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Wenzel 2
Table of Contents
Wenzel 3
Age (years/months):
9 years, 10 months
Grade:
Fourth
Report Date:
4/21/15
Wenzel 4
Interviews:
Observations:
The type of data that Amanda Wenzel collected during her observations
was frequency recording during the weeks of:
Baseline Data:
February 23rd, 2015 February 27th, 2015
March 2nd, 2015 March 6th, 2015
March 9th, 2015 March 13th, 2015
March 16th, 2015 March 20th, 2015
March 23rd, 2015 March 27th, 2015
Intervention Data:
March 30th, 2015 April 3rd, 2015
April 20th, 2015 April 24th, 2015
Rating Scales:
Wenzel 5
Description of the Target Behavior: (Including estimation of the frequency, intensity, etc.)
This behavior looks like the student is misplacing or losing assignments, has zero problems
completed on the assignments, or is not physically handing the assignment into the turn in bin.
An assignment is complete if the student attempts to complete the homework with any problems
filled in and if he physically hands the homework in to the turn in bin the day it is due.
The behavior occurs up to four times per week.
Wenzel 6
Subject/Class/Context: Math
Event/Stimulus/
Setting
Antecedents
Behavior
Consequences
Wenzel 7
Subject/Class/Context: Math
Event/Stimulus/
Setting
Antecedents
Behavior
Consequences
Math instruction/
home
Cameron does
not write in his
planner that
homework has
been assigned*
Cameron does
not remember to
put his
homework in his
backpack at the
end of the day*
Math instruction/
home
Wenzel 8
Baseline Data
Dates
Frequency Recording
2/4
homework assignments
completed (2 incomplete)
0/4
homework assignments
completed (4 incomplete)
1/4
homework assignments
completed (3 incomplete)
0/4
homework assignments
completed (4 incomplete)
0/4
homework assignments
completed (4 incomplete)
Wenzel 9
The teacher will have Cameron stay inside during lunch recess to complete the
homework assignment from the day before in order to receive credit.
Wenzel 10
Peers in the
context?
Students are not able to interact with Cameron during lunch recess, but this does not
seem to affect the overall behavior.
Student to
other
people?
Cameron does not express any reaction to others when he does not complete his
homework. It does not seem to faze him.
Parents? (if
applicable)
SocialEmotional
Factors
Cameron is very social at school and does not seem to have any emotional distress
within the classroom. However, when discussing Camerons behavior with my
mentor teacher, she has noted that Cameron is in between homes during the week
and it is possible that due to this shift in setting, Cameron is not able to exhibit the
goal behavior of completing his homework as assigned.
Health/Medical n/a
Factors
What interventions have been tried in the past? What did you observe or teacher report?
What happened?
No previous interventions have been attempted. This is the first one.
Wenzel 11
Develop a Hypothesis
Student:
Cameron
Date:
2/28/2015
Use the assessment information collected about the behavior and decide what purpose or function it has for the
student. The following checklist may be helpful in developing a theory. Write a theory statement at the bottom.
Considerations: Determining the Purpose of a Problem Behavior
The purpose of the behavior may be to Gain Attention if . . .
It occurs when the student wants to stay inside the teachers classroom during lunch recess in
order to make up the homework assignment
The purpose of the behavior may be to Get/Obtain Something if . . .
It occurs when the student is obtaining the opportunity to not do a homework assignment and
instead participate in video game activities after school (as indicated in interview).
The purpose of the behavior may be Escape/Avoidance if . . .
It occurs when the student is avoiding completing additional school work at home (up to 4
assignments per week)
It occurs when the student says he forgets to write down his homework and keep track of it in his
backpack
Develop your hypothesis pertaining to the purpose or function of the students behavior:
When this occurs ..
The teacher assigns a homework assignment (and the student does not remember to keep a
planner with written assignments or carry the assignment to and from school in his backpack)
The student does
Not bring the completed homework back the following morning when it is due to the classroom
turn in bin
To avoid ..
Completing his homework at home up to four times in one week
Does the student possess the necessary skills?
No, the student needs instruction in organizing schoolwork and keeping a planner or homework
folder in order to rule out possible antecedents which could be related to the target behavior
Wenzel 12
Hypothesis:
When Cameron is exhibiting a lack of homework completion, he does not bring his homework
back to school completed when it is due to the turn in bin the next day in order to avoid
completing homework at home up to four times a week.
Expanded Hypothesis:
The function of Camerons consistency with lack of homework completion appears to be to
avoid completing extra work at home. Camerons behavior occurs when a homework assignment
is assigned and he does not return the homework the following day as requested by the teacher.
By doing so, he is avoiding completing the assignment. Since September 2014, Cameron has
completed 4 out of 31 homework assignments. The assignments are specifically in math
instruction and are a one-sided worksheet assigned Monday-Thursday. Camerons behavior
appears to be reinforced as there is not meaningful punishment or reward associated with
incomplete or complete homework. Cameron is required to stay inside during recess to complete
the homework during school hours, but this does not seem to affect him and he continues to not
turn in homework. Cameron also has a hard time with coming to class prepared and organized.
Wenzel 13
Cameron
Date: 3/18/2015
Target Behavior:
The behavior that will be targeted is lack of homework completion (one-sided math worksheet).
Cameron exhibited a total of 17 incomplete homework assignments out of a total 20 assigned.
This behavior looks like the student is misplacing or losing assignments, has zero problems
completed on the assignments, or is not physically handing the assignment into the turn in bin.
An assignment is complete if the student attempts to complete the homework with any problems
filled in and if he physically hands the homework in to the turn in bin the day it is due.
The behavior occurs at the believed frequency of 2-4 times per week.
Cameron will complete and turn in his one-sided math homework sheet every day that it
is due. This behavior looks like Cameron physically turning in his worksheet into the
turn-in bin when asked.
Camerons homework will be considered complete if he attempts to complete the
homework with any problems filled in and if he physically hands the homework in to the
turn in bin the day it is due.
The teacher will also remind Cameron of his nightly homework as well as encourage him
to keep track of his school work in his planner as well as in a designated folder.
Wenzel 14
Intervention Explanation:
The teacher will use chart moves as the intervention strategy. Chart moves is when a student
is given a picture that has dots around its perimeter (in a connect the dots fashion) and
each time the student engages in the appropriate goal behavior, a line is drawn to the next dot
to connect on the chart moves picture for reinforcement. Once the student connects all the
dots, they will receive a prize that was chosen before connecting the dots began this way the
child knows what they are aiming for. In this case, Cameron has been given a grab bag
assortment of items including his favorite candy, Reeses peanut butter cups, neon colored
pencils, and Captain America gel pens.
In his free time, Cameron enjoys building things in his garage as well as working with tools,
so the teacher will use a picture of various tools for his chart moves map. Every time he turns
in a homework assignment with visible effort that he has completed it, he can connect one of
the dots. The teacher will have a copy of his chart along with the student who can keep track
of his progress individually. The prize that he will get when he connects all the dots will be
his choice to choose from in the morning after turning in his assignment.
The teacher will first need to sit down with Cameron and explain to him that we are going to
try something new in order to improve his homework completion data. This will take place
in the form of an informal conversation in which the teacher talks with Cameron about his
homework habits and possible problem areas or antecedents he associates with the
assignments (see data collection video 1, student interview).
The teacher will provide Cameron with a new folder in which he will transport his
homework to and from school in for the purpose of a fresh start with the intervention. The
teacher will also review with him how to use an agenda/planner in order to keep track of
assignments and due dates.
The teacher will discuss with Cameron what he thinks appropriate behavior is when it comes
to homework completion and attempt to encourage him to exhibit thoughts about the desired
behavior prior to introducing the intervention.
By implementing the Chart Moves intervention plan from the Tough Kid Tool Box,
Cameron will be tracking his own progress in relation to what homework is turned in when.
The teacher will also have a copy of the chart in order to compare data which will keep
Cameron accountable. In the initial stages of the intervention, Camerons behavior will be
reinforced using rewards at each step of the way. As the intervention progresses, the teacher
will fade out the reward dots to every other homework assignment, every two, and so on.
The teacher will explain to Cameron how the chart works. The teacher will also have him
practice using an old homework assignment and a sample chart, along with his new
homework folder. The teacher will explain to Cameron that for the purpose of the
intervention, for every homework assignment he turns in, he will receive a reward of his
choosing.
Eventually, fewer rewards will be given across a longer period of time in order to fade out
the intervention in hopes that Cameron will turn in his homework without reinforcement.
In the case of undesired behavior (i.e. not turning in a homework assignment), Cameron will
not be rewarded or punished. He will simply be reminded and encouraged to complete his
next homework assignment in order to gain the next reward available.
Wenzel 15
Teaching Plan:
Who is
responsible?
How often?
Ms. Miller
and Amanda
Wenzel are
responsible
for giving the
intervention
Following
mathematics
instruction in the
afternoon every
Monday through
Thursday, and in
the morning when
homework is due to
the turn in bin
every Tuesday
through Friday
Wenzel 16
Context Alteration
Who is
Responsible?
Ms. Miller and
Amanda
Wenzel will be
responsible for
implementing
the alterations.
How
Often/When?
Following
mathematics
instruction in the
afternoon every
Monday through
Thursday, and in
the morning when
homework is due
to the turn in bin
every Tuesday
through Friday
Wenzel 17
Who is
Responsible?
How
Often?
Cameron connects
his own dots, but
Ms. Miller and
Amanda Wenzel
will watch him do it
to make sure that he
only connects one at
a time as well as
keep their own copy
of the chart for
personal record.
Whenever
Cameron
exhibits the
desired
behavior at
the desired
time
Who is
Responsible?
How Often?
Cameron is responsible
for completing his
homework; Ms. Miller
and Amanda Wenzel
are responsible for
reminding and
encouraging Cameron
following the
occurrence(s) of the
undesired behavior.
Whenever the
undesired
behavior
occurs in the
morning at the
time of
homework
collection.
Cameron will improve his overall homework completion rate from 0-2 to 3-4 assignments
per week. Cameron will be using a planner to keep record of assignments and corresponding
due dates as well as use his new homework folder to transport homework to and from
school. Cameron will not be playing video games at home in the evening instead of
completing his homework assignment. He will keep a Chart Moves picture map in said
folder to help him get to this goal and understand what is expected of him. The teacher will
be observing every day during homework collection time in the morning as well as at the
end of the week see if the intervention is working or not and make modifications.
Wenzel 18
When:
Morning homework collection Tues-Fri
Weekly
Monthly
Duration
Recording
Interval
Recording
Time
Sampling
Latency
Recording
Wenzel 19
Data Representation:
Intervention
0
Week
Wenzel 20
Conclusion:
The intervention was successful because Cameron improved his overall homework completion
from 0-2 assignments per week to 2-3 assignments per week. Although Cameron did not reach
his goal behavior of completing up to 4 assignments per week, his overall performance still
improved as the data shows an increase in completed homework assignments. This is especially
noticeable during weeks 5 and 6 as Camerons homework completion jumps from 0 out of 4 to 3
out of 4 total homework assignments. The intervention should continue until the end of the year
to ensure consistency with his homework routine along with daily reminders to utilize his daily
planner and his homework folder in order to increase effectiveness.
Reflection:
I have really enjoyed completing the FBA BIP process with the Tough Kid Tool Box as a
resource throughout the semester. I have learned a great deal about behavior management as well as
concrete examples to assist with challenging behaviors in my future classroom. In addition to the
Tough Kid Tool Box, I was exposed to many helpful resources online such as Intervention Central,
which helped me narrow down my intervention search as well as help clarify my understanding of
behavior management.
A challenge I faced during this process was the fact that my placement school is in the Holt
school district and my students use the balanced calendar. This means they attend school yearround with longer holiday breaks and shorter school days. I was able to implement my intervention
the week before spring break, but because of the balanced calendar, my focus student was out of
school for two weeks following the initial week of the intervention, and returned to school two
weeks later out of the routine. I strongly believe this affected the final week of intervention data
considering he dropped from 3 out of 4 completed assignments to 1 out of 4. It was also
challenging to implement my intervention as it required daily attention which my mentor teacher
frequently forgot to provide. Although she was not the one solely responsible for the BIP, I think if
there had been a bit more dedication from both parties, it may have positively affected the
Wenzel 21
intervention results, especially within the last week of data collection during intervention. Although
Cameron is in 4th grade and is relatively responsible for his behavior, it is imperative that during an
intervention, especially after a two week break, he is reminded and encouraged to participate in the
process in order to ensure ultimate improvement.
I was, however, successful in picking an appropriate intervention for my student. He
genuinely enjoyed the intervention because of how easy it was to use, as well as how he could earn
a reward each day. Before the intervention, he would not complete any assignments, and following
the first week of intervention, he completed 3 out of 4. This was an exciting moment in our
intervention process because he was so proud to share his progress with me and show how he had
been using the chart moves map. Cameron loved the reinforcers he was able to choose from,
especially his favorite candy.
Something that I would do differently next time is talk to my mentor teacher about how
beneficial the intervention is since she rarely implemented it with consistency when I was gone. I
would explain to her how it improves Camerons homework behavior when implemented
consistently, which improves his overall behavior as he is getting extra practice with his math at
home as well as not having to stay indoors during lunch recess.
I will definitely use the skills and tips I learned through this process throughout my future
career! Everything that I learned helped me realize how important interventions are and how they
can improve many behaviors in the classroom ranging from mild to severe, and whole class to
individual behaviors. There are so many different intervention plans that fit each students needs
appropriately and can assist in behavior improvement. I even learned how to use Excel, which was
dramatically easier than I had initially thought. Overall, I would recommend a project of this kind
to any future educator or those interested in behavior modification.
Wenzel 22
Appendix A Indirect Data:
Interview with Teacher:
Wenzel 23
Functional Performance Rating Scale:
Wenzel 24
Classroom Discipline Plan Checklist:
Wenzel 25
Appendix B Direct Descriptive Data Collection
ABC Data Sheets: (See pages 6-7 of FBA/BIP Report)
Scatterplot:
Student:Cameron Grade: 4th School: Sycamore Elementary
Date(s): February 25, 2015 Observer: Amanda Wenzel
Behavior of Concern: Lack of Homework Completion
Additional relevant information: Homework is collected every morning on Tuesdays,
Wednesdays, Thursdays, and Fridays
Note: X indicates when target behavior occured
Setting or Times or Monday Tuesday Wednesday Thursday
Class
Intervals
Morning
HW
Collection
Morning
HW
Collection
Morning
HW
Collection
Morning
HW
Collection
Morning
HW
Collection
Morning
HW
Collection
Morning
HW
Collection
Week 1
Baseline
8:30-8:45
Week 2
Baseline
8:30-8:45
Week 3
Baseline
8:30-8:45
Week 4
Baseline
8:30-8:45
Week 5
Baseline
8:30-8:45
Week 1
Intervention
8:30-8:45
Week 2
Intervention
8:30-8:45
X
X
Wenzel 26
Narrative Behavior Observation:
Amanda Wenzel observing Cameron
Feb 25, 2015 (Wed) 8:35am Behavior of Concern: Lack of Homework Completion
Today after Ms. Miller requested students turn in their homework to the turn in bin at the back of
the room, Cameron proceeded to stay seated at his desk while other students handed in their
homework and quietly returned to their desks. When asked why he wasnt turning in his
homework from the previous day, Cameron replied with I dont have it.
BIP Chart Moves:
Wenzel 27
Baseline and Intervention Event Recording Frequency Form:
Event Recording Form
Students Name: Cameron
Subject/Period: Math Instruction
Behavior Definition (in specific, observable, measurable terms): The behavior that
will be targeted is lack of homework completion (one-sided math worksheet). This
behavior looks like the student is misplacing or losing assignments, has zero
problems completed on the assignments, or is not physically handing the assignment
into the turn in bin. An assignment is complete if the student attempts to complete
the homework with any problems filled in and if he physically hands the homework in
to the turn in bin the day it is due.
Time Period of Observation: Morning Homework Collection 8:30-8:45 Tue-Fri
Date
Tuesday
HW
Baseline Week
1
Baseline Week
2
Baseline Week
3
Baseline Week
4
Baseline Week
5
Intervention
Week 1
Intervention
Week 2
l
l
Wednesday
HW
Thursday
HW
Friday
HW
l
Total # of
times behavior
occurred
2
l
l
1
l