Allison Ross

Sped 331.50A

Dr. Bertoni

Tier 2 Intervention Project

 Sheldon Is a 4th grade student at Caltech Elementary School. Sheldon shows strength in

the areas of Cartography, Reading, especially science fiction, and is very involved within the

school community. Sheldon does not currently have an Individualized Education Plan (IEP),

though he has received multiple behavior discipline referrals by his teacher, Mr. Hofstadter, to

the Child Study Team. Sheldon shows areas of weakness in displaying appropriate classroom

behaviors, as he displays acts of outburst, calling out, refusal of work, minor destruction, and off

topic discussion. Mr. Hofstadter’s intention is to create alternate interventions for Sheldon to

combat the frequency of his behaviors within the classroom.

Through Mr. Hofstadter’s data collection, Sheldon’s most frequent and greatest

distraction to the class is “Taking over the class discussion”. In Mr. Hofstadter’s discipline

referrals, he notes instances of when this behavior has been a disruption to the whole class. Mr.

Hofstadter states, “Sheldon was first to answer the question. He answered the question with

great precision, citing arguments from sources that I did not require him to read. I knew from

experience that if I stood by quietly and let him finish, class would be over and no one else

would have had a chance to speak. So, I cut him off—politely”. When Sheldon has been

corrected by Mr. Hofstadter, Sheldon reacts by “Mak[ing] a snide remark”.

A replacement behavior that could decrease the amount of time Sheldon takes over the

class would be, helping facilitate discussions between the class. This caters to Sheldon’s

strengths as he enjoys because sharing his ideas and going further in depth to the topic.

Replacement behavior will combat the weaknesses of Sheldon’s such as taking over the class and

not realizing that he's not giving others a fair turn to speak and collect their own thoughts.

Facilitating the discussion would include working with the teacher to research further in

depth to encourage his other students to use their critical thinking and allowing Sheldon to
display his knowledge of asking in depth questions from his further research of the topics. This

would replacement behavior will still allow Sheldon to be engaged within the class discussion

and give him a purpose for his research along with growing the relationship between him and his

teacher.

Some examples of the replacement behavior are, Sheldon asking more than three

questions to his peer about the topic, Sheldon listening while the teacher is speaking and

presenting the topic, and Sheldon listening while his peers are speaking. Some non-examples

would be Sheldon speaking for more than 25% of the discussion time, interrupting his teacher or

classmates, and Sheldon changing the topic discussion.

Number of Taking Over the Class Discussionss Per Day

12

10

Tier II Self-management intervention

8

0
1-Feb 4-Feb 7-Feb 14- 17- 21- 24- 1-Mar 3-Mar 4-Mar 7-Mar 9-Mar 12- 15- 18-
Feb Feb Feb Feb Mar Mar Mar

Frequency Phase Change

 Sheldon receives behavior specific praise from Mr. Hofstadter according to the behavior

intervention referral form. Mr. Hofstadter stated “I frequently walk around the classroom during

whole group instruction; I publicly compliment students who are doing the right thing. I say

things like, "Wow, Sheldon, you calculated that square root very quickly in your head!" to try to

let him know that I see his effort”. Mr. Hofstadter also pre-correction technique to restate the

expectations to his class before discussions and privately talking about them with Sheldon.

The self-management tool that will be used to help Mr. Hofstadter and Sheldon evaluate

Sheldon’s in class behaviors is a self-monitoring form. This form would include yes or no

questions such as did I interrupt my classmates when talking, did I stay on topic, did I interrupt

my teacher when he was talking. this form would also include tallied situations for the longevity

that Sheldon talked during the discussion and the number of questions he would be asking to his

classmates. Mr. Hofstadter we'll also complete daily monitoring with a frequency count of these

disruptions and review how Sheldon self-monitored the discussion in a conversation with him

after.
Click here to see how this method will be implemented to encourage Sheldon’s success in

participating in classroom discussions while following the classroom expectations:

https://millersville.mediaspace.kaltura.com/media/t/1_dk3m2t17