Behavior Change Plan PDF

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Summary

A quarter long project that includes a plan to reach a behavior goal related to an IEP....

Description

ACADEMIC/BEHAVIORAL CHANGE PLAN Placement: R.F. School Semester completed: Spring Focus for the plan: ACADEMIC TASK 1 ~ KNOWLEDGE OF STUDENT Student Age X 9

BEHAVIOR Grade level 4th

Task 2 ~ BACKGROUND INFORMATION Strengths Struggles / Challenges He is very curious and is pretty good at decoding when reading.

Task 3 ~ GOAL Goal X will read one chapter with 3 or less interruptions when reading aloud in 4 out of 5 trials.

Task 4 ~ ASSESSMENT Assessment method of instrument Event Recording

He gets very distracted while reading and comes up with questions or unrelated comments every sentence. He must stop often in reading to comment on his thoughts and tends to lack in the comprehension aspect of reading.

Exceptionality ADHD

Impact on learning Due to him constantly stopping his reading to ask random questions or comment frequently, he is not thinking much about what is going on in the story. By the time he finally finishes a page he can no longer remember what he read or what was read aloud.

Justification for selecting goal

Connection to IEP

X needs to work on self-control when it comes to blurting out. This goal will help him save his questions to an appropriate time to share instead of interrupting learning time for the group.

IEP Goal: “When given a task or direction, X will begin the task right away and remain on task for a minimum of 10 minutes with no more than 2 prompts on 3 of 4 observations.” This behavior goal will pair with his IEP goal by reducing interruptions and distractions during reading.

Explain collection of data How? When? Each time X stops reading during intervention time to comment or ask a question unrelated to reading, I will mark down a tally on a daily chart to track data. **Make sure to submit a copy of your assessment

Time period for intervention 2/18/19-3/1/19

Task 5 ~ DATA Baseline Data 1 14

Baseline Data 2 17

Task 6 ~ IMPLEMENTATION Describe intervention strategies

Baseline Data 3 13

Reasoning for choosing strategies

X will have 3 blurt cards at the beginning of reading. When he interrupts, one gets taken away. If he does not go over his 3-card limit, the last 5 minutes can be used to ask questions, make comments, research questions on the iPad, or play a game.

X is very curious, and I want him to ask questions and learn more. However, interrupting every sentence is not an appropriate way to do so. The visual of a card being put to the side when he blurts will be a visual cue along with a motivator to blurt less often in hopes for a reward. A reward of having less structured time at the end fulfills his need to ask questions and make connections which also are valuable parts of reading in the right time and place.

Task 7 ~ EVALUATE Intervention Data 1

Intervention Data 2

Intervention Data 3

Intervention Data 4

Intervention Data 5

1

2

1

0

0

Analysis of the intervention What worked well?

What challenges did you experience?

What would you do differently? Or what suggestions would you provide?

The blurt cards worked really well, there were times where X would hesitate in blurting out but would glance at the card and cut off his comment or say nevermind. I was concerned that this would limit his necessary questions during reading about what words mean or how to pronounce words, but it did not.

The first day, X was confused why he was the only one with blurt cards. I never thought about how it might single him out and want to avoid that in the future. Luckily, he seemed to enjoy this extra 5 minute choice privilege.

I would like to maybe have it implemented as a whole group blurt card thing. I have another student who does blurt out too but not too often. Maybe having it be a group thing may work well where everyone is accountable.

Impact No change

Change is emerging

Positive change x

Task 8 ~ REFLECTION  What did you learn about you as a teacher?  What did you learn about your student?  Suggest possible modifications you would recommend for the future.  Based on your intervention results, discuss future behaviors that should be targeted for this student

I learned that I can implement a successful strategy by knowing motivators for my kids. I learned that I can be observant of behaviors and trends in students. I learned my student is fully capable of self-control when motivated. He has great questions and can identify when they are appropriate. He still struggles with paying attention when reading but he is able to control how disruptive it is to others and himself. Some modifications may be a more universal card that is not so specific. The card may not only be a blurt card but a focus card that can encompass more than one thing since he succeeded so well with the limited blurting. Future behaviors I would target based on my results would include his focus on the text. When he is not reading aloud to me, he often is staring off or flipping pages. I think the next step would be a similar strategy, but the cards are geared towards when his eyes are not on the book when reading together....