Managing the Learning Environment Nicole Beck MLE Phase 3 Describe the context/situation: This semester, I am working in a middle

school life skills classroom. One of my students, R, is 12 years old. R has autism and is a first year student at this school. During 4th hour, I accompany R to lunch with the rest of her peers in the lunchroom. Throughout this period R has the tendency to start crying. and she will then yell or start to cry. Operational De inition: !y goal is to decrease the amount of out"ursts that R has during lunch. The out"ursts would include her crying and her shouting in the lunchroom during her lunch period. Baseline Data: R will cry multiple times throughout the lunch period. I took data for fi#e days to get an a#erage of how often R was crying. I started collecting my data from the time that we left the classroom to the time that we returned "ack to the classroom. $fter collecting my data I found that R will cry an a#erage of 4.2 times a day during her lunch period. Date &mount o times ' crie! Mon!a" %&'&( + #ues!a" %&'1)( , $e!nes!a" %&'11( 4 #hurs!a" %&'12( 2 %ri!a" %&'1*( 4 ome of her peers will try to talk to her

Propose! intervention: (!esire! outcomes or expectations: I will ha#e a chart that we will use in the lunch room. I will keep the chart with me and "ring it to each lunch period. If R makes it through the lunch period without crying, she will recei#e a star for the day. -hen we are

sitting in the .ym after lunch she will get to place the star on her chart. If she gets * stars for the week she will get to pick out a piece of candy on /riday. I e0plained my !12 to R and asked her what she would like her pri3e to "e and she told me that she likes lollipops. I will "e using that as my reinforcer since it is something that she would "e willing to work toward. !y hope is to decrease the amount of times that R will cry during her lunch hour. (&ntece!ent strategies: 4efore we go into the lunchroom I will talk with R a"out what is going to happen. -e will read a social story a"out how she should "eha#e while she is in the lunchroom. R responds #ery well to social stories and they really help her when it comes to transitioning from one acti#ity to the ne0t. The story e0plain to her that we are going to lunch and that it is not appropriate to cry in the lunchroom and that crying will not get her out of things. I will also remind her that in order to win a lollipop at the end of the week she needs to earn three stars "y /riday. (conse)uence strategies: R will "e recei#ing a lollipop at the end of the week if she displays the appropriate "eha#ior %not crying( in the lunch room. I will also gi#e #er"al praise throughout the lunch period to encourage R not to cry. -hen are completes an acti#ity %e0. -aiting in line, getting her lunch, paying for lunch( I will gi#e her praise for completing the acti#ity without crying or yelling. !ata collection: I will collect data "y o"ser#ing R throughout the lunch period to see how many times she starts to cry or yell. I can mark the amount of times in my note"ook to make sure that my data is accurate. I will collect data e#ery day until the program ends to see how this system is working.