Behavior+Change+Project

Due: 11/29/10

= Behavior Change Project Steps = ||
 * __Step 1.__ Select a student in your school that you feel needs assistance with __increasing__ or __decreasing__ an academic or social behavior. Include a short description of the student providing relevant behavioral information.

The student I chose needs assistance in **decreasing** her behavior so she can participate more and become successful in academic learning activities.

I will refer to the student I selected as M.D. She is a 7 year old student who was born on Sept. 17, 2003. She is repeating Kindergarten due to lack of Kindergarten Readiness Skills. She has an IEP that indicates she is Speech-Language Impaired and has Specific Learning Disabilities. Her Spring 2010 FAIR Results- Probability of Reading Success is at 26% (goal is 85%).


 * Effects of disability on participation in general curriculum: **

M.D.'s language disorder interferes with her ability to answer questions and express her ideas and thoughts in the classroom.


 * Priority Educational Needs: **

To improve her ability to understand and use language concepts appropriate for her age as well as her ability to answer WH questions approriately.


 * Measurable Annual Goals based on her IEP: **

1. M.D. will follow 2 step directions that contain language concepts with 75% accuracy over 3 data sessions.

2. M.D. will identify and describe nouns from different categories with 80% accuracy over 3 data sessions.

3. M.D. will answer WH questions based on presented information with 80% accuracy over 3 data sessions. ||
 * __Step 2.__ Operationally **define the problem behavior** __currently__ being demonstrated. Be very specific. Use terms that describe observable behavior only. If you can't see it, hear it, touch it, don’t include it.

Anwer: M.D. is a 7 year old American girl who completes (write, trace, color, cut & paste) her bellwork seatwork from 8:35-9:45am daily when she gets to Ms. Tucker's Regular Ed Kindergarten class. However, she would hastily do her seatwork and would turn the paper over and start coloring the back (blank) page that has nothing to do with their assigned seatwork. Also, when I get there in the morning at 8:45 to pick her up for our morning Reading Mastery class, she is **refusing** and would say, "No, I don't want to go, I want to stay here." After much prompting and sometimes, she waits until her teacher firmly states, "M.D.! It's time to go with Ms. Hauser."

When I finally get her to Rm. 206, she will begin the class following directions but within just 2-3 minutes, she **will put her head down** on the desk and **refuse to participate**. When continually asked to sit up, she starts **whining, even grunting** and will either start **crying** or she will start **humming** or **singing** in the middle of the lesson as she's looking into space.

When she chooses to hum, sing, or cry, she misses her participation points during Reading Mastery Time. When she refuses to participate in the lesson as a group and individually, she will turn to the teacher and say things like, **"Can I go to the bathroom?"** within just minutes of getting to the classroom or say "I want to go home." ||
 * __Step 3.__ Answer the following questions and generate your **hypothesis**. (Insert FBA)

1. Under what circumstances is the problem behavior most likely or least likely to be observed (When? Where? Who? What? Why?)

When and Where Does Behavior Occur: Daily between 8:45am- 9:15am from her being pulled out in her home room (Ms. Tucker's) and into Ms. Wright's Reading Master Small Group Instruction from Bldg 9 to Bldg 2 Rm. 206.

2. What consequences or results predictably follow the problem behavior? (What do they get? What do they avoid?)

When M.D. lays her head on table, she doesn't participate and does not see visual prompts that teacher uses for instruction. She gets to avoid answering verbally. She does not answer together with the group like she's suppose to.

3. What other issues are important influences on the behavior? (see below)

**FUNCTIONAL BEHAVIOR ASSESSMENT (used to develop hypothesis):**


 * //A. Review Onset, Duration, Frequency and Severity of Behavior://**

//**When and Where Does the Behavior Occur?**//

Daily between 8:45am- 9:15am from her being pulled out in her home room (Ms. Tucker's) and into Ms. Wright's Reading Master Small Group Instruction from Bldg 9 to Bldg 2 Rm. 206.


 * //Who is Present When the Behavior Occurs?//**

Ms. Hauser, Ms. Wright, and 4 other classmates.


 * //What activities Are Most Likely or Least Likely to Cause Behavior?//**

Most Likely: When the teacher gives a directive: (ie. 'Finish your work and let's go to Rm. 206,' doing actions and verbally answer questions during small group direct instruction. Least Likely: When she goes back to her classroom, during whole group instruction when her name is least likely to be called and her teacher mostly leaves her alone.

//**Are There Situations When the Behavior Never Occurs?**//

When it's Computer Time or Seatwork time when she is left alone to work quietly by herself.

//**What Happens Immediately Before/After the Behavior Occurs?**//

Before: Teacher gives directive that M.D. does not want to comply. Directive that requires her to do actions or answer/enunciate words clearly. (use of language) After: Verbal prompts, Role Modeling, Re-directing her.

//**What Does the Student Get or Avoid by Demonstrating Behavior?**//

M.D. gets to avoid participating in interactive Reading and Language Interaction.

//**B. Student History and Information:**//

//**Identify Environmental Factors That Could Affect Behavior:**//

Changes in morning routine (transition: physical room and activity) (M.D. have just started her day for a few minutes each time I go to her class to bring her to our class which is in another building). Also, changes with her home life might be factor.

//**Identifiy the Student's Strengths and Weaknesses:**//


 * Strengths:**
 * M.D. has sight recognition of capital letters.
 * She is using sentences to indicate her needs and thoughts and to participate in group activities.
 * She continues showing progress on her ability to follow directions as well as increasing vocabulary skills and improving her ability to answer questions appropriately.
 * She is able to recognize 11/11 colors presented.
 * She can rote count to 6. Based on FAIR test, she can identify letters and sound knowledge as 24/26.

//**Weaknesses:**//
 * Based on my (as well as the therapist) observation and work samples, M.D. has difficulties with fine motor (cutting, pasting, coloring, and writing) and visual motor skills.
 * She has difficulty writing her name but since I started working with her on the directionality of writing, she has improved.
 * She still has difficulty writing other letters in the alphabet.
 * She is unable to draw a person with more than 3 parts. Her FAIR listening comprehension is 2/5.
 * Her performance on classroom assessment is below 50% across Reading and Math.
 * She has a difficult time completing class work and staying focused and on task.
 * Her SPRING 2010 FAIR Test showed Probability of Reading Success 26% (goal of 85%).
 * Evaluation results indicate that M.D.'s intellectual functioning is within the Below Average category of cognitive ability as well as her Academic Achievement is below expectancy for her age and learning ability.
 * She is unable to recite her ABC's//**.**//

//**Identify Medical and/or Physical Factors that Could Affect Behavior:**//

None known. However, I've observed on 3 at least different occasions that M.D. complained of having a headache.

//**Review Academic and Behavior Record to Determine What is Rewarding or Reinforcing About the Behavior:**//

Avoidance of task: manipulate the situation. When you allow M.D. put her head down on table, or go to the bathroom this reinforces her lack of participation.

//**Develop an Assumption as to the Function or Purpose of the Behavior:**//

Escape or Avoidance: gets out of expected task, manipulation of situation.

When verbally prompted that it's time to go to Reading in the morning, M.D. refuses to go and when she finally goes with much prompting to Rm. 206, she **will put her head down** on the desk and **refuse to participate**. When continually asked to sit up, she starts **whining, even grunting** and will either start **crying** or she will start **humming** or **singing** in the middle of the lesson as she's looking into space. When she chooses to hum, sing, or cry, she **misses her participation points during Reading Mastery Time**. When she refuses to participate in the lesson as a group and individually, she will turn to the teacher and say things like, **"Can I go to the bathroom?"** within just minutes of getting to the classroom or say "I want to go home." ||
 * Hypothesis:**
 * __Step 4.__ Provide a rationale for selection of the problem behavior. State why it is important / necessary for this behavior to be changed (e.g., "not completing homework could result in failing the class" or "hitting others will result in disciplinary action").

M.D.'s uncooperative behavior during our morning Reading Group results in her being unable to engage in Reading Mastery instruction, which is an integral part in developing her language, vocabulary, and comprehension skills. Her behavior needs to be changed so that she can acquire necessary skills to succeed and pass Kindergarten allowing her to participate and interact within the classroom and beyond. ||
 * __Step 5.__ Operationally define what the **Replacement Behavior** should look like __following the Intervention__ (i.e., exactly what do you hope to see after you have worked your magic). Again, this should be stated in observable terms.

Following the intervention, M.D. will walk with Ms. Hauser **without protest** and participate during Kinder Reading Mastery Small Group at Rm. 206 between 8:45 to 9:15am by **verbally answering with the group**, **keeping her head up, physically following different action directions** without asking to go to the bathroom and without singing, whining and crying. ||
 * __Step 6.__ Write a __complete__ **Behavioral Objective** for the replacement behavior.

When verbally prompted that it is time for Reading Group daily in the morning between 8:45 to 9:15 a.m., M.D. will comply and participate verbally and physically to verbal and action directions without protest (no whining, humming, singing, crying, putting head down, or asking to go to the bathroom) and complete her worksheet correctly with 80% accuracy 4 out of 5 days. ||
 * __Step 7.__ Identify student’s characteristics and strength that could facilitate the behavior change. (Ex. The student is willing to commit, attends school, energetic…)

M.D. is a sweet girl who is **willing to please her teachers** by getting happy faces or moving her name clip up to progressively better behavior on the teacher's Behavior Chart. She attends school 90% of the time. ||
 * __Step__ 8. Develop a **Behavioral Support Team**. Determine who should be on the team. Consider different environments and resources.

M.D.'s Behavioral Support Team will include:

A. Identify the appropriate system of data collection for-use with the identified behavior.
 * 1) Ms. Tucker- Her homeroom teacher. (Who she spends most of her school day with)
 * 2) Ms. Wright- Her ESE Resource teacher. (Sees her in Push In and Pull Out Group)
 * 3) Ms. Hauser- Me (Sees her in Push In and Pull Out Group)
 * 4) Ms. King- Guidance Counselor (Resource for Counseling)
 * 5) Mr. Medina- Behavior Specialist (Comes to any place in the school to correct behavior)
 * 6) M.D.'s Parents (Resource for important home life information) ||
 * __Step 9.__


 * ABC (Antecedent, Behavior, Consequence) Anecdotal Record & Frequency Record. **
 * (Behavior Rating Scale also used.) **

B. Provide a rationale for the selection of this method

**Anecdotal Record:** Written to provide as complete a description in everyday language as possible of student's behavior in a particular setting or during an instructional period. Used primarily for analysis, not for evaluation.
 * Frequency Record:** Used because it's fastest and most practical way to mark the number of times M.D. engages in her behavior during my Reading instruction.

C. Attach a copy of the data collection sheet. ||

**Date & Time** || **Antecedent** || **Behavior** || **Consequence** ||
 * 9/20/10 8:45am || Teacher: “Goodmorning M.D., it’s time to go to Rm. 206 for our Reading Group.” || M.D.: “I don’t want to.” Slops down on desk. ||  ||
 * || Teacher: “M.D. finish your seatwork and let’s go to Rm. 206. || M.D. “But I have to finish coloring.” Continues to color. ||  ||
 * || Teacher: “M.D. we need to go.” ||  || Homeroom Teacher: Sternly orders M.D. that when Ms. Hauser says it’s time to go, then it’s time to go. ||
 * 9/20/10 8:50am || Teacher begins lesson quickly. Direction is fast paced according to curriculum. Most of the group is answering together as ordered by teacher. || When M.D. is unable to answer and enunciate like her peers, she puts her head down on the desk. || Teacher: “M.D. sit up please.” ||
 * 9/20/10 9:00am || Teacher continues lesson requiring students to do actions and verbalize them. || M.D. starts singing, then humming, and whining. || Teacher: “M.D. pay attention and answer together with the class.” ||
 * 9/20/10 9:05am || Teacher continues lesson requiring students to do actions and verbalize them. || M.D. starts crying, then says she wants to go home. Then she asks if she can go to the bathroom. || Teacher: “M.D. you will have to wait until we get back to your classroom in just a few minutes. ||
 * 9/20/10 9:10am || Teacher continues lesson requiring students to do actions and verbalize them. || M.D. grunts, crosses her arms over her body and refuses to participate in instruction. ||  ||

*This Anectdotal Record was used for 3 days (9/20-9/23) and M.D. displayed the same behaviors in the same manner.


 * __Step 10.__ Collect **baseline** for at least 3 days or the data is stable.

**This Baseline Data was collected for 10 days (2 week period)**

||
 * __Step 11.__ Develop a **__behavioral__** intervention strategy suitable for the behavior and the student’s characteristics (use your readings, class lectures, and ideas)

** Specific Intervention Strategies: **

 * M.D. will earn a yellow 'Smiley Face' (she loves getting smiley faces) sticker if she complies to instruction that it's time for Reading Group in Rm. 206. [[image:smiley.jpg width="39" height="40"]]


 * M.D. will receive specific praise when she complies to directions. (ie. "Thank you M.D. or acting quickly, standing up and pushing your chair in after hearing my direction.")
 * Ms. Hauser will adapt M.D.'s homeroom teacher's Behavior Chart so that M.D. sees it in Rm. 206 as well.
 * In Reading Group Rm. 206, after M.D. earns 3 points/tally marks, for sitting up tall, answering with the group, and doing actions, she will get to move her name on the Behavior Chart from green (Good) to blue (Great!)
 * In Reading Group Rm. 206, after M.D. earns a total of 6 points/tally marks, for sitting up tall, answering with the group, and doing actions, she will get to move her name on the Behavior Chart from blue (Great!) to purple (Fabulous)
 * In Reading Group Rm. 206, when M.D. participates throughout the lesson, she will get to engage in her preferred activity worksheet and color it afterwards. (she loves to color)
 * When her name is moved up or down a color on the Behavior Chart, either way, Ms. Hauser will give a report to her home teacher.
 * Teacher will review daily students' Behavior Expectations and Chart before conducting lesson.
 * M.D. will be spoken privately about appropriate behavior, taught through role modeling/play, shown visual prompts, and be given appropriate words to use.

ESE Resource Teacher, Classroom Teacher, and Paraprofessional.
 * Responsible Persons:**


 * Start Date:** 10/11/2010
 * Review Date:** 12/10/2010 ||
 * __Step 12__. Implement the intervention and collect data for at least a week. Provide graph documenting the intervention.

Intervention and Data collected over a 2-week period (10 days) ||
 * __Step 13__. Analyze the data and determine the **effectiveness of the intervention**.

I started the intervention after speaking to key Support Team members. After discussing and listening, I proposed the listed intervention. First day of intervention went well cutting M.D.'s behavior in half as shown on the Intervention Data. This is also reflected on the second day of intervention. I was pleased with what seems like a great start. On the 3rd day of intervention, I noticed M.D. was in a less responsive mood that morning. Her negative behaviors flared up to 4 instances. I believe this might be because during the second half of our class, she got into an argument with a classmate who pointed out her mistake on following directions. This seemed to have discouraged her and for the rest of our time, she did not participate. At the end of class, I spoke privately with her and told her the specific consequences of her incompliance the next time.

On the fourth day of intervention, she mentioned that she has a headache while we were walking from her class to Rm. 206. She hummed, put her head down, then asked to go to the bathroom which seemed to be her way to escape the tasks that day. Either way, it was still one less occurence of her misbehavior compared to the previous day. On Friday, all the Kindergarten classes went to a Field Trip at a local farm so I did not see M.D. The Field Trip is indicated on the Intervention Data.

The next three consecutive days of intervention (days 5 thru 7), seemed to be working with M.D.'s behavior occuring only twice on each day. M.D. She loves earning her smiley face stickers for her compliance when instructed that it's time for our Reading Group in the morning. She earns this as soon as we get inside Rm. 206. This gives her gratification delivered quickly. She's also very cognizant of the Behavior Chart I adopted (smaller scale/version) from her homeroom teacher. The Behavior Chart located and posted on the front of the classroom serves as her visual guide as to how she is doing. She needs constant reminding that we start at green (Good) and that she can earn 3 points to go to blue (Great). She wants to be on purple (Fabulous) which is the highest you can go on the behavior chart. I believe she wants to achieve the purple behavior status because she sees her homeroom peers are able to achieve this and how much compliment and praise they get afterwards. The last 3 days of intervention shows stable and much improvement from M.D. I believe this is due to consistently implementing the interventions I put forth.

Overall, the Intervention Data shows that the interventions are working. Some factors that contribute to this aside from the consistency and finding things that she will work for, is the fact that I've also made sure that I'm building a positive and nurturing relationship with her. I make sure that she knows I'm giving her extra help, not just in our small group but also when we take them back to their room and I continue to provide that extra layer of support that she needs. She also sees me at the end of the day when I do my Car Duty and I make sure that I smile and acknowledge her. While sitting with the rest of her peers waiting to be picked up (she's a car rider) I would go to her and ask her how she's doing. She's been happy to reply that she's been on blue so I definitely see an improvement in her behavior. I am proud of her efforts so far. ||
 * __Step 14__. Identify **three strategies** you may use to ensure **generalization and maintenance**.

1. Making instructional setting (our time in Rm. 206) **similar to** general setting (her homeroom where she spends most of her school day). 2. I will shift from continuous reinforcement to **intermittent reinforcement**. 3. Teach M.D. to **manage her own** behavior by giving her a chance to monitor her improvement by using a **Self-Recording Data Sheet** with her name, date, Smiley Face column for good behavior and a Sad Face column for inappropriate ones and columns for each setting she goes through each day. She will attempt to take this Smiley Face sheet across school settings, in the cafeteria, library, computer lab, and specials (P.E., Music, and Art). ||

**BEHAVIOR CHANGE PROJECT** FLORIDA ACCOMPLISHED PRACTICES ADDRESSED ACCOMPLISHED PRACTICE #1: ASSESSMENT ACCOMPLISHED PRACTICE #2: COMMUNICATION ACCOMPLISHED PRACTICE #3: CONTINUOUS IMPROVEMENT > ACCOMPLISHED PRACTICE #9: LEARNING ENVIRONMENTS ACCOMPLISHED PRACTICE #10: PLANNING > ACCOMPLISHED PRACTICE #11: ROLE OF THE TEACHER ACCOMPLISHED PRACTICE #12: TECHNOLOGY
 * Draws from a repertoire of techniques to accommodate differences in students’ behavior.
 * Maintains observational and anecdotal records to monitor students’ development.
 * Establish positive interaction in the learning environment that uses incentives and consequences for students
 * Provides opportunities for students to receive constructive feedback on individual work and behavior
 * Identifies principles and strategies for affecting changes occurring in her/his classroom and school.
 * Uses data from her/his own learning environments as a basis for reflecting upon and experimenting.
 * Works as a reflective practitioner and develops the skills to recognize problems, research solutions, and evaluate outcomes.
 * Recognizes cognitive and affective needs of individual students and arranges learning environments and activities to meet these needs
 * Provides opportunities for students to be accountable for their own behavior.
 * Provides a safe place to take risks.
 * Monitors learning activities by providing feedback and reinforcement to students.
 * Regularly reflects upon her/his own practice and modifies behavior based upon that reflection.
 * Develops and expands strategies that are effective in fulfilling the role of student advocate, and is familiar with laws (State and Federal) and court ordered mandates.
 * Proposes ways in which families can support and reinforce classroom goals, objectives, and standards.
 * Works with colleagues to identify students’ educational, social, and emotional needs
 * Uses, on a personal basis, learning media, computer applications, and other technology.
 * Utilizes instructional and other electronic networks to gather information.
 * Uses technology in lesson and material preparation.
 * Uses technology to assist with instructional and classroom management.

BEHAVIOR CHANGE PROJECT RUBRIC


 * **Evidence of Professional Competencies** || ====== Target (Advanced) ======

**3 points** || ==== Acceptable ====

**2 points** ||  **Developing** **1 point** ||  **Unacceptable** **0 points** || Demonstrate the ability to collect, record, and analyze data and use the analysis to make changes in instructional or classroom management strategies. **CECG8-S1; CECCC5-S6; FEAP1; FEAP7; FPE8-1**
 * **Course Objective #**

FEAP #1: ASSESSMENT
|| Child Change Project (CCP) is based on multiple assessments (i.e., review of available student records, interviews with other professionals or family, anecdotal recordings, and systematic observations). Data collected provides strong background information to develop and analyze a behavioral intervention plan. Assessments consider cognitive, biophysical, developmental, and physical-environmental factors to assist in understanding problem behavior. || Child Change Project (CCP) is based on several assessments (i.e., review of the records, at least one interview with either another professional or a family member, at least one anecdotal recording, and at least one appropriate systematic observation). Data collected provides adequate background information for the development of a behavioral intervention plan. || Child Change Project (CCP) is based on one form of assessments. Problem behavior is adequately described or measured. Minimal (3 or less observations) data points are collected to develop an appropriate behavioral intervention plan. || Child Change Project (CCP) is based on a limited number of assessments. Problem behavior is not adequately described or measured. Does not include data collection measures. || Use technology as a tool for classroom management.
 * === Course Objective # ===

FEAP #12: TECHNOLOGY
|| Extensive use of computer software to word process report, create data collection and monitoring forms, and to graph data. All parts of graph are correctly labeled. || Some use of computer software to word process the report and to create data collection and monitoring forms. Graph is handwritten with all parts or computer generated with most parts labeled correctly. || Minimal use of computer software. Handwritten reports and data collection forms. || Reports are handwritten. || State and apply the concepts of action research **FEAP #3: CONTINUOUS IMPROVEMENT** **FEAP #10: PLANNING** || Uses assessment data to identify problem behavior. Describes behavior in observable measurable terms. Develops a hypothesis statement that is strongly supported by CCP data. Writes an appropriate replacement behavioral objective. Designs an action plan that employs behavior change strategy. Implement and closely monitor plan and student outcomes. Plan is evaluated based on data collected and effectively adjusted if student outcomes do not indicate progress on behavior objective. || Targets problem behavior. Develop a hypothesis statement that is somewhat supported by CCP data. Writes a behavioral objective related to the target behavior. Designs an action plan. Implements and monitors plan. Student outcome data is collected. Plan is evaluated but only minimal adjustments are made if student outcomes do not indicate progress on behavioral objective. || Problem behavior is clearly identified or described. Hypothesis statement is not adequately supported by CCP data. Behavioral objective is related to problem behavior. Designs an action plan. Plan is implemented and monitored inconsistently. Evaluation does not lead to adjustments in plan when student outcome data indicates little or no progress on behavioral objective. || Problem behavior is not clearly identified or described. Hypothesis statement is not adequately supported by CCP data. Behavioral objective does not contain all parts and is loosely related to problem behavior. Steps in action plan are not clearly defined. Plan is not implemented or monitored consistently. No evaluation of plan is completed. ||
 * **Course Objective #**


 * **Evidence of Professional Competencies** || ====== Target (Advanced) ======

**3 points** || ==== Acceptable ====

**2 points** ||  **Developing** **1 point** ||  **Unacceptable** **0 points** || Demonstrate knowledge of specialized behavioral techniques (e.g., cognitive behavior modification, social skills, self-management, etc.). **CECGC4-S9; VE11-2; FPE7-5; CECGC7-K1; FPE8-4; FPE16-4** **FEAP #9: LEARNING ENVIRONMENTS** || Develops and implements a research based behavioral intervention plan that includes strategies to manipulate antecedent conditions, teach new social and communication skills, and redesign consequences. Focus is placed on adjustment of teacher behavior (e.g., routines, responses, instructional routines) and improving learning environments (e.g., curricular accommodations, social networks). || Develops and implements a researched based behavioral intervention that includes a reinforcement system and intervention strategy. There is evidence of manipulation of antecedent conditions to improve the learning environments and adjustment of teacher behavior. || Behavioral intervention is limited to simple behavioral techniques. Research base not provided. Emphasis is placed on redesigning consequences, modify the environment, or teach replacement behaviors. No evidence of antecedent manipulations. || Action plan is limited to behavioral techniques that do not align with stated target (replacement) behavior.. Strategies to adjust teacher behavior, modify the environment, and teach replacement behaviors are not evident. || Demonstrate the ability to collaborate effectively with students, parents, and agencies to modify student behavior. **FEAP #2: COMMUNICATION** **FEAP #11: ROLE OF THE TEACHER** || Strong evidence of collaboration with teachers, support personnel, and families in assessment and development of interventions. Plan shows strong evidence of shared responsibility with the student, other professionals and the family in implementation of interventions. || Evidence of collaboration with at least one other staff member or a parent to assess behavior and develop a behavior plan. At least one other professional or a family member is involved in implementation of the plan. || Minimal evidence of collaboration in assessment of behavior, development of behavior plan, and implementation of interventions. || No evidence of collaboration in assessment of behavior, development of behavior plan, and implementation of interventions. || **Disposition** || State rational for selection of behavior identified for change. State rational for behavior selected as replacement behavior (culturally sensitivity). ||  ||   ||   ||
 * **Course Objective #**
 * **Course Objective #**
 * **Reflection**