Behavior Progress Monitoring

Kaylee Clark- 2nd Grade

Student:
Matthew
Dates Observed:
10/29-11/26
Background Information:
Matthew is a second grade student at Melcher-Dallas Elementary. He does
not have an IEP, but he does check-in with the special education teacher at the
beginning of the day and checks-out at the end of the day. These are just short times
where they talk about how his day went and how he is going to do for this school
day. He is diagnosed with ADHD, and just recently with dyslexia. His parents are
divorced, so he spends most of his time with his Dad and every other weekend from
his Mom. From observing and listening to conversations, I can tell that this hinders
his progress. There is not good communication between the families and school.
During the school day, Matthew has a very hard time concentrating on the
task at hand, sitting still in his desk, and following directions. He also has a tendency
to get in trouble at recess. He gets in fights, throws rocks, and doesnt listen. He is a
very bright student but all of these things hinder his performance.
Baseline Data:
Prior to implementing a behavior plan I took some baseline data. I started at
the beginning of my placement, so I was able to observe my cooperating teacher and
Matthew as the same time. I recorded the number of times Mrs. Offenburger, my
cooperating teacher, had to stop instruction to redirect or discipline Matthew per
day.
Date
10/28
10/29
10/30
11/3
11/4

# of
redirections
6
4
3
6
8

Behavior Plan:
Mrs. Offenburger and I decided that it would be good to set up a behavior
plan and motivator to help with these behaviors. The motivator that we decided to
use was playing the iPad. If he has a good day he gets to play the iPad for ten
minutes before he goes home. Matthew would check in with me before and after
recess and we would decide if he did well or could improve. I made a chart to track
this progress. If he did well he would get a star, if he could improve he would get a
minus. During instruction, Matthew could have one warning and still earn a star. If
he had to have more than one redirection then he earned a minus. During recess, he
would earn a minus if the recess monitor had to come talk to Mrs. Offenburger or
me. At the beginning of the behavior plan he had to earn four stars in order to get
the iPad time. Each week, if we saw progress, we would increase the number of
stars he needed. By the end of the plan he had to get six out of seven possible stars.
Here is the chart I used to track his behavior:
Monday

Tuesday

Wednesday

Thursday

Friday

Before first
recess
First recess
Before lunch
recess
Lunch recess
Before last
recess
Last recess
After last
recess
iPad time?
Findings:
The behavior plan worked pretty well. There was a period of time where his
parents decided he needed to increase his medication and this is where we saw a
downfall in progress. It took a while for Mathew to adjust to this new medication.

Once he was able tor regulate this, we began seeing progress again. At the
beginning of the behavior plan, Matthew would get very discouraged if he received a
warning and then his behavior would get out of control and that would lead to him
getting a minus. Matthew and I had to have several conversations about what a
warning was, and how he should react to getting a warning. I think these
conversations helped Matthew understand that he was in charge of his behavior and
no one else can make his actions for him. Each week we were able to increase the
number of stars he needed to earn. This means that we were seeing progress and
his behavior was improving.

8
7
6
5
4
3
2

Stars Earned
Goal Stars

1
0

The red line was Matthews goal to reach in order to get iPad time at the end of the
day. The numbers on the side represent the number of stars. The stars earned line
goes up and down a lot. There were many factors that went into this. Overall, I
think the behavior plan was successful because Matthew enjoyed working toward
iPad time. It was motivating for him.