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Subject Information
Non-medicated Non-classified
504)
in Low 5th Grade math, literacy, science, and Spanish at local charter school. Loves reading, competition swimming, the
Enrolled
Target Behavior
Off-Task
Looks Like:
When
given a task, such as an independent writing or math assignment, BL does not initiate or complete the task during class time. BL is off task by reading a book, moving in his chair, fidgeting with and touching his clothing and materials on his desk or his neighbors desk, talking to or staring at peers, and looking around the classroom.
Replacement Behavior
On Task
Looks Like:
When
given an independent writing or math assignment, BL will initiate and complete the assigned task (student will pick up pencil, put pencil to paper, write words or numbers related to the assignment on the paper, have eyes on the paper, will raise hand to ask for help from the teacher when needed within 10 seconds) during literacy and math class time in the general education classroom. BL will initiate teacher request within 10 seconds.
Assessments Conducted
Direct Assessment
Momentary Time Sampling - :15 sec. intervals (10) ABC Analysis Scatter Plot Baseline
Assessment
Rating Scale
Literacy
Interview
Literacy
Baseline shows BL is On-Task an average of 45% of the time, compared to male peer an average of 87% of the time.
Independent Direct observation, assignments ABC analysis, interviews, and rating in math, writing, literacy scales determined the function is:
Escape/Avoi d
Function-based Intervention
behavior exhibited.
minute free time computer or reading
Redirection
On-Task, BL given red marble to put in clear jar on desk Off-Task, BL given redirect to get back On-Task Immediate 10 minute free computer or reading time
Results
Midway results show that BL is making great improvements with his On-Task behavior. BL has not hit an average of 80% On-Task behavior yet, but this data shows that the intervention is working and needs to continue.
120 Data taken with time interval 100 at 12 minutes 80 77% On-Task Rate when data 60 taken over 10 observations 40 Week off for Spring Break Note the drop in On-Task behavior 20 0 to 55% & 52% the return day to school after Spring Break
9 10
Check
time
Time intervals increase with the desired result of intervention being faded out.
Discussion
It is important to note that making minor tweaks to the physical intervention may need to happen so that the intervention is successful.
Red line on marble jar was moved down so that rewards could be earned more often
The continuation of this intervention is being made with the intent of target student internalizing self-monitoring habits. Drop in On-Task behavior after a week long break suggests that the intervention also needs to continue as On-Task behavior has not been internalized.