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In AM when she arrives, the teacher will check in with Jenny to make sure she has her journal and to remind her she has 1 choice in the morning and 1 in.

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Presentation on theme: "In AM when she arrives, the teacher will check in with Jenny to make sure she has her journal and to remind her she has 1 choice in the morning and 1 in."— Presentation transcript:

1 In AM when she arrives, the teacher will check in with Jenny to make sure she has her journal and to remind her she has 1 choice in the morning and 1 in the afternoon. Remind her that if she only uses the afternoon choice, she can color 2 squares on the mystery motivator. When she uses her choice in AM, mark on data sheet that it has been used. If she has not used the AM she can color in a square before lunch. If a appears, Jenny will be rewarded with a treat from the treasure box. If a appears she will be rewarded by scheduling to eat lunch with her teacher within the next week. After lunch, the teacher will remind her that she has 1 choice left for the day. Also, remind her if she only uses 1 choice in afternoon and does a good job of controlling herself, she can color in an additional square at end of the day. Data will be collected in the afternoon during reading and writing class for a total of 30 minutes. Every 3 minutes, her behavior will noted as on task, off task, or distracted but appropriate. At the end of the day, if she has only used 1 choice AND she has less than 4 off-task intervals (less than baseline), she will be instructed to color in 1 square. She will be praised for doing a good job of making good choices. If a appears, Jenny will be rewarded with a treat from the treasure box. If a appears she will be rewarded by scheduling to eating lunch with her teacher within the next week. If Jenny uses more than 2 choices, or is off-task more than 4 times during data collection, at the end of the day she will be reminded of the rules for reinforcement and asked what she can do differently tomorrow. She will verbally praise for any positive behavior observed. Consultation in an Urban Classroom to Promote Self Control Amy M. Boland, M.A. Ohio State University Abstract Student behavioral challenges are often colored by many factors within the student and teacher. In examining individual referrals for consultation and interventions, all of these factors should be analyzed so that the most appropriate treatment can be conceptualized. The current case will be described in order to illustrate how many variables combine during consultation and how they may have both direct and indirect impacts on the out come of consultation within urban schools. School Demographics When finished with an assignment prior to her peers, or when she is feeling unfocused and antsy, Jenny will often disturb other students by slamming things on the desk, making comments under her breath, talking out, or pushing others belongings away from her space. Operation Definitions Baseline Data Discussion Elementary School in a large, urban school district Daily Enrollment 469 students 59.1 % are white 18.7% are African American 11.2% are Hispanic 94.2% are economically disadvantaged 17.7% are students with a disability Designated as Academic Watch for school year. Did not meet Adequate Year Progress (AYP) Made more than 1 years progress last school year as measured by Value Added measures. Script Jenny is an 11-year-old, white, female, Emotional Disturbed (ED) student diagnosed with ADHD. She was taken off all medication by her pediatrician prior to spring quarter, which resulted in an increase in disruptive behavior. Jenny has a history of behavioral concerns both at school and at home. Jenny spends the majority of her day in the ED classroom. When she attends the typical classroom for social studies and science, she is accompanied by her ED classroom peers and teacher. Problem StatementResults Goal Statement When Jenny finishes her work prior to her peers or is feeling antsy, she will be able to recognize this in herself and choose to read a book quietly to herself, write in her journal quietly, or take a personal time away at the teachers desk. Empirical Goal: To convert off-task behaviors to behaviors compatible with classroom environment. Off Task On Task DBA Target Student: Jenny Classroom-Incompatible Behaviors Off-Task – Failure to attend to academic tasks due to Jenny distracting others, slamming objects, making inappropriate verbalizations, wandering, etc. Classroom-Compatible Behaviors On-Task – Attending to academic tasks, doing as she is asked, & maintaining her own space. Distracted, but appropriate (DBA) – Distracted from academic tasks, but engaged in appropriate behaviors for self-management such as reading quietly, quietly journaling, or taking a personal break. Jenny appears to be benefiting from the intervention. At baseline, she was off-task 40% of the time, & during the intervention 14.5% of the time. Her on-task time increased from 43% to 65.5% While her DBA time increased from 16% to approximately 20%. However if Day 13 (an assumed data collection error) is excluded, it actually decreased to 11.8%. It should be noted that on Day 9 there was a spike in Jennys off-task behavior. Day 9 was Jennys first day back from out of school suspension. Mrs. Brown attributed the increase in off-task behavior that particular day to it being her first day back. On Day 13, Mrs. Brown rated all of Jennys behavior as DBA and noted on the data sheet had a great day! with no comments about what behavior she was exhibiting during each DBA interval. It may be the case that this days data was marked in the wrong column of the data sheet. The overall decrease in DBA indicates that Jenny was able to stay on-task more often than she engaged in alternative but appropriate behaviors. This suggests that Jennys capacity for self-monitoring and self-control within the classroom may be more developed than was initially thought. NOTES: Overall, the consistency of the intervention is questionable. However, both the teacher and Jenny indicated that they felt it was helpful in teaching Jenny to control her own behavior. The tone of the consultation relationship between the teacher and the consultant appeared to play a large role in the teachers motivation to complete the intervention (i.e. she wanted to be helpful and teach the consultant about the school environment). However, her motivation to carry out the intervention as discussed was less of a priority. The feeling that she was doing the consultant a favor permeated all aspects of the intervention.


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