Maccallum C Sped775 M7fba

Student: Brett
Class: Reading
Observer: Ms. MacCallum
Teacher: Mrs. Mullin
Target Behavior: Off-task behavior refers to any behavior engaging in
activities other than following instructions or engaging in assigned tasks.
Examples of off-task behavior include the following; talking to peers, playing around
with materials, and turning body away from instruction.
Examples of on-task behavior include: Maintaining eye contact and physically
facing the teacher and instruction, following the teacher directions and getting
started on the tasks right away, and making comments related to the topic.
Date
Time
4/4/16
11:30
12:00
11:30
12:00
11:30
12:00
11:30
12:00
4/5/16
4/6/16
4/8/16
Setting
Reading
classroom
Reading
classroom
Reading
classroom
Reading
classroom
On-Task
Behavior
Tally
////
Rat Off-Task
e
Behavior
Tally
4
/////
Rat
e
///
////
////
//
///
////
Total 14
Total
Minimum
3
Minimum
Maximum
4
Maximum
Average
4
Average
Intervention Data Collection: Event Recording
15
2
5
4
Week 1
Figure 1. Observations of Target Behavior Week 1. This figure illustrates
the instances of the target behavior and replacement behavior during
week 1 of the intervention.
Week 2
Student: Brett
Class: Reading

Date
Time
4/11/16
11:30
12:00
11:30
12:00
11:30
12:00
11:30
12:00
4/12/16
4/13/16
4/14/16
Setting
Reading
classroom
Reading
classroom
Reading
classroom
Reading
classroom
On-Task
Behavior
Tally
///
Rat Off-Task
e
Behavior
Tally
3
////
Rat
e
///
////
/////
////
//
Total
Minimum
Maximum
Average
15
3
5
4
Total
Minimum
Maximum
Average
11
2
4
3

Week 3
Student: Brett
Class: Reading
Date
Time
Setting
4/18/16
11:30
12:00
Reading
classroom
On-Task
Behavior
Tally
//////
Rat Off-Task
e
Behavior
Tally
6
///
Rat
e
3
4/19/16
4/20/16
4/21/16
11:30
12:00
11:30
12:00
11:30
12:00
Reading
classroom
Reading
classroom
Reading
classroom
////
//
/////
///
///
////
Total
Minimum
Maximum
Average
18
3
6
5
Total
Minimum
Maximum
Average
12
2
4
3

Week 4 (Fading)
Student: Brett
Class: Reading
Date
Time
4/25/16
11:30
12:00
11:30
12:00
11:30
12:00
11:30
12:00
4/26/16
4/27/16
4/28/16
Setting
Reading
classroom
Reading
classroom
Reading
classroom
Reading
classroom
On-Task
Behavior
Tally
////
Rat Off-Task
e
Behavior
Tally
4
///
Rat
e
/////
////
////
////
/////
//
Total
18
Total
13
Minimum
Maximum
Average
4
5
5
Minimum
Maximum
Average
2
4
3

week 4 of fading the intervention.
Graphed Intervention Results

6
5
4
3
2
Rate of On-Task
1
behavior
0
The average rate of ontask behavior

(replacement behavior)
Figure 5. This figure illustrates a graph of the instances of the

replacement behavior that was displayed, with the baseline data, the
intervention in place during week 1-3, and fading of the intervention in
week 4.
Narrative
Graphed Results
After observing Brett for four weeks with the clothespin intervention being used, my data
collection showed an increase in the replacement behavior of being on-task. The results of the
intervention I used (clothespin system) was designed appropriately to meet Bretts behavior
needs. The graph shows that Bretts on-task behavior increased from his baseline rate of two ontask instances in a thirty minute period to five incidences of on-task behavior in week three and
four. (figure 5).
Analysis of the Result
I used event recording to collect my baseline data as well as my intervention data to determine
the frequency of the on-task and off-task behavior. Off-task behavior refers to any behavior
engaging in activities other than following instructions or engaging in assigned tasks. Examples
of off-task behavior include the following; talking to peers, playing around with materials, and
turning body away from instruction. Non-Examples of on-task behavior include: Maintaining eye
contact and physically facing the teacher and instruction, following the teacher directions and
getting started on the tasks right away, and making comments related to the topic. I wanted to
collect data and analyze the amount of times Brett was on-task as well as off-task during a
lesson. I collaborated with Bretts teacher Mrs. Mullin and we both decided that reading was a
good time of the day to test the intervention because thats the time where Brett is off-task the
most during his day. The first week I tested the intervention, I was still documenting up to fifteen
times Brett was off-task and fourteen times he was on-task. (figure 1). When I presented the
intervention to him, he was very excited to use it, but when I was observing him I had to remind
him that it was there for him to use. Going into week two, Brett increased the amount of times he
was on-task a total rate of fifteen and only a total rate of eleven instances of being off-tasks. I
talked to Brett at the end of week two on how he felt about the clothespin system and this is what
he had told me, I am starting to get more used to it; I think its really helping me stay more
focused during reading time. His teacher had also commented on how he is starting to stay more
on-task and is accessing peer and adult attention in a more positive way. In week three, I
observed a total of eighteen occurrences of Brett being on-task and only twelve times where I
observed him being off-task throughout the week (figure 3). This was a huge improvement, I was
starting to see him use the intervention appropriately and he was meeting his needs to access
attention and gain positive reinforcement. Week four was the fading phase of the intervention.
Prior to week four, Brett had been rewarded free time at the end of the day for ten minutes if he
had stayed on task at a rate that was higher than his off-task behavior. I had communicated with
Brett before week four, I told him that I would be fading off his clothespin system. On April 26th
and 27th there was a substitute in the classroom, and unfortunately Bretts off-task behavior did
increase a bit. However, the class in general was off-task more than a typical day with their
teacher in the room. Brett did still average a total rate of eighteen on-task observed behaviors and
eleven observed off-task behaviors (figure 4). Even with a substitute and fading off the
clothespin system, Brett still was able to stay on-task more than he was two weeks before.
Analyzing my data results really helped dissect and evaluate where Brett made success and
progress and where he did not. I think overall he was successful throughout the intervention
process.
Outcome of the Intervention
The outcome of this intervention was very successful. Bretts replacement behavior of being ontask during reading class increased greatly from the start of the four weeks. Other teachers such
as the specials teachers (computer, Spanish, and art) were even noticing a difference with his offtask behavior reducing. They had commented that he isnt blurting out as much during their class
and he is asking his peers on topic questions instead of distracting them. When I was in week
four of the fading off phase of the intervention, Brett had even made the comment to me about
when he was going to get his clothespin chart back. Other students were also curious about it,
and Mrs. Mullin was even thinking about taking a similar approach with all of her students after
seeing the results with Brett. Although Brett had great results from the intervention, I would still
continue to use it because the behavior of him being off-task is not completely distinguished. I
will continue to communicate with Brett and his teachers to make sure that they are still seeing
the replacement behavior occur and new behaviors arent rising to the surface.
Insights and Gained Recommendations
This definitely has been a learning experience and it has worked differently than when I had used
it with another student in my class. Brett had responded really well to the clothespin system, and
I hope he continues to utilize it appropriately. My recommendation for Mrs. Mullin would be to
create a behavior contract to ensure that his on-task behavior remains consistent. The behavior
contract would hold Brett reliable for his behavior, but it would also allow him the opportunity to
have reward time or even lunch in the classroom with a friend if he is on-task 80% of the time
during class. This would be used to reinforce positive behavior and reward him for using the
clothespin chart, staying on-task in class, working independently, and asking for peer and adult
assistance when needed. Overall I would recommend this intervention to all teachers and it is
very adaptable. My data shows how much it benefited Bretts needs, and it could work for all
students in the general education setting as well.

Maccallum C Sped775 M7fba

Uploaded by

Copyright:

Available Formats

You might also like

Maccallum C Sped775 M7fba

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Maccallum C Sped775 M7fba

Uploaded by

Copyright:

Available Formats

Student: Brett

Examples of on-task behavior include: Maintaining eye contact and physically

Figure 2. Observations of Target Behavior Week 2. This figure illustrates

Figure 3. Observations of Target Behavior Week 3. This figure illustrates

Figure 4. Observations of Target Behavior Week 4. This figure illustrates

Graphed Intervention Results

The average rate of ontask behavior

Figure 5. This figure illustrates a graph of the instances of the

You might also like