RUNNING HEAD: Behavior Assessment Project Dent !

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Behavior Assessment of Student Impulsivity

Erika A. Dent

EDS 534

Behavior Assessment Project

Fall 2016

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Table of Contents

I. Part A…………………………………………………………………………..……Pages 3-17

A. Characteristics of the Setting and Learner………………………………………Pages 3-15

1. School Community……………………………………………….…….…….Pages 3-5

2. Classroom……………………………………………………..………….….Pages 5-13

3. Learner………………………………………………………………….….Pages 13-15

B. Goals and Specific Behavioral Objectives……………………………….…….Pages 15-17

II. Part B……………………………………………………………………………….Pages 17-29

A. Data Collection………………………….…………………………………..….Pages 17-20

B. Completing Pathway Template…………………………………………..…….Pages 20-24

C. Interventions………………………………………………………..………….Pages 24-29

III.Part C…………………………………………………………………..……….…Pages 30–39

A. Evaluation/Analysis………………………………………………..………….Pages 30-36

IV.Reflection………………………………………………………..………..……….Pages 36-39

V. References………………………………………………………………………..…….Page 40

VI.Appendices

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Part A:

Characteristics of the Setting and Learner

School Community

The school and school district in which the student presently attends is Robert R. Lazar Mid-

dle School in Montville Township. The mission statement of the district focuses on the rigor of

the content learned in relation to the students individual potential and interests. According to the

Montville Township Public Schools website, the mission statement specifically states, “The

Montville Township Community values education at the highest level. Our mission is to guaran-

tee exceptional education for our students by maximizing individual potential and fostering a life

long commitment to learning through a strong partnership of educators, families and

community.” Along with the districts mission statement, the Board of Education formulated 4

specific goals to be attained within the 2016-2017 school year in order to promote growth within

the district. Although the four goals of the district vary in terms of their targeted subjects, one

goal specifically exemplifies itself in correspondence to this project; demographic study analysis.

The purpose of this goal is to have the district review and analyze the 2016 district demographic

study and develop plans to effectively address any forecast changes in enrollment and to support

the continuation of their comprehensive programs within the middle and high school (retrieved

from montville.net).

Specifically looking at Robert R. Lazar Middle School, in comparison to the 2, 648 schools

in New Jersey Montville’s Middle School ranks itself at a rating of 9, whereas the average rating

for middle schools is 8. The rating scale takes into account several factors, including college en-

trance exam scores, state assessment scores, class size, and much more. However, due to its large
Behavior Assessment Project Dent !4

nature, composing of 976 students and 92 teachers, the student to teacher ratio of the school

building is 11:1, which is lower than the state average of 13:1. When delving specifically into the

student body of the school, data indicates that the Robert. R. Lazar Middle School is made up of

47% males and 53% females, with roughly little over 300 students in each grade (6th-8th). In

terms of ethnic distribution, Lazar comprises of 71.6% white, 21.7% Asian, 4.2% Hispanic, 1.1%

African American, 1.1% Pacific Islander, and 0.1% in both American Indian and two races; scor-

ing itself at a 0.43 for diversity in comparison to the state average of 0.42. Nonetheless, out of

the 976 students that attend Robert. R Lazar Middle school, 3.3% of these students are eligible

for free lunch, 0.4% are eligible for reduced lunch, and 96.3% of students are ineligible for free

or reduced lunch (retrieved from http://public-schools.startclass.com/l/58528/Robert-R-Lazar-

Middle-School and http://www.publicschoolreview.com/robert-r-lazar-middle-school-profile).

Another aspect of the Robert R. Lazar Middle Schools is its dedication to the students specif-

ic learning needs. Not only does the school house a Child Study Team that includes all sorts of

counselors and specialists for the 19% of students with learning disabilities (14% being females

and 24% being males), but it also offers additional programs that help guide the students learning

and application of material to the real world. Lazar, along with Montville’s High School, all are

departmentalized and contain a large amount of Special Education teachers for the varying set-

tings across every grade level. These setting comprise of In-Class Resource, Resource, Self-Con-

tained, Pull-Out, Lab, and Honors. However, besides the types of learning settings being imple-

mented throughout the Middle School, the school also offers programs that suite each students

individual needs and interests. The Middle School offers over 100 types of clubs that range from

the arts to academics, additional help, and even a ELA and Math program for at-risk 6th graders.
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All in all, the Robert R. Lazar Middle School prides itself on it’s demonstration of differentiation

for all attending students, in terms of interest, presentation/learning style, and readiness (re-

trieved from http://public-schools.startclass.com/l/58528/Robert-R-Lazar-Middle-School).

Nonetheless, when comparing the demographics of the Robert R. Lazar Middle School to

Montville Township as a whole, much of the data does not change drastically. Montville Town-

ship is located in Morris County, New Jersey with a total population of 497, 103. It is a suburban

area that is characterized as upper middle class (with a median household income of $114, 565),

moderately educated, and primarily composed of middle aged adults. Montville Township in-

cludes 72.6% Whites, 20.8% Asian, 4.2% Hispanic, 1.3% African American, 0.5% Pacific Is-

lander, and 0.3% in both two races and American Indian. Overall, the school district itself is

made up of 7 schools, approximately 5,000 students, 425 teachers, with roughly 421 meeting the

districts criteria for acceptable performance, and 11 principals who all meet the districts criteria

for acceptable performance. According to the New Jersey Department of Education, Montville

Township Public School District is rated as being part of Factor Group “I”, the second-highest of

eight groupings. Meanwhile, in the school year of 1994-1995, Robert R. Lazar Middle School

was named a a “Star School” by the NJDOE, which is the highest honor a NJ school can achieve,

while in 2013 Valley View Elementary School was named as a high performing “Reward

School” by the NJDOE (retrieved from http://public-schools.startclass.com/l/58528/Robert-R-

Lazar-Middle-School).

Classroom

Grade Level, Type of Classroom, & Classroom Set Up

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The classroom in which the student for this project is enrolled in is a 7th grade special educa-

tion resource classroom. The classroom comprises of at maximum ten student desks and is locat-

ed in a tiny room within the school that has no windows and little space to store educational ma-

terials. Although the classroom is tiny as is, it also presents another challenge as it is used by

multiple special education teachers throughout the day and is the speech therapists classroom 2

days of the week when she is in the building. Therefore, instruction for 7th grade math only oc-

curs in this specific classroom two periods per day, one and six. The room itself reminds the stu-

dents of a large closet; it is small, cramped, does not have windows, smells due to the lack of air

ventilation, and lacks storage space. Although a variety of teachers use the room at all different

periods throughout the day, the teachers have discussed the room and their needs out of the room

in order to store instructional material and “claim” whiteboards. The room contains a Smart-

Board, three whiteboards, two bulletin boards, ten student desks, one teacher desk, one rec-

tangular work table, a table-top chrome book storage unit, and a cabinet storage bin. The teachers

of the room have all decided to share the cabinet storage bin and each teacher has his/her own

shelf, in addition to his/her own whiteboard to display the nights homework, the lessons objec-

tives, the schedule for the period, and the problem of the day.

However, in accordance to the Class Climate and Culture Reflection Checklist, the expecta-

tions for how the students should conduct themselves are posted, positively stated, action orient-

ed, and visible from all parts of the room, students have their own personal space for their be-

longings, materials to support learning are available and easy to access, the room is free of phys-

ical hazards, and technology is available to support different opportunities to learn. Nonetheless,
Behavior Assessment Project Dent !7

due to the nature of the small room, the class set up does not permit unobstructed student move-

ment and a flexible seating arrangement.

Classroom Routine

The routine that is implemented within the classroom is simple due to the small nature of the

room and lack of space to have the students kinesthetically engaged, in addition to its lack of

storage space. The two areas of the room that are used in great length are the SmartBoard/white-

board area and the two bins that sit on the back rectangular work table. The whiteboard that the

teacher uses is sectioned off using a special designed tape; the sections include the schedule, the

objectives of the lesson, the homework for that night, and the problem of the day. When the bell

rings and the students walk into the classroom to their seats, they are automatically advised to

begin writing the homework down into their planners. After writing the homework down, the

students then take out their math binder, hand in their homework from the night before into one

of the bins on the back rectangular table, and begin solving the problem of the day on a blank

piece of lined paper. As the students are solving the problem of the day, the teacher is checking

who handed in their homework within her grade book and passing out students homework to

other students in the classroom for peer checking.

After the teacher observes that most students complete the problem of the day, she then re-

views and solves the problem on the board, involving the students in the quick activity. After-

ward, the teacher then posts the answers from last nights homework on the board, giving the stu-

dents a few minutes to mark the questions either wrong or correct, and then reviews any prob-

lems that the students request. As the teacher is answering questions, she is recollecting the

homework to assess the students individual retention of the material from the previous day. Fol-
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lowing the initial routine of the period, the teacher then engages the class in the lesson for that

day; through this the students are involved by filling in guided notes and participating in guided

practice. Following the lesson, the students then participate in an exit ticket, where they not only

show proficiency in the concept but also write down a number that represents their self assess-

ment of the concept, and participate in the activity that is linked to the lesson. At the end of the

period, the teacher calls for the attention of the students, presents that nights homework, and

hands the homework out while answering any remaining questions. In relation to the Class Cli-

mate and Culture Reflection Checklist, the teacher implements all of the reflection items listed.

The teacher greets/welcomes the students as they enter the room, students arrive to their seats

ready with minimal prompting and guidance (only do some students need prompting), the do

now/POD is posted on the board and is relative to the content, the do now/POD is appropriate for

independent level work and accomplishable in 10 minutes or less, the teacher scans and moves

around the room to check for understanding, provides help, and gives feedback, and the teacher

has a procedure for bringing the do now/POD to a close.

In correspondence to the transitions and procedures used within the classroom routine, the

teacher implements several of the reflection items listed on the Class Climate and Culture Re-

flection Checklist. Within the teachers classroom, it is evident that the students complete transi-

tions with minimal prompting an guidance, alone with the fact that they know what their roles

are and how to perform their roles during transitions. Only often does the teacher have to redirect

one or two students within the class. Additionally, the directives for transitions are action orient-

ed, in the form of a statement and are 3 or less steps. Therefore, the teacher simplifies the transi-

tions in the class to be summarized in 3 or less steps in order to promote retention, independence,
Behavior Assessment Project Dent !9

and accountability. It is evident from the students success in transitions that the teacher has estab-

lished sound routines, within the beginning of the school year, that are clearly defined and con-

sistently used and has established routines for daily occurring student needs, such as bathroom

time, pencil sharpening, asking for help, handing in HW, and POD, and moving into group work

or centers. Nonetheless, it is not evident that there are consistent signals being used to gain the

students attention prior to directions, and there are no cues used to signal that transitions are ap-

proaching. Rather the teacher verbally calls the name of a specific student , in a quick manner in

the middle of a sentence, who is off task in order to regain their attention. When the teacher does

call the name of a student, it is in a precise manner where the student should have regained atten-

tion immediately and the other students barely notice what has just occurred within instruction. If

the student does not regain attention immediately, the teacher then will wait until the end of the

lesson or activity directions and sit by the student to guide them through what was just reviewed

as whole group and discuss what was happening that they couldn't remain focused.

As for the Supportive Learning Environment section of the Class Climate and Culture Re-

flection Checklist, the teacher exemplifies most, if not all, of the reflection items. When walking

into the classroom, you automatically notice that the learning objective of the day is posted and

visible from all parts of the room, anchor charts and posters are visible and relevant to support

the learning objective, and visible, tangible, and auditory distractions are minimized. However,

the teacher spends the majority of the time engaging the students in active learning activities,

modeling tasks/projects for student references, checking for student understanding frequently,

and monitors engagement by moving around the room and scanning the students work. None-

theless, the teacher also plans for individual needs through accommodations and modifications,
Behavior Assessment Project Dent !10

establishes a routine for student to ask for help (****), provides positive and corrective feedback

and interactions, demonstrates a caring nature towards the students and is interested in their well-

being, and uses behavior specific praise to reinforce positive behaviors and participation. Addi-

tionally, one reflection item truly stands out in the classroom; there are opportunities for students

to influence the learning process. The teacher takes into account the students needs, interests, and

wishes when constructing certain lessons, either making the activities/lesson student centered or

providing a choice based on activity types or tiered levels.

In terms of cueing and redirecting behavior and conduct issues, the teacher implements most

reflection items listed in the Class Climate and Culture Reflection Checklist, however not to the

full extent. The teacher does use a variety of strategies to cue appropriate behavior and model

appropriate social behaviors, however does not follow through with cueing consistently. During

the days where there is a a large amount of work to get through and a short amount of time, the

teacher simply states how appropriate behavior should be conducted rather than cueing for the

students to self assess himself/herself and modify their actions. Nonetheless, the teacher does

continually scan and recognize student signals of a problem occurring or needing help, and han-

dle situations calmly. Another aspect that is evident in the classroom is the implementation of

redirection strategies to re-engage a student back into the classroom routine; often the teacher

does this through switching to kinesthetic learning or relaxing the atmosphere of the classroom.

Additionally, the teacher never engages in mocking, threats, sarcasm or so on with the students

and follows a strict protocol for a continuum of consequences that are appropriate for the age

group of the students. Nonetheless, there are certain reflection items that the teacher does engage

and implement within her classroom, yet not to it’s full extent that is used continuously. The
Behavior Assessment Project Dent !11

teacher does often recognize students who are employing appropriate behavior around another

student who is not by praising the other student or prompting the class of the teachers expecta-

tions, however at times she tells the students to stop conducting the bad behavior rather than

phrasing corrections and prompting in terms of what she wants the student to do. Another

method she uses is a stop sign slip that she simply places on the students desk to cue them, none-

theless she does not explain to the student the appropriate behavior she is expecting or why the

student has received the slip. Additionally, although at certain times she pulls a student aside to

discuss his/her behavior after class, she often instead cues or makes a quick verbal statement dur-

ing class. Overall, the teacher does implement most strategies for cueing and redirecting behav-

ior and conduct issues, however she can delve deeper into addressing the inappropriate behavior

through proper reinforcement and consequence strategies.

When observing the teacher directed instructional block of time within the period, one no-

tices that the teacher employs all strategies listed in the Class Climate and Culture Reflection

Checklist. Not only does the teacher present the learning objective for the day, as mentioned pre-

viously, but she also uses multiple means to present concepts, is explicit, clear, and presents in-

formation in small segments, and scans for signals that indicate confusion or a need for help.

The teacher also creates opportunities for student engagement within the lesson by checking for

understanding and through questioning, in addition to determining if a concept needs to be fur-

ther reviewed/retaught in the future and formulates an appropriate pace for instruction. Overall,

the teacher conducts the lessons to break the concept down into comprehensible, short segments

and focuses each lesson around the learners needs. By doing so, she is then able to plan her cur-
Behavior Assessment Project Dent !12

riculum according to the needs of her class rather than her students needing to keep pace with the

curriculum.

However, when observing the implementation of cooperative group and center based learn-

ing, although most items were evident the structure and activities provided in group and center

based learning were modified due to the nature of the type of classroom and grade level. When

comparing the reflection items listed in the Class Climate and Culture Reflection Checklist, it is

apparent that the teacher implements the use of flexible groupings in consideration of the class-

room group size, the activities include both group and individual accountability expectations,

there are continuous opportunities for students to interact with one another, students are at times

assigned roles that are fulfilled, and the teacher actively monitors student and group progress.

Additionally, all assignments are designed to motivate learners, reflect the ranging needs of the

class, and receive feedback promptly and specifically by the following day. The one aspect that is

not depicted within the classroom is the group or center work being guided by a defining rubric

as the subject matter of mathematics does not require such, or such is not applicable. Essentially,

due to the grade level, cooperative groupings and centers are structured in a differentiated man-

ner in order to accommodate the time limit, small numbers of students within the class, and ac-

cording to the appropriate developmental level of the students ages. Therefore, although the

teacher follows most reflection items listed, they are modified so that all projects and centers are

achievable, engaging, and appropriate based on the learning needs of the class.

Lastly, in terms of the structure of the presence of independent practice within the classroom,

the teacher carries out all of the reflection items listed. The teacher not only assigns work that is

designed to reflect the range of learning needs in the classroom through tiered activities, but
Behavior Assessment Project Dent !13

there is a clear and evident plan for handling early finishers. Additionally, the teacher provides

positive feedback either during the independent practice activity or by the following day from

providing a small note on the students work. Through the use of exit tickets and students solving

problems on the board there is evidence of multiple checks being used in order to determine if

re-teaching or remediation is required. In addition, the independent tasks implemented in the

classroom are both modified and adapted to meet the needs of the learners, is balanced through

tiering the problems from easier to more difficult items, and encourage students to self-monitor

and self-check their performance. The teacher clearly constructs independent practice around

multiple facets of the classroom, the students, and the curriculum; the activities are formulated to

be meaningful, relatable, and scaffold the students understanding of the concepts.

Learner

The student, Jason, who is going the be examined and discussed throughout this paper is a

Male, Caucasian, 7th grade, special education student who is roughly 12 years old and diagnosed

on the Autism Spectrum Disorder. The student is currently placed in Resource Mathematics, ICR

Language Arts, Pull-Out Support Mathematics, and ICR Science and Social Studies, in addition

to language classes. The student is an active, young man who is generally involved in all age ap-

propriate trends in relation to his fellow peers. Jason is often found conversing with many stu-

dents throughout the hallways and puts forth effort to fit in with his peers. Jason typically dis-

cusses a few of his favorite hobbies on a daily basis with his peers and even teachers; such as

skateboarding, drawing, and cooking. Additionally, he takes pride in his appearance as he

demonstrates a liking towards differently designed high socks. Nonetheless, in terms of the stu-

dents academic physical characteristics and needs, Jason does not wear or need glasses and is
Behavior Assessment Project Dent !14

able to access materials and varying classrooms throughout the school on his own accord. Jason

is an eager student who is focused on his academics and often enjoys being in school. As men-

tioned previously, Jason enjoys the social aspect that being in school brings, however he also

puts forth effort in learning new material. Additionally, Jason is an extremely polite young man

who often socializes with his teachers and is able to form a relationship with his teachers. None-

theless, Jason does present a few challenges; although he is social, he does need to focus on us-

ing proper social skills, focus less on specifics, not rush through work, and advocate for himself

that he is becoming frustrated if the workload is too much. Jason also needs to differentiate be-

tween times that he can engage in conversation with his friends and times when he should focus

on school work. All in all, Jason is an enjoyable, eager young man who is a pleasure to have in

class and brings value to the classroom.

In terms of the tier one modifications and accommodations that Jason receives, his IEP en-

tails several instructional interventions for his teachers to implement for the purpose of making

the curriculum more accessible to him. Several modifications listed are general; preferential seat-

ing, repeat/rephrase directions, break down multi step directions/tasks, provide visuals and verbal

cues, use graphic organizers, provide study guides, provide a copy of notes, modify tests/quizzes/

assignments that are deemed appropriate, allow extended time, and have the student repeat direc-

tions in his own words. Behaviorally, Jason demonstrates a high level of anxiety to perform

properly in the school setting, often is impulsive, and needs strict rules. The interventions that are

in place to address his behavioral needs are the same as his modification as they target his anxi-

ety as well, however his impulsivity is rarely addressed (only in speech every so often). When

implementing the modifications for Jason into the content being taught, one must also consider
Behavior Assessment Project Dent !15

what will engage Jason in the lesson and activity. As mentioned before Jason enjoys skateboard-

ing and art, therefore by intertwining these subjects into the content being taught, Jason is not

only highly engaged but also is able to relate the skills to real life experiences. By doing this, the

content will be more easily understandable and retained at a quicker rate.

Goals and Specific Behavioral Objectives

The impulsivity that Jason presents in the school community is often and can grow to be-

come more detrimental to his learning and understanding of the use of proper social skills. Jason

demonstrates his impulsivity through calling out when he needs assistance rather than raising his

hand, shouting “hey” at the teacher rather than addressing them by their proper names, and blurt-

ing out when he is confused as to the meaning of the directions. At all times that Jason’s impul-

sivity emerges, he is either engaged in an independent work activity or completing independent

problems during the later section of guided practice. The pattern just stated presents itself every-

day in the Mathematics room, multiple times a day, and even occurs in the Language Arts class

setting. From targeting Jasons’s impulsivity through performing tiered intervention strategies and

formulating a behavior action plan/FBA, the overall long-term goal to promote the desired be-

havior is for Jason to understand the varying social settings and how to properly behave in each

one. Additionally, through this Jason will learn to address others properly, by using their full

names, cueing when he needs assistance or wants to engage in conversation, and forming eye

contact when talking to an adult or another student.

Therefore, through the observation and data collection of the target behavior being portrayed

within the classroom setting, the replacement behavior is defined and identified. The target be-

havior that was formulated specifically for Jason was for him to understand and implement prop-
Behavior Assessment Project Dent !16

er social cues when addressing another adult or student. Jason must demonstrate the skills of cue-

ing the instructor silently that he needs assistance by raising his hand and waiting to be called on

or approached, and addressing the instructor by his/her proper full name. From implementing

interventions within the classroom to promote the replacement behavior, Jason will become

aware of proper social contexts and cues within an educational setting. These skills, however,

can also carry over into use within other settings. Thus being stated, the behavioral objective

linked to the identified replacement behavior is as follow: Given a task to be completed indepen-

dently, Jason will raise his hand when seeking assistance, address the instructor by his/her proper

full name, and wait patiently to be addressed on 4 separate instances out of 5 consecutive days.

Essentially, the overall, hierarchal purpose for strengthening the desired behavior and de-

creasing the target behavior is to prevent the impact that his impulsivity could have upon Jason’s

learning. Although Jason is currently in Middle School, as he progresses through the further up-

coming grade levels, teachers will become impatient with his impulsivity; they may ignore his

requests as they are not made properly, and if he is not able to properly advocate for himself his

learning will be impeded. Through targeting Jason’s impulsivity at this stage of his life, he will

be able to learn how to correctly advocate for himself and his learning in the future, in addition

to implementing proper body language when engaging an adult or another peer in conversation.

These skills can not only be used currently, but also within the future in high school, college, and

eventually the workforce; therefore, the replacement behavior is a necessary life skill.

Target Behavior Objective: Given a task to be completed independently, Jason does not raise

his hand, calls out at the teacher using terms rather than her name, begins asking his question or
Behavior Assessment Project Dent !17

stating his comment without the teachers attention, and interrupts the other students or classroom

routine.

Replacement Behavior Objective: Given a task to be completed independently, Jason will

raise his hand when seeking assistance, address the instructor by his/her proper full name, and

wait patiently to be addressed on 4 separate instances out of 5 consecutive days.

Long Term Goal: Overall, the long-term goal is for Jason to understand the varying social

settings that he is in at the moment and how to socially properly behave in each one.

Part B:

Data Collection

The conditions in which the target behavior was assessed was in a 7th grade Math resource

classroom. The resource classroom is a small classroom in the school that is shared throughout

the day by many special education teachers and is additionally used as the speech room. The

classroom consists of one smart board, three whiteboards, two bulletin boards, cabinets, tables,

desks, two computers, and a mini desk top chrome book cart. Nonetheless, the resource class-

room is only equipped for at most ten students. Within the context of my observations, there

were six students within the classroom, all ranging in social, behavioral, and academic skills. Out

of the six students there are three boys and three girls; the boys generally work together, while

the girls do so as well during either group work or centers. Specifically looking at the learning

context of the observations, the data was collected and analyzed from all sections of the lesson;

therefore, data was collected from either the POD, HW review, lesson and note taking, guided

practice, exit ticket, or activity. When analyzing the data, much of my observations took place

during independent work times, such as the POD, exit ticket, and activity. The general length of
Behavior Assessment Project Dent !18

my observations were the length of one class period, forty minutes, and the observations were

taken daily as the demonstrated target behavior would fluctuate on a day to day basis.

ABC Data

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Based on the findings from the ABC chart and my observations, the student demonstrates the

target behavior when completing independent assignments or tasks. Through my observations of

the students behavior, the student demonstrates the behaviors of calling out without raising his

hand, interrupting the teacher before being addressed first, and not properly addressing the

teacher by her name, all when needing assistance or redirection. Often the student presents the

need for assistance and reassurance in the fact that he is completing the task or assignment prop-

erly. From my understanding of the student, he becomes extremely anxious when he completes a

task or assignment incorrectly; he focuses on completing his work perfectly and understanding

the material the first time. Often when a task or assignment is completed incorrectly, he apolo-
Behavior Assessment Project Dent !19

gizes to the teacher; it is from this moment where she engages in the promotion of growth mind-

set in terms that learning comes from making mistakes.

Target Behavior

In the case of this one specific student, the target behaviors being addressed and recorded

through various observations are not raising his hand and not waiting to be addressed first by the

teacher before calling out. The behavior was observed through using an event frequency data

form, where the target behaviors were recorded on a daily basis based on the class period.

Therefore, the amount of times he exhibited the target behaviors were recorded all in one block

for that class period.

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Replacement Behavior

In order to address the specific target behaviors that the student was demonstrating, interven-

tions were implemented and replacement behaviors were formed. As the students replacement

behavior, the interventions are used to promote the student to raise his hand and wait to be ad-

dressed first rather than call out when needing assistance or reassurance. Again, the behaviors

were observed over the time frame of one class period daily and the data was collected using an

event frequency data form.

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Competing Pathway Template

I. Setting Events: The student is classified with ASD, in addition to having a high level of anxi-

ety. The general characteristics that he presents within the classroom, socially, behaviorally,

and academically, coincide with his limitations and exceptionalities. Often he focuses on spe-
Behavior Assessment Project Dent !21

cific subjects or things immensely in comparison to other aspects within his life, he needs

constant reminders and often has post it notes filled with reminders all over his planner and

notebooks, he needs reassurance to put his anxiety at ease, he needs to make sure that he is

doing everything correct and properly, and he often makes inappropriate comments to be so-

cially funny without understanding the setting of which to state them in. All in all, the student

does need daily support to guide him in his organization and social and academic understand-

ing. By providing the student continuous support, he is able to feel more conscious of the

subject matter and the aspects going on around him, while also having him feel more at ease

as to the completion of his tasks and assignments.

II. Antecedent Triggers: The characteristics that the student presents right before the target be-

havior occurs vary on a daily basis. Nonetheless, the target behaviors are always demonstrat-

ed when the student is working on an independent task or assignment; such as the POD, an

exit ticket, guided practice problems, and the activities following the lesson. Often the student

starts to become fidgety in his seat and moves around more than usual, displaying a sense of

frustration. Additionally, he often looks around the room to see where I am right before he

calls out and interrupts the class and the class routine.

III. Behavior: Following the antecedent triggers, the target behavior is usually displayed. The be-

haviors that the student exhibits is not raising his hand and calling out (without being ad-

dressed first) in order to gain the attention of the teacher. Often when the student calls out, he

does not properly address the teacher using her name, but rather just starts asking his question

or yells “hey”. These behaviors occur during any independent activity, no matter if the stu-

dents are just completing a task or an assignment or a quiz/test.

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IV. Maintaining Reinforcement: The student was provided negative reinforcement as he was not

able to access the teachers attention as she had ignored his behaviors. However, at time the

student was also provided positive punishment due to the fact that when the student per-

formed such behaviors, she would specifically state the proper behaviors (same ones) of an-

other student in the class so that the student can monitor his own behaviors and adjust them.

If the student were to raise his hand, however, then he would be provided positive reinforce-

ment through receiving praise from the teacher.

V. Setting Event Interventions: Certain setting event interventions were implemented within the

classroom in order to increase the promotion of the replacement behaviors within this one

specific student. One specific setting event intervention used was sectioning off the white-

board into all different sections using tape. Therefore, when the student walks into the class-

room everyday he will know where the schedule is, where the objectives are, where the

homework is listed, and where to find the POD, as they will be in the same boxes on the same

whiteboard day in and day out. Another intervention implemented was the use of the sched-

ule. I had started to display the schedule of the period on the board so that the student can see

and differentiate when we would be in a whole class setting verse an independent work set-

ting. This helped the student anticipate when he would be working alone, rather than him

finding out half way through the class period. Along with the setting, I also included images

to represent each written activity, therefore the student is able to access the schedule through

visuals and through a written bulleted list. Lastly, another setting event intervention imple-

mented was the use of the same structure every day; meaning, that the schedule does not

change day in and day out. The activities, concepts, and problems may change, however the
Behavior Assessment Project Dent !23

structure of the lesson is the same every day, therefore the student knows what the expect and

it helps guide him in getting comfortable with independent work time.

VI.Antecedent Interventions: Along with setting interventions being implemented within the

classroom, there are also antecedent interventions that were implemented. One intervention

that is used is listing the directions of the activity on the board. I generally state the directions

to the activity to the class, however when I call on students to repeat the direction back to me

one step at a time, I also write them on the board. Therefore, if Jason or any other student be-

comes confused or frustrated, he/she can look on the board for clarification. Additionally, be-

fore every independent assignment I display the activity, provide directions, go through the

activity step by step, and even at times demonstrate solving the first problem together as a

class in order to provide more clarification for the students before they begin working on

their own. However, in order to present the students target behaviors from arising, I often

carefully plan independent activities; I adjust the amount of questions, formatting of the pa-

per, and adjust the difficulty level of the problems.

VII.Replacement Behavior: Given a task to be completed independently, Jason will raise his

hand when seeking assistance, address the instructor by his/her proper full name, and wait

patiently to be addressed on 4 separate instances out of 5 consecutive days.

VIII. Replacement Skills: There are several skills being implemented within the classroom in

order to promote the replacement behaviors in Jason. One skills being used is as simple as

just providing Jason with praise whenever the teacher observes the proper behaviors being

used. Not only does this provide recognition for good behavior, but it also boosts Jason’s ego

that he did something correctly. Another skill being used is through the form of interventions;
Behavior Assessment Project Dent !24

Jason is able to use a self monitoring punch card in order to self assess his progress. By using

this punch card, Jason is able to punch a hole in specific sections of the card per day based on

how many times he believes or acknowledged demonstrating the proper behaviors; each day

he receives a new card. Not only does this help Jason recognize his own behaviors and moni-

tor/assess himself, but it also helps the teacher to see the progress he is making and if any fur-

ther interventions need to be used. However, through the hole punch card, if Jason were to

hole punch all the sections on one card in a day, then he is rewarding with a no homework

pass.

IX.Maintaining Reinforcement: As mentioned previously, Jason is able to work towards a no

homework pass through the use of a hole punch self monitoring card. By linking a reward to

the self monitoring system used as Jason’s intervention, he is receiving positive reinforce-

ment as he is gaining or accessing something from presenting the correct, proper behaviors.

Additionally, by receiving praise Jason is also receiving positive reinforcement as he is gain-

ing the attention of his teacher.

Interventions

Based on the target behaviors that Jason previously presented and the replacement behaviors

being promoted to Jason, there are several tiered interventions that are implemented within the

structure of the lesson and within the classroom in order to help guide Jason in his progress.

Overall, the interventions are based on impulsivity as Jason’s previous behaviors were impulsive

and often interrupted the class and class structure. Several tier 1 interventions, based on impul-

sivity, being used are: Alternative modes of completing assignments, break down assignments,

break down directions, post directions in a list format on the board, use of a daily planner, have
Behavior Assessment Project Dent !25

student repeat directions, individual work space, more structured routine, posted visual schedule,

redirection, provide praise, and teach relaxation/coping strategies. Nonetheless, when the tier 1

strategies are not enough to promote growth in a students behavior, the strategies need to be

more directed at the specific student and a small population of students in the class; essentially,

the interventions are more precise and target the behaviors presented. Several tier 2 strategies

that are implemented are: use of a hole punch self monitoring card, reward system through the

use of the hole punch card, review of relaxation/coping techniques, and providing continuous

praise. Based on Jason’s behavior and the progress thus far, displayed in the event frequency

data, it is unnecessary to implement tier 3 interventions at this moment. However, if the tier 2

strategies were to not work at promoting proper behavior in Jason, then the tier 3 strategies

would need to be used as these are more intensive and directed for just one specific student.

Function-Based Statement

Given a task to be completed independently in math class, Jason doesn’t raise his hand, calls

out, and interrupts the class before waiting to addressed by the teacher first in order to gain atten-

tion to receive assistance and/or reassurance based on the task itself.

Global Strategies to address Setting Events:

1. Sectioning off parts of the whiteboard: Helps the student reduce stress/anxiety levels and

guides the student in knowing where to receive pertinent information daily without needing

assistance from the teacher.

2. Schedule of period posted: Guided Jason in understanding what was going to happen

throughout that specific period and when to expect independent work time.
Behavior Assessment Project Dent !26

3. Structure of the lesson the same daily: This helped Jason differentiate between whole class

setting and independent work time, and the expectations of each. Through structuring the pe-

riod the same everyday, Jason is able to know what to expect, know what is expected of him

during each section of the period, and become more familiar/comfortable with independent

work time.

Strategies to Address Antecedent Triggers:

!
Replacement Skill Instruction Plan

Introduce and Discuss the Skills: The teacher that Jason works with during his Math period day

in and day out established a clear understanding with Jason that he is expected to complete and

participate in independent tasks and activities. However, through this discussion, Jason’s teacher

has made it clear as to what her expectations of him are when he is working independently; if he

needs help to raise his hand and wait patiently until she addresses him first. Through this expla-

nation, she was able to inform him what could happen to him and to the learning or focus of the
Behavior Assessment Project Dent !27

other students if he just calls out and interrupts the class and class structure. It was clearly dis-

cussed between the teacher and Jason the interventions being used within the classroom to limit

his confusion and need for reassurance, and the hole punch self monitoring card. The teacher dis-

cussed what self monitoring was with Jason, the cards purpose in relation to his behaviors, and

the reward that he can receive through the use of the cards.

Model & Role Play the Skills: Jason was introduced to the boxed sections on the board, and is

continuously introduced to them each day in order to promote memorization of resources. Addi-

tionally, the teacher introduced Jason to the hole punch self monitoring cards through examples

and hole punching the card based on the examples.

Daily Reminders to Use the Skills: The daily reminders used to increase Jason’s replacement

skills are the sections on the whiteboard, the list of directions on the board, having the class re-

state the directions, introducing the independent work tasks or activities, and the hop punching

self monitoring/reward system. Through the use and implementation of these interventions, Ja-

son is constantly reminded of the behaviors that he needs to present rather than the ones he has

been.

Praise for Using the Skills: Just as daily reminders are used daily, Jason is also provided constant

praise for demonstrating the replacement behaviors. Jason is praised when he raises his hand,

calls the teacher by her proper name, and waits to be addressed before calling out and interrupt-

ing the class.

Corrective Feedback for Errors: Jason’s teacher would provide corrective feedback by not letting

Jason hole punch an are of his card. Therefore, due to the fact that he did not display the proper

replacement behaviors, he is not able to receive a hole punch for that specific part of the period.
Behavior Assessment Project Dent !28

Additionally, to provide corrective feedback, since Jason was not able to receive a hole punch for

that specific part of the period, he is unable to work towards receiving a no homework pass for

that day as his whole card would need to be punched in order to get a reward.

Redirection Strategies to Respond When a Behavior Occurs

The overall style that works best for redirecting Jason to use the proper replacement behav-

iors is by using another students behavior as an example. By doing this, Jason does not feel that

he specifically is targeted in the group and it makes it slightly inconspicuous to the other students

as to whom the teacher is truly directing the comments to. Additionally, through using another

student as an example, Jason is able to not only self reflect and self monitor his own actions, but

he is also able to visually see what behaviors he should be engaging in. Nonetheless, a re-

direction strategy that often makes the student’s behavior increase, or the student shut down, is

through specifically calling Jason out and making him feel belittled by reprimanding him. When-

ever Jason feels targeted, it often flusters him which causes him to decrease his self awareness of

his behaviors, in addition to shutting down academically.

Progress Monitoring Sheets!

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Behavior Assessment Project Dent !29

Replacement Behavior Target Behavior

Raising Hand & Waiting to Be Addressed First

Behavior Assessment Project Dent !30

Part C:

Evaluation

Based on the treatment integrity chart, the interventions implemented in order to increase the

replacement behavior in Jason were successful. Out of the 5 consecutive class periods, Jason was

able to hole punch his self monitoring card at least once per day/class period, and also received

positive feedback/praise at least once per day/class period. Therefore, Jason was 100 percent

successful in demonstrating the replacement behavior from the use of the interventions. Addi-

tionally, Jason was able to access all information from the whiteboard sections, in the classroom,
Behavior Assessment Project Dent !31

and directions posted on the board 100 percent of the time in order to limit his confusion and

number of questions asked. Nonetheless, when Jason was being introduced to the interventions,

he was given explicit instructions and modeling for two out of the 5 class periods, which repre-

sents 40 percent. The reason that I listed that this intervention strategy worked for Jason is due to

that fact that I was able to scaffold Jason away from being instructed on how to implement the

use of his hole punch card. Essentially, after two class periods, Jason was able to fully under-

stand and use the interventions independently. However, Jason received a 1 out of 5 sessions,

equating to 20 percent, in terms of occurrences when he did not present the replacement behav-

ior. In essence, twenty percent of the time Jason was ignored and was not able to hole punch his

self monitoring card as negative reinforcement for not demonstrating the replacement behaviors.

All in all, Jason was able to reach the overall goal of this behavioral plan with the use of proper

interventions; Given a task to be completed independently, Jason will raise his hand when seek-

ing assistance, address the instructor by his/her proper full name, and wait patiently to be ad-

dressed on 4 separate instances out of 5 consecutive days.!

Percent Percentage of Procedural Steps

Success Using Interventions
4 100
100 100 100

3 75
Percent

2 50

40
1 25
20 20

0 0
Procedural Steps
Behavior Assessment Project Dent !32

Analysis

In an analysis of the interventions used and the success of the interventions on increasing the

students replacement behavior, one must be knowledgeable in the varying tiers of interventions

and their purposes. When introducing interventions into the classroom, educators must be aware

of the differences between the tiers; tier 1 interventions are often used for the whole class and are

universal, tier 2 interventions take place in small group or small group instruction (therefore, tar-

geting a certain group of students), whereas tier 3 interventions are the most intensive and often

individualized for only one student. In accordance to PBIS World, the same tier 1 intervention

strategies are often used for multiple problematic behaviors, however the tier 2 and tier 3 strate-

gies listed are more focused and differentiated based on the specific type of problematic behav-

ior. Based on the behavior that Jason was presenting in the beginning of this project, the inter-

ventions that I followed and used were based on impulsivity. The reason that his behavior was

identified as impulsivity was due to the fact that he would seek attention through impulsive ac-

tions that occurred at random moments throughout the class period. As mentioned previously, in

relation to PBIS World, several tier 1 interventions listed, based on impulsivity, are: Alternative

modes of completing assignments, break down assignments, break down directions, post direc-

tions in a list format on the board, use of a daily planner, have student repeat directions, individ-

ual work space, more structured routine, posted visual schedule, redirection, provide praise, and

teach relaxation/coping strategies. Meanwhile, several tier 2 strategies listed are: self monitoring,

reward systems, review of relaxation/coping techniques, and providing continuous praise (Re-

ceived from PBISWorld.com).

Behavior Assessment Project Dent !33

Delving deeper into the interventions used throughout the project, one specifically is a uni-

versal intervention that is presented more recently in research; positive behavioral interventions

and supports. Cited from the NEA, National Education Association, PBIS is a preventative

framework that works for all students; many schools across the country are implementing PBIS

into their behavioral management system as the effects on students are more positive. Essentially,

PBIS is a behavioral based system approach used to enhance schools’ abilities to design effective

environments that are conducive to quality teaching and learning (NEA, 2011). PBIS improves

the social culture and the behavioral climate of classrooms and schools which ultimately lead to

enhanced academic performance (NEA, 2011). When implementing PBIS, one must understand

that it is a multi-tiered system designed to be inclusive of all environments and differentiated for

each and every school/community (NEA, 2011). The factors of PBIS vary according to three lev-

els: school-wide, individual student, and classroom. For the school wide level, in each school

there must be a leadership team that have a behavioral purpose statement and a set of positive

expectations, along with a set of procedures for encouraging/discouraging desired school behav-

iors. On the individual student level, students receive function based behavior support planning,

team and data based decision making, and target social skills and self management through indi-

vidualized instruction and curricular accommodations. Meanwhile, on the classroom level, edu-

cators and student focus on routines and expectations. Relating the PBIS format to the interven-

tion project involving Jason, the intervention system was in full effect on all levels. School-wide,

Jason has been involved in universal advisory Thursdays that are led by a leadership team of

teachers in the school that use data to drive their lessons. All the students and teachers in the

school are involved in advisory Thursdays 3 times a month for 40 minutes at each session. How-
Behavior Assessment Project Dent !34

ever, on the classroom level, Jason is knowledgable of the expectations and rules of each teacher,

yet provided continuous praise for positive behavior.

In terms of the other intervention used throughout the project, self monitoring is a low-inten-

sity, secondary prevention strategy designed to improve students’ self-management skills and to

support their academic, behavioral, and social development (Vanderbilt University, 2011). This

intervention is typically used to teach students how to independently observe and record whether

they are engaging in appropriate behavior at a particular time (Vanderbilt University, 2011). Due

to this interventions flexibility, it can essentially be tailored to address the needs of any student at

any level. Nonetheless, when designing a self monitoring intervention to be used for one of your

students, an educator must keep in mind the six steps; establish prerequisite conditions, identify

and define behaviors, design procedures and monitoring forms, teach procedures to the student,

monitor progress, and conduct maintenance and follow up (Lane et al., 2011). Although all steps

are vital to the process of implementing this intervention, the most important step would be to

teach the procedures to the student. The reason for this step being the most important of the six is

due to the fact that the student must know what he/she is targeting, how they will self-monitor it,

and the differentiation of when he/she will receive either reinforcement or punishment. Essential-

ly, the student runs the intervention being used within the classroom as he/she monitors them-

selves, therefore he/she must be fully aware of every aspect before implementing the intervention

or it will not be successful. In terms of Jason, the implementation of self monitoring was created,

introduced, and assessed based on all six steps. Additionally, Jason was fully aware of the inter-

vention being used and how to interact with such in terms of assessing himself based on his tar-
Behavior Assessment Project Dent !35

get behavior and the replacement behavior aimed for. Overall, from following the six steps, the

intervention was very successful in Jason’s case and will be continuously used.

All in all, the interventions used throughout the project were successful and helpful in the

improvement of Jason’s presented behaviors. Although the tier 1 interventions can be used in any

classroom at any time, Jason found them helpful within his math class. He was able to access all

of the information he needed at his convenience, which made him feel more at ease as he tends

to focus highly on his organization of information. Additionally, the use of PBIS was beneficial

to Jason as he is motivated by receiving praise and basks in the comfort of knowing he is doing

what he is supposed to be doing. These characteristics often are associated with Jason’s diagno-

sis; he needs constant praise and attention to detail. Nonetheless, in terms of self management,

this intervention strategy was new to Jason. When I initially began explaining the intervention to

him, he was slightly confused because it was out of his norm. However, once we had discussed

such, his behaviors, and I modeled/role played how to use the hole punch card, he grew more

fond of the system, especially the fact that he was able to rate himself. Looking back at the past

few months working with Jason, he is a very eager student who seeks to do well and succeed in

his social abilities and his academics; he was very open to the project and interventions used and

enjoyed being a part of something that could be based on him. Additionally, he enjoyed the fact

that the overall project would help him as he is aware of his minor lack of some social skills.

Therefore, overall, I believe that the project and working with Jason was of great success and

presented very little challenges.

Furthermore, although the project and interventions worked for Jason and helped him im-

prove upon one specific behavioral trait, I believe that the project should be a continuous daily
Behavior Assessment Project Dent !36

strategy used for him. Looking at the data and just remembering the sessions in my own mind, it

is apparent that the interventions worked for Jason in improving his behavior, but also improving

his confidence and making him feel that he is an active member in his own life. Students often

struggle, especially in middle school, with realizing that they are the change in their own lives;

they must make a difference or try new things in order to lead them down a new path. For Jason,

he did not realize this and he often relied on others to guide him through what he needed to do.

Nonetheless, through contestant praise, information presented in the same precise manner every-

day, and introducing him to self monitoring, Jason was able to recognize that he is able to take

control of himself on his own. He was able to realize that yes he presented an inappropriate be-

havior, but he was able to address it and change it on his own. Therefore, rather than just imple-

menting tier 1 supports, praise, and self monitoring strategies in Jason’s math class, I am plan-

ning on speaking to his case manager and other teachers to start implementing such in his other

classes. The reason that I would also inform his case manager of such, is to discuss with her the

success that he has demonstrated from these certain interventions and have her analyze how she

may be able to implement them in the future for other instances with him.

Reflection

Based on the project conducted over the past few months, there were many aspects learned

and few challenges presented. Reflecting upon working with Jason, he was an extremely eager,

happy, polite student; although Jason presented the challenge of raising his hand and properly

addressing the teacher, he often demonstrated proper behavior within the classroom and school

building. Jason was a very sociable student that gets along well with his peers, with his teachers,

and with faculty around the school building. Jason is the type of student to be well aware of what
Behavior Assessment Project Dent !37

works for him and what does not; therefore, he is upfront and open with you about both his be-

havior tendencies and his learning/attention. Due to this, from Jason having a full understanding

of himself, it made the project easy to conduct with him and carry out the interventions used. The

only challenge faced was the worry that I had of Jason’s acceptance of the interventions and the

overall project. As Jason has a full understanding of himself, he also has a full understanding of

what he specifically likes and dislikes. Often when Jason does not like something, he does not

become involved in it and is very strong willed in that sense. Therefore, if Jason was not fully

enthusiastic about the project and the interventions, then they would not have been as successful

since he would have not been whole heartedly into participating in them. On the other hand, an-

other challenging moment was making sure that the self monitoring intervention was age devel-

opmentally appropriate and engaging for a middle school boy. Many interventions are easy to

gear towards Elementary aged students as they can participate in various types of reward systems

using various tools and materials. Nonetheless, middle school students tend not to buy into those

types of reward systems anymore and are more focused on more mature aspects. Therefore,

when implementing the self monitoring intervention and linking it to a reward system of some

type in order to keep Jason’s motivation high, I had to sit down and think what a student would

like at that age; eventually I settled with the idea of receiving a free night of homework if he

filled a card in one class period.

Besides the benefits and challenges presented throughout the project and from the implemen-

tation of the interventions, I believe that the interventions can be used both in school and at

home. Praise and PBIS are universal interventions that could be used in any setting with any oth-

er peer, however the intervention of self-management varies slightly. I believe that the other
Behavior Assessment Project Dent !38

teachers that Jason has can implement the intervention and project successfully in order to ensure

that he is working on the behavior throughout the whole day rather than just one period. Howev-

er, I also believe that the other teachers can use the intervention in their own ways to touch upon

other aspects; nonetheless, this should be done with caution as he should only focus on one be-

havior or skill at one time. Although most educators are knowledgeable of self management, I

also believe that it would be beneficial for schools to host a professional development session in

order to ensure full understanding of the intervention, how to implement such, and how to assess

the success of the intervention. Additionally, I believe it would be extremely beneficial for the

school districts to host a parent information night based on the intervention of self monitoring as

it is a strategy/tool that can used across all settings and by all individuals knowledgeable in such.

Overall, reflecting back upon the whole project, I can state that I have learned an immense

amount of information in regards to students behaviors, how to assess them, how to form inter-

ventions around them, and how to create specific differentiated plans based on each individual

student. Through the use of the research articles and websites found, I have a full understanding

of the varying behaviors and the different tiers of interventions that go along with each specific

behavior. Additionally, although I was already knowledgeable in the varying types of behaviors

that can be presented in one classroom and how to form plans and interventions around such, I

have a true understanding of all that goes along with creating a specific plan for a student. From

forming a plan for one specific student throughout this project, I was also able to understand and

appreciate all the varying types of data forms, the differentiation between them all, and the dif-

ference between positive/negative reinforcement/punishment within the classroom and/or school

setting. Overall, although I had a brief knowledge of the material needed to be implemented in
Behavior Assessment Project Dent !39

the project, it is from creating this plan for Jason and the course that I have truly understood the

depths of behavior and behavioral intervention strategies, and I will continue to use my new

found knowledge throughout all my future endeavors within the education field.

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Behavior Assessment Project Dent !40

Reference Page

Defining Behavior. The IRIS Center. Online. URL: http://iris.peabody.vanderbilt.edu/case_stud

ies/ICS-015.pdf.

Lane, K. L., Menzies, H., Bruhn, A., & Cronbori, M. (2011) Managing challenging behaviors in

schools: Research-based strategies that work. New York, NY: Guilford Press.

Public School Review. (2016). Robert R. Lazar Middle School. Online. URL: http://www.public

schoolreview.com/robert-r-lazar-middle-school-profile

PBIS World. (2016). Online. URL: http://www.pbisworld.com

Startclass. (2016). Robert R. Lazar Middle School. Online. URL: http://public-schools.start

class.com/l/58528/Robert-R-Lazar-Middle-School

SOS: Helping Students Become Independent Learners. The IRIS Center. Online. URL: http://

iris.peabody.vanderbilt.edu/sr/chalcycle.htm

Vanderbilt University. (2011). Self monitoring: Equipping Students to Manage Their Own Be

havior in the Classroom. Tennessee Department of Education. 1-4.