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.


 * In order to reserve the student’s rights of privacy and confidentiality, I will refer to him as S.A. throughout this case study. **

The student I selected for the purposes of this Behavior Change Case Study requires intervention to decrease tantrums including self-injurious behaviors. This intervention will allow him, in turn, to increase his positive social, functional, and academic classroom participation.

At the time this Case Study was conducted, S.A. was aged 6 years and 2 months. He is a kindergarten student in Mrs. Mandy DeRight’s kindergarten-fifth grade mixed grade level, self-contained classroom for students with Intellectual Disabilities. S.A. has an IEP which indicates that he has an Intellectual Disability and severe impairments in attentiveness and receptive language. He has also been diagnosed with profound impairments in expressive language, pragmatics, speech, and fluency.

As a result of S.A.’s disabilities, his academic, social, self-help, daily living, fine motor, and overall communication skills are significantly delayed.

His priority educational needs include increasing his functional, academic, and social communication skills to a more age-appropriate level in order to enhance his academic learning and improve his overall quality of life. ||
 * __**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.

S.A. engages in self-injurious tantrums where he yells loud enough to cause teachers and other students in neighboring classrooms physical discomfort. S.A. will fall limply to the floor, scratch, bite, punch, smack, or kick himself or others repeatedly so that he leaves lingering marks. He also runs away from the group, sometimes hiding under tables or in small spaces within the classroom such as inside bookcases or cupboards where he is in danger of harming himself further due to lack of supervision and/or becoming stuck. On occasions, S.A. has escaped the classroom during his tantrums.

When he engages in these tantruming behaviors, S.A. misses the opportunity to participate in academic, social, and functional classroom learning activities. ||
 * __**Step 3**__. Answer the following questions and generate your hypothesis.

S.A. is most likely to engage in the problem behaviors when presented with a whole, cooperative group learning situation where a teacher or paraprofessional gives him a task directive with which he does not want to comply (i.e. ‘Come to the table for math time.’ or ‘Please stop making shadows on the Smart Board.’). He may also display these behaviors during transition times. He is least likely to engage in the behaviors when he is allowed free choice play time, while playing on the playground, or when eating snack or lunch.
 * 1. Under what circumstances is the problem behavior most likely or least likely to be observed (When? Where? Who? What? Why?) **

By demonstrating these behaviors, S.A. obtains the immediate attention of his teachers and peers. In taking time to deliver verbal and/or physical redirection and time outs, his teachers have provided him with a break (opportunity for task avoidance) from the undesirable academic, social, or functional learning task at hand.
 * 2. What consequences or results predictably follow the problem behavior? (What do they get? What do they avoid?) **

Environmental factors that could affect S.A.’s behavior include working in large, cooperative group settings. It is possible that he struggles in such settings due to a want for one-to-one attention, he is easily distracted by the work of others, or because he has lost interest or has become frustrated with the task at hand. During transition times, he may display the behaviors as a way to obtain attention of others, as well. Although concerns regarding S.A.’s level of hearing acuity have been brought to the attention of his mother at a recent parent/teacher conference, no other medical and/or physical factors that could affect his behavior are known at the present time. || My assumption as to the function or purpose of S.A.'s behavior is that by engaging in these trantruming episodes, he obtains the immediate attention of those around him. In addition, the time spent on redirection of his behavior allows S.A. the opportunity for task avoidance from the undesirable learning activity at hand.
 * 3. What other issues are important influences on the behavior? **
 * 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").

When S.A. engages in the tantruming behaviors he causes himself physical harm and misses the opportunity to participate in academic, social, and functional learning activities. These factors could result in his failure to achieve mastery of his educational goals. In addition, his tantrums also endanger others and disrupt the classroom learning environment. ||
 * __**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, S.A. will participate during all academic, social, and functional classroom learning activities without tantruming (yelling, falling limply to floor, scratching, biting, punching, smacking, or kicking himself or others, running from group, and/or hiding). ||
 * __**Step 6.**__ Write a complete behavioral objective for the replacement behavior.

When verbally prompted that it is time for each learning activity, S.A. will comply and participate without protest (no yelling, falling limply to floor, scratching, biting, punching, smacking, or kicking himself or others, running from group, and/or hiding) for at least four out of the five learning periods each day for the duration of two consecutive school weeks. ||
 * __**Step 7.**__ Identify student’s characteristics and strengths that could facilitate the behavior change. (Ex. The student is willing to commit, attends school, energetic…)

S.A.’s strengths include the following characteristics:
 * Energetic
 * Playful
 * Motivated by privileges like extra snacks, free choice play, computer & SmartBoard time, music, physical contact (hugs, high-fives, handshakes)
 * Maintains a good attendance record with few absences ||
 * __**Step 8.**__ Develop a Behavioral Support Team. Determine who should be on the team. Consider different environments and resources.

Members of S.A.’s Behavioral Support Team include: The system of data collection I selected for this Behavior Change Case Study was actually a combination of several different methods – anecdotal notation, duration, and frequency recording. I combined each of these methods into one behavior monitoring chart modeled after something called a “Maladaptive Behavior Card” my supervising teacher already had in use for other students. I made copies of the card, placed these on my clipboard, and carried it with me throughout the day.
 * Mrs. DeRight – S.A.’s classroom teacher
 * Miss Bunn – Senior Internship student in S.A.’s classroom
 * Mr. & Mrs. A – S.A.’s parents
 * Mrs. McCard – S.A.’s math group teacher
 * Classroom paraprofessionals
 * Mrs. Moses – S.A.’s school speech therapist
 * School Psychologist ||
 * __** Step 9. **__
 * A. Identify the appropriate system of data collection for use with the identified behavior. **

I chose this teacher-made method of data collection because it best satisfied the fluctuations in S.A.’s behavior. The anecdotal recording element allowed me to transcribe true and unbiased accounts of his tantruming behaviors throughout the school day for review at a later time by myself or others. The duration element allowed me to take note of how long S.A.’s tantrum lasted so that I could obtain a clearer picture of the time he spent disengaged from classroom learning activities, harming himself, and/or others. The frequency element let me make notes related to the number of times S.A. engaged in specific component behaviors (yelling, falling limply to floor, scratching, biting, punching, smacking, or kicking himself or others, running from group, and/or hiding) during each tantrum episode.
 * B. Provide a rationale for the selection of this method. **


 * C. Attach a copy of the data collection sheet. **
 * __** Step 10. **__ Collect baseline for at least 3 days or the data is stable.
 * __** Step 10. **__ Collect baseline for at least 3 days or the data is stable.

Baseline data was collected for five days (9/13 – 9/17/2010). Intervention began 9/20/2010. ||
 * __**Step 11.**__ Develop a behavioral intervention strategy suitable for the behavior and the student’s characteristics (use your readings, class lectures, and ideas)


 * Behavioral Intervention Plan: **
 * Specific Intervention Strategies: **
 * S.A. will receive specific praise when he complies with teacher’s and/or paraprofessional’s directives and participates in academic, social, and functional skill lessons.
 * S.A. will be provided with an individualized picture schedule featuring a “First/Then” area, Velcro dots, and communication symbols to help aid in his understanding of the various activities in which he will be expected to participate throughout his school day. This picture schedule will be portable so that he can carry it to other learning environments and use it to help maintain focus on the learning task at hand so that he can earn preferred activities and rewards.
 * When S.A. participates throughout (first) one whole lesson, (later) three whole lessons, (finally) the entire school day, he will get the chance to engage in a preferred activity such as earning additional small edibles (goldfish crackers, pretzels, pieces of fruit) during snack time, five extra minutes free choice play, ten minutes on computer, ten minutes listening to music, or five minutes playing with bumble ball toy. When S.A. receives five positive behavior reports home in one school week, his mother will further reinforce his good behavior by taking him to a favorite restaurant for dinner on the weekend or allowing him to watch a favorite cartoon.
 * Mrs. DeRight, Mrs. McCard, and Miss Crystal will each review expectations for students’ behavior before conducting key lessons (Reading, Language Arts, Science, Math, Social Skills) throughout the school day.
 * Teachers will conduct behavior mini-conferences with S.A. as necessary to discuss and role play or model what constitutes appropriate and inappropriate classroom behavior. S.A. will be presented with strategies for handling his frustration and improving his communication skills so that he is less likely to display tantruming behaviors.

Members of S.A.’s Behavioral Support Team, particularly Mrs. DeRight, myself, and Mrs. McCard.
 * Responsible Parties: **

**Review Date:** 12/10/2010 ||
 * Start Date: **
 * __** Step 12. **__ Implement the intervention and collect data for at least a week. Provide graph documenting the intervention. [[file:Intervention Chart.pdf]] ||
 * **__Step 13.__** Analyze the data and determine the effectiveness of the intervention.

This behavioral intervention plan was developed as a collaborative effort by each of the members of S.A.'s Behavioral Support Team during a conference on 9/20/2010.

During days one and two of intervention, I was skeptical that S.A.'s tantruming behaviors could ever be remediated, replacing them with more appropriate classroom habits. Initially, he seemed to be unresponsive to intervention efforts as his tantrum episodes were as frequent as they had been prior to beginning intervention.

By the latter half of the first week however, I began to see an improvement as the student's tantrums decreased to first nine, then only eight episodes throughout the entire school day. I gained confidence in the effectiveness of the intervention plan as I also took notice that S.A. was making small gains in time on task and participation during lessons I was teaching. Mrs. DeRight, Mrs. McCard, and I carefully set expectations for our students' behaviors, provided extensive specific praise, and prompted S.A. to refer to his picture schedule as necessary to reinforce the concept that only __he__ could decide whether or not to have positive behavior.

At the start of the second week of intervention, I was disconcerted to record that S.A.'s tantrums spiked up to ten episodes on Monday. In hindsight, I believe this was due to the break from the structure and routine of the school week. On the other hand, however, this flare in behavior was still three episodes less than on his worst day prior to intervention - which to me marks a small success, nonetheless.

During the next four consecutive days, S.A.'s tantrums decreased by one episode each day. At the conclusion of data collection, his time on task and participation in academic, social, and functional skill learning activities had increased by fifty percent over the course of the school day when compared to rates noted prior to intervention. Although, at this point, he still displays the problem behavior at the rather high rate of six episodes per day, I believe that by continuing to provide intervention services along with therapy to promote growth in his communication skills, S.A. can be expected to move into generalization and maintenance of more positive behavior approaches in the span of two to three school weeks.

While my data collection for the purposes of this case study has concluded, I intend to continue monitoring my student's progress until my Internship experience comes to a close. I am hopeful that he will continue to make positive accomplishments in both decreasing his problem behaviors and increasing his rate of overall classroom participation. ||
 * __**Step 14.**__ Identify three strategies you may use to ensure generalization and maintenance.
 * Continue to establish a positive and encouraging classroom community where S.A. feels welcome and valued participant who can achieve success.
 * Shift from continuous behavioral reinforcement to intermittent reinforcement, so that S.A. learns to govern his behavior on his own and finds motivation intrinsically, instead of only within the tangible rewards which I provide.
 * Teach S.A. to manage his own behavior by giving him a chance to monitor his improvement using a Self-Recording Data Sheet with his name, date, Smiley Face column for good behavior and a Sad Face column for inappropriate ones and columns for each learning activity or setting he goes through each day. He will attempt to take this Smiley Face sheet across school settings, in the cafeteria, library, and block (P.E., Media Center, and Art). ||

FLORIDA ACCOMPLISHED PRACTICES ADDRESSED

ACCOMPLISHED PRACTICE #1: ASSESSMENT
 * Draws from a repertoire of techniques to accommodate differences in students’ behavior.
 * Maintains observational and anecdotal records to monitor students’ development.

ACCOMPLISHED PRACTICE #2: COMMUNICATION
 * 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

ACCOMPLISHED PRACTICE #3: CONTINUOUS IMPROVEMENT
 * 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.

ACCOMPLISHED PRACTICE #9: LEARNING ENVIRONMENTS
 * 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.

ACCOMPLISHED PRACTICE #10: PLANNING
 * Regularly reflects upon her/his own practice and modifies behavior based upon that reflection.

ACCOMPLISHED PRACTICE #11: ROLE OF THE TEACHER
 * 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

ACCOMPLISHED PRACTICE #12: TECHNOLOGY
 * 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.
 * **Course Objective #**
 * CECG8-S1; CECCC5-S6; FEAP1; FEAP7; FPE8-1**

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
 * **Course Objective #**


 * 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. ||


 * **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**
 * **Course Objective #**

**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.
 * **Course Objective #**


 * 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. ||
 * **Reflection**
 * Disposition** || State rational for selection of behavior identified for change. State rational for behavior selected as replacement behavior (culturally sensitivity). ||  ||   ||   ||