Liz Lynch 4/15/13 MLE Reflection Graphs/Data Sheets Please see attached forms.

Results After the implementation of the behavior management plan, the amount of refusals of work rapidly decreased. As the baseline data shows, the student refused to work an average of 15.5 times per session. The goal was to decrease his refusals to work to less than three times per session. The student never reached three strikes in one session. The average number of refusals to work was .43 times per session. This is a drastic decrease from 15.5 refusals prior to implementation of the behavior management plan. Discussion Overall, this behavior management plan proved to be very successful. I presented the student with a positive reinforcement at the end of each session if he did not reach three strikes in each instructional session. I displayed the consequences on a whiteboard for him to see. I would write, Strike 1, Strike 2, Strike 3 with boxes next to them. Underneath, I write, 3 Strikes=No Angry Birds. I then read the board to him so he can see that his actions will result in the loss of the opportunity to play Angry Birds. I believe there are many factors that contributed to the success of this behavior plan. After quickly realizing that this student needed extra support, I brainstormed with his homeroom teacher, special education teacher and my cooperating teacher to find supports that would help him. First, I made a picture schedule. His homeroom teacher places the pictures on the Velcro strips each morning. After he finishes one task, he can remove the

picture and place it inside the pencil case. This gives him a visual representation of what he has accomplished and what he has left to do in the day. Next, I decided to implement the usage of a bouncy ball chair. This student has a lot of energy. I wanted him to have a way to release the energy and focus more on the task at hand. He can gently bounce, while keeping his butt on the chair the whole time. His feet also remain facing forward and are placed together. Third, I provided him with a stress ball each time I would pick him up from his homeroom. Since I take him in the middle of rest time, I told him that he could squeeze the stress ball if he starts to become mad or frustrated. Fourth, I provide a schedule on the whiteboard for our sessions together. I read the schedule to him and allow him to place a check next to the activity once we complete it. Next, I give him a variety of activities. I use the same concepts from SRA Connecting Math Concepts but adapt it in a way that is beneficial for this student. Finally, I make a copy of each of his written work for each session so that he can receive praise from his homeroom teacher as well as his parents at home. In addition to the extra support, I incorporated an extrinsic motivator, Angry Birds. I only allow him to play for two minutes, but this gives him something to look forward to at the end of our session. I believe that all of the additional supports put in place helped give this student structure. After an incident of kicking me in the shin, I think his parents and homeroom teacher reiterated the importance of the time I spend teaching him. He was remorseful and quickly changed his attitude. I think that this program had great success and the instructional time that we spent together was rarely interrupted after the implementation of the behavior plan.