project special eduaction

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EEC 483 PROJECT-- 1

Student Information

Joey Forney is a 9 year-old boy in Mrs. H’s fourth grade classroom. According to his

teachers, Joey is helpful, happy, and likes attention. He has no visual or hearing impairments

and no diagnosed learning disabilities. Joey’s main interests are dogs and dirt track racing.

Joey was diagnosed with ADHD in first grade and was on medication. During the

summer, Joey’s parents took him off the medication because he complained of stomach aches, so

this first year in school without the medication. Joey attends Mrs. P’s learning support class for

reading (45 minutes) and receives half an hour of speech-language therapy twice a week. There

are also learning resource teachers who are available within Mrs. H's class.

Joey is currently performing below average in all his classes because of not turning in

homework, low test and quiz scores, and inappropriate classroom behavior, which they define as

getting out of his seat without permission and calling out comments unrelated to learning. His

Measure of Academic Performance (MAP) scores for math this year are 156, compared to a 202

norm for students beginning 4th grade (SD 13.67). And his MAP reading score is 171 compared

to the 4th grade norm of 198 (SD 15.53). This places him within the range of concern.

EEC 483 PROJECT-- 2

Educational and Environmental Information

Teacher: Mrs. H Courses: Science/Math Classroom Type: Gen Ed Grade: 4th

School: GAES Classroom: 202 Length of Courses: 45 minutes/ 1 hour # of Students:25

Observer: Name Here Date: September 29, 2015

(1) Environment: Students are seated in groups of 5, desks facing inwards. Viewing the room

clockwise, there is a smart board wall, coat hanging wall, teacher’s desk, reading nook, teacher

and student conference table, and finally white board area. Joey is seated by himself because his

standing, walking, and calling out distracts the other students.

Distractions: Joey is seated near the pencil sharpener, sink, and door.

(2) Classroom rules: Mrs. H’s rules are be prepared, listen, and work hard.

Classroom plan: Maintain SHINE. Misbehavior erases a letter.

Individual: Students earn "money" based on upholding expectations and bringing in homework.

Students have 5 behavior tickets at their seats, but for Joey the tickets weren't working as

effectively so she implemented the 10 smileys on his desk, crossing off a smiley with each

misbehavior. The class store, where students spend money, is every Friday.

(3) Class requirements: Students are expected to complete morning independent work (which

Joey claims he is exempt from), follow verbal directions, rotate to correct stations, collaborate

with group to complete worksheet, and review materials for quizzes and tests independently and

with a partner.

(4) Instructional Materials: For math instruction, the teacher uses Pinterest over the school

provided Scott Foresman enVision math series, as she considers it out-dated. She uses

commoncoresheets.com a lot to get independent practice sheets. Learnzillion.com is helpful

too. The students use sumdog.com, odyssey (when it's available again), and multiplication.com

(when we are practicing the multiplication facts). Again, she considers the science text books

obsolete, so Mrs. H uses books from the school book room and websites (scienceflix.com,

mycapstonelibrary.com, Pinterest).

EEC 483 PROJECT-- 3

(5) What types of assignments are given for math and science?

--For math: direct instruction, guided practice, independent work, manipulatives, reading, and

computer.

--For science-- experiments, computer research, written response and essays, reading various text

(Kindles), manipulatives/hands on

(6) What are the homework requirements for math and science? Only review notes for

science. In math the independent work from class becomes homework if it's not completed. It's

checked for completion and given with the intent of practicing the skill being taught.

(7) What modifications are made for students with disabilities? Flexible grouping in all subject

areas, smaller groups, manipulatives, example problems, use of tools like number lines,

multiplication charts, etc. Sometimes the amount of work is reduced. In math there are often

different independent assignments based on students' levels (some may have answer choices,

examples, less problems, etc.).

(8) What kind of tests and assessments are given? How often? In science independent work is

collected and scored as one type of assessment, unit tests are given (short answer, matching,

true/false, fill in the blank...). There are quizzes along the way. In math quick checks are done to

assess their understanding pretty frequently (tickets out the door, etc.), as well as tests (straight

computation, word problems, multiple choice)

(9) If you could change anything about the class or curriculum, what would it be? (from teacher

interview)

Mrs. H: “ Hmm...behaviorally some of the students who were placed together do not belong

together and it impacts their learning as well as that of their classmates. However, scheduling

would be very difficult if they were split due to their academic levels/needs being very similar,

so it's a tough thing to fix.”

EEC 483 PROJECT-- 4

Student Interview

(1) What is your favorite subject? Gym, because we play games.

(2) What makes a good friend? Someone who is pretty. Someone who helps you.

(3) What do you like better, reading or math? Reading.

Behavior Targeted for Change

Joey gets out of his seat and roams around the room without teacher permission or approval.

Interventions Previously Attempted

On the first day of observation, the observer recorded 101 incidents of off-task behavior. His

teachers offer redirection 21 times. He was instructed to cross out 2 smiley faces from his smiley

face chart. His behavior was the antecedent of the teacher erasing two letters from class

contingency plan SHINE. One teacher threatened to call to the administrator; another mentioned

time in the hallway and early end of snack time as punishment procedures. That morning he

received one positive conversation, but no verbal praise, or character cash (which is the class

token currency).

Section Two

Assessment Administered

Two types of assessments were used to measure out-of-seat behavior, frequency and

duration. Another boy was also observed for out of seat frequency and durati. Frequency and

duration are important assessments because (1) the frequency of this behavior is a distraction to

other students and (2) the time of duration is remarkable because it represents time that Joey is

not engaged in learning. The main limitation of these assessments is the time and attention that it

EEC 483 PROJECT-- 5

takes to take an exact frequency and duration count. Because the assessor is an observer in the

classroom, and not the main teacher, frequency and duration counts are suitable and helpful.

Frequency Count Charts:

9/28/2015

Out of Seat

|||| |||| |||| |||| |||| |||| Ignoring Instructions

|||| ||||

Speaking, Sounding, Singing Out

|||| |||| |||| |||| |||| |||| |||| ||||

|||| ||

Kicking, Rocking, Waving (Seated)

|||| ||||

Operational Definition of Behavior Targeted for Change

Out-of-seat behavior of concern—student raises body out of seat or twists body within seat so he

cannot see or touch the teacher-issued task.

Raw Data

The baseline data was collected by recording the frequency of out-of-seat behavior by

class period. One set of frequency recording was for the student of interest and the second was of

another male student of perceived average behavioral performance. Additionally, the class

interval that the behavior occurred is noted. On Day One, Joey was out of seat 30 times with the

frequency by class period as follows, A-6, C-8, D-1, E-13, F-2. Student B was out of seat 4

times, C-2, D-1, E-1. On Day Two, Joey's out-of-seat frequency was 4, with a spread of A-1, B-

EEC 483 PROJECT-- 6

1, C-2. Student B exhibited out-of-seat behavior once during period C. On Day Three, Joey was

out of seat 12 times, A-3, C-3, and E-6. Student B was out of seat 4 times—C-3, E-1.

Based on the ABC analysis, when assigned independent work or during whole group

class instruction, Joey gets out of his seat in order to gain peer and teacher attention and to

escape writing tasks and solving math problems.

Table 1. Joey's Baseline Out of Seat Behavior

Date Class Period Frequency of Out of Seat Behavior

9/28 A 6 C 8 D 1 E 13 F 2 10/2 A 1 B 1 C 2 10/5 A 3 C 3 E 6

Key: A- Morning Work, B- Speech Language, C-Science, D-Snack, E-Math, F- SSR

Table 2: Student B's Baseline Out of Seat Behavior

Date Class Period Out of Seat Behavior

Date Class Period Frequency of Out of Seat Behavior

9/28 A 0 C 2 D 1 E 1 10/2 C 1 10/5 C 3 E 1

EEC 483 PROJECT-- 7

5 5 4 4

0 0 0 0 0

1 2 3 4 5 6 7

Fr eq

ue nc y Co

un t

Session

Frequency of Out of Seat Behavior

Joey

Student B

Data Analysis

Joey's out of seat behavior is 7 times more likely to be out of his seat than the other boys

in his class. Joey is out of his seat for an average of 2 minutes compared to an average of 20

seconds for another boy within his class. Joey's most frequent out-of-seat behavior is during

math class. Multiple tier-1 interventions will be attempted first to address Joey's access to

attention and specialized math instruction.

Hypothesis (Please see ABC analysis attachment)

When asked to perform an independent math worksheet or to listen during group

instruction, Joey will get out of his seat, including standing to dance, wiggle, or bounce, or walk

around the room, in order to gain adult and peer attention and to avoid math work.

EEC 483 PROJECT-- 8

Section Three

Intervention Goal

When issued an independent assignment, or during whole group instruction, Joey will be

in his seat/(on location), following cues and writing answers to math assignment on whiteboards

or worksheet. This will be demonstrated by decreasing out of seat behavior to 3 incidents per

hour or less for 5 consecutive data points.

Three Benchmarks/Objectives

1. After completing the "That's My Cue" lesson, Joey will be able to list three cues

for raising his hand and talking in class as well as three cues for writing on his

independent worksheet and for writing on his whiteboard. He will make this list

for 3 consecutive lunch bunch meetings. Lunch bunch should be held every other

day for 2 weeks. If Joey is not retaining the cues, lunch bunch can be held 3 days

in a row and see if this makes a difference.

2. After reading, "Raising my hand" and "On location learning" social stories, Joey

will be able to answer 4 out of 5 comprehension questions correctly for each

story. (Time frame: 2 days)

3. During math class and with prompting, Joey will demonstrate whole body

listening for 5 consecutive sessions of direct instruction.

4. When given 25 multiplication facts, Joey will answer 24 out of 25 multiplication

facts correctly in 20 minutes within 20 tests. One test is issued for morning

routine work. One test is issued during the math instruction hour.

EEC 483 PROJECT-- 9

Lesson Plans

1. Lesson One: "That's my cue" from Simon Says Pay Attention

(Please see lesson email attachment)

Introduction: Students will be able to define the executive function of their brains. Teacher will

follow the Play, Link, Assign, and Yahoo (PLAY) model.

Materials: brain work sheet, highlighters, Bird's Eye View Chart, Simon Says Pay Attention

lesson book, SSPA checklists (one for each student)

Time Frame: 30 minutes

Pre-activity:

(1) Students will list what they know about the brain. Record all answers on the whiteboard.

(2) Pass out "Parts of the brain" worksheet. Student will highlight different parts of the brain

with different color markers and write the part in the corresponding color.

(3) Students will state the first function of the executive function: working memory. This can be

practiced by echoing the teacher.

(4) Play "Simon Says Pay Attention." Students will take a step each time they hear the cues.

(4) Students will define cue (Teacher lead discussion of cues in the game). Students will each list

3 examples from class, home life, or other.

(5) Students will fill in the first row of "Bird's Eye View" chart.

(6) Students will complete one SSPA skills checklist.

Assessment (next day): Quiz: Students will define cue and list three new examples.

EEC 483 PROJECT-- 10

2. Lesson Two: Social Story

Introduction: Student(s) will read a social story about staying "on-location" to complete

assignments. Student will be on-location for learning for 25 out of 30 minutes in the lesson.

Materials: Social story, timer, check list

Time Frame: 30 minutes

Pre-activity: (1) Have the student practice sitting, standing, walking. Discuss when it is

appropriate to do each of these.

(2) Read the social story together.

(3) Student will answer 3 questions.

(4) Assessment (next day): Quiz: Students will time seated or on-location behavior. When the

timer beeps every 5 minutes, the student will answer these questions: “Where does the teacher

want me to be?” and “Am I on-location?” If yes, the student will earn one dollar of class money.

3. Mini-Lesson Three: Whole Body Listening

Introduction: The student will list the 4 parts of whole

body listening. The student will demonstrate whole

body listening upon cue.

(1) Student will tape the visual aid to his desk.

(2) Student will say the 4 body parts used in whole body

listening.

(3) Student will read the job of each part.

EEC 483 PROJECT-- 11

(4) When the teacher says the part, the student will touch the part and say its job and vise versa.

(5) Assessment: Student will draw Whole Body Listening from memory.

3. Lesson 4: Multiplication Fluency without Fear

Source: Dr. Jo Boaler, Stanford University, Professor Graduate School of Education

https://www.youcubed.org/blog/

Introduction: Student will be introduced to multiplication equations with Fluency without Fear

arrays. The student will play dice game, dominos, playing cards, light-up array, and flash cards.

Materials: Fluency without fear arrays (2x2 through 5 x 5 for the first week), large die,

dominoes, playing cards, array, flash cards

(1) The student will say the equation and number on each picture of each array. The teacher will

reward each correct answer with a token. 10 tokens can be traded in for a class dollar.

(2) The student and the teacher will take turns pointing and drilling the other person for correct

answers to the equations.

(3) The student will have a choice of a multiplication review game.

EEC 483 PROJECT-- 12

Assessment: The student will write the answer to 25 multiplication problems (within the arrays he has

studied) for 2 minutes. The goal is 25 out of 25 correct.

Section Four

5 5 4

1 2 3 4 5 6 7

Fr eq

ue nc y of O ut o f S

ea t Be

ha vi or

Session (1 hour :me period)

Decreasing Out of Seat Behavior Interven:on

Interven>on

Goal Line = 3

1.83

1.25 1.03

0.67 0.5

0.33

0 0 0 0 0 0.2 0.4 0.6 0.8 1

1.2 1.4 1.6 1.8 2

1 2 3 4 5

M in ut es o ut o f s ea t

Session

Average Dura:on of Out of Seat Behavior ADer Interven:on

Joey

Student B

Goal line= . 08 min or 5 seconds

EEC 483 PROJECT-- 13

Analysis of Data

After the interventions, Joey’s out-of-seat behavior decreased to an average of 5.57 times per one

hour class period. His average duration of out of seat time also decreased by an average of 1

minute and 18 seconds, with 30 seconds being the average duration on the final day of

assessment.

Implications

1. Additional Steps

(a) Joey’s in-seat (on-location) behavior increased, but did not meet the goal quite yet. The

teacher should continue to reinforce on-location behavior with tokens, class dollars, praise, and

preferred activities.

(b) Joey should be allowed to use array test during unit math tests.

to beat his own best score at timed multiplication. Accuracy should be emphasized over speed.

2. Recommendations about student needs based on data discussed

(a) Joey needs continued training about beneficial classroom behavior. He should continue

to complete Simon Says Pay Attention lessons and activities.

(b) Joey should be praised more often. The teacher should keep a count of how many

positive comments he or she give to Joey each class period.

functioning within the classroom and at home by a specialist. Joey should have access to a

trusted counselor as he learns to build coping skills.