PBIS

Running head: PART III BASELINE 1

Part III Baseline Data Collection

SAMPLE PAPER

Arkansas State University

ELSE 6163 Positive Behavior Interventions and Supports

July 24, 2016

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Part III: Baseline Data Collection

Baseline and Intervention Chart

The data was collected from Monday 7/25/2016 through Friday 7/29/2016 using event

recording. Each observation was done between 9:00 a.m. and 9:30 a.m. during independent

work time. I determined my baseline to be 8.4 events of engaging in off-task behaviors within

an interval of thirty minutes. I established a range of stability for my data, which spans from

4.2 to 12.6 events of engaging in off-task behaviors within an interval of thirty minutes. All of

my data points are within this range. This behavior occurred multiple times a day during my

observations and continued for an extended amount of time. The off task behavior occurred an

average of 114 minutes out of the total 150 minutes of observation, resulting in the student

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Baseline Data Chart

Baseline data

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engaging in off-task behaviors 76% of the time. Based on this data, I can conclude that the

target behavior is consistent and continuous, and if left without intervention, will continue.

Reflective Journals

Day One 7/25/2016

On July 25, 2016, Shelby was observed in the classroom with her peers for thirty minutes.

She was greeted by the teacher when she entered the classroom, and she went to her desk

without any disruptions. The classroom was quiet and was organized. The other students sat

quietly at their desks, and some students talked quietly with a peer. Shelby sat at her desk and

did not engage in conversation with her peers. The teacher gave instructions for a division

worksheet and passed it out to the class. Shelby received her worksheet and examined it. At

minute eleven, she raised her hand, and the teacher came to her desk. She asked to go to the

restroom, and the teacher allowed her to go. She left the room at minute thirteen of the

observation. The other students in the classroom began to work while the teacher circulated

the classroom to monitor. Shelby returned to the classroom at minute twenty-four of the

observation. The teacher immediately asked her to get to work on the assignment, and Shelby

became upset. She kicked the desk in front of her. She told the teacher that she did not feel

well and asked to lay her head down on her desk. The teacher complied with the request.

Shelby laid her head down on the desk and did not work for the remainder of the observation.

Day Two 7/26/2016

On July 26, 2016, Shelby was observed in the classroom with her peers for thirty

minutes. When she entered the classroom, she was greeted by the teacher and sat at her desk.

The classroom was neat and organized. At minute two, Shelby began to talk with a peer, and

they laughed loudly. The teacher prompted the students to begin working on their assignments

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and Shelby continued to talk with her peer for another minute. The other students were

working quietly. At minute six, Shelby has not started her assignment. She sat at her desk

looking at the page. The teacher monitors the classroom by circulating the room and stopped

to answer questions of students with their hands raised. At minute ten, Shelby went up without

permission and walked to the pencil sharpener. She sharpened her pencil, then broke the lead,

and re-sharpened the pencil. It took her three minutes to get the pencil sharpened. Shelby

tapped her pencil on a peer’s desk as she walked back to her desk, and exclaimed loudly that

she had broken her lead again. The other students giggled. Shelby returned to the sharpener

and sharpened her pencil for another minute. She returned to her desk at minute seventeen of

the observation. She began working on her assigned task. At minute twenty-one, she turned to

the classmate behind her and whispered something, and they laughed loudly. Shelby stuck her

tongue out at the other student. The teacher prompted her to work. Shelby raised her hand, and

the teacher went to her desk to assist her. The teacher worked the first three problems with

Shelby and then returned to monitoring the classroom. Shelby worked on the assignment for

the remaining five minutes of the observation without disruption.

Day Three 7/27/2016

On July 27, 2016, Shelby was observed in the classroom with her peers for thirty

minutes. The classroom was clean and organized. When she entered the classroom, she was

given a handout with one-step multiplication and division problems. Shelby looked at the

assignment and signed loudly and slammed it down on her desk. She threw her backpack off

onto the floor loudly, and sat in her desk, sighing and grumbling. At minute five, the teacher

instructed the student to complete the assignment she had given them, and it would be taken as

a quiz grade. They would be able to use notes or previous assignments to assist them in the

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work. Shelby mumbled and laid her head on her desk. She continued to lay her head on her

desk and draw on the back of the page for the next five minutes until the teacher prompted her

to work on the assignment. At minute thirteen, Shelby asked out loud to see the nurse because

she had a headache. The teacher allowed her to go to the nurse. Shelby looked in the window

of the door after leaving a made a face at another student and laughed. Shelby did not return to

class until minute twenty-six of the observation. She sat at the desk and exclaimed that she

would just get a zero. The teacher walked to her desk and explained that she would give her

time to work on the quiz the next day. Shelby replied that it would not matter because she

would still fail. She began to write her name on the paper at minute thirty of the observation.

Day Four 7/28/2016

On July 28, 2016, Shelby was observed in the classroom with her peers for thirty

minutes. The classroom was neat and organized. The teacher handed out assignments from the

previous day and instructed the students to complete the assigned task if they did not complete

it previously. Shelby took her paper and sat down at her desk. She examined the paper and

began working on the assignment. The teacher circulated the classroom and stopped to help

students as needed. At minute five, Shelby appeared to be upset. She raised her hand and

asked to go to the restroom. The teacher allowed her to go, and she returned at minute twelve

of the observations. She had tissues in her hand and was crying. The other students giggled,

and she became more upset. The teacher walked to her desk and patted her on the back. She

sat next to her and worked the first problem with Shelby. At minute twenty, Shelby began to

work on the assignment independently, and the teacher returned to monitoring the classroom.

Shelby continued to work on the assignment. She sighed loudly and tapped her pencil during

this period. She blurted out that she was hungry and asked how long it was until lunch. At

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minute thirty she raised her hand to turn in her assignment. She was still upset after turning the

work in.

Day Five 7/29/2016

On July 29, 2016, Shelby was observed in the classroom with her peers for thirty

minutes. The classroom was quiet and organized. The teacher greeted Shelby as she entered

the classroom. She spoke with her about her plans for the weekend, and they chatted for a few

minutes. At minute three of the observation, Shelby went to her desk and sat down. She had

her head lowered and did not talk with her peers. At minute six, the teacher gave instructions

for their assignment using the Chromebook. Shelby was excited and bounced slightly in her

seat. As the teacher finished giving instruction, Shelby got up to get a Chromebook. At minute

twelve, another student bumped into Shelby in line, and Shelby yelled loudly at the other

student. The teacher prompted the students to take a device and have a seat. Shelby got her

Chromebook and began working. At minute fifteen, Shelby raised her hand, and the teacher

came to assist her. She smiled at the teacher and showed her the screen. The teacher nodded in

approval and returned to monitoring the classroom. At minute twenty, Shelby turned to the

student behind her and began talking and showing the student a video on her Chromebook.

The students laughed loudly and turned around. Shelby watched videos on her Chromebook,

unrelated to the assignment, for the remained of the observation. She switched back and forth

between tabs when the teacher was near.