed. He arrived at school in the second semester of fourth grade and was diagnosed with autism spectrum syndrome from previous school records. J was served by the Especial Education Content Mastery (“as known as the Especial Ed. Classroom”) for periods of time during the day, but was placed in a regular education classroom. He immediately presented behavioral problems due to the transition to a new environment and his learning difficulties. After a couple of incidents, the administrator called the ARD committee to meet and review his IEP and define new behavioral strategies to follow. J made it through the year with continued incidences of spending the majority of his time in the Content Mastery classroom. At the beginning of the fifth year we continue with the strategies implemented from the previous year; those were making a change, it wasn't a constant problem, but from time to time his temper tantrums were so bad that he would get so angry he would break a glass door, others where he would run out of the classroom crying and go to the bathroom or out on the playground claiming to have problems with sugar levels; “It is sometimes difficult to identify whether the cause of his outburst was diabetes or autism,” as the teacher's aide stated. In the second semester all teachers work together to implement his behavior plan more effectively and consistently and it made a difference that all teachers were on the same page” according to the Special Ed. Teacher. As the class teacher said, it was great that the parents supported the strategies that t...... middle of paper ......Schools: A Practical Guide for Educational Leaders (5th Edition) Individual with disability Education Act, pub. LN 101-467, 104 (1990) Jahromi, L. B., Bryce, C. I., & Swanson, J. (2013). The importance of self-regulation for school and peer involvement of children with high-functioning autism. Autism Spectrum Disorder Research, 7(2), 235-246. Lesson 3. (2014). EDA-555: Legal Issues in Education. Phoenix, AZ: State University National Dissemination for Children with Disabilities, (2014). The IEP group. Retrieved from the National Outreach Center for Children with Disabilities: http://nichcy.org/schoolage/iep/teamU.S. Department of Education, (2014). Welcome to the U.S. Department of Education, Office of Special Education Programs (OSEP) IDEA website. Retrieved January 12, 2014, from U.S. Department of Education: http://idea.ed.gov/explore/home