Courtney Raia Managing the Learning Environment Context/Situation JP is a student who is placed in all general education classes with

the support of either a paraprofessional or the class being co-taught. He tends to be very disorganized, and struggles to be consistent in basic organizational tasks. Often times, he forgets to turn in assignments, bring materials to class, and write assignments down. Additionally, when he gets worksheets or materials from class, he puts them in the front of his binder and does not file it in the proper class folder, which makes it difficult to find them later. He currently has IEP goals targeting coming to class prepared, starting to work within two minutes of class, turning in assignments, putting homework in appropriate folder, and writing assignments down at the end of the day. In this context, organizational skills will be defined by those five categories.

Baseline Data See attached chart and graph. Blanks or asterisks on chart indicate not getting the sheet signed.

The student was asked to get a sheet signed based on these goals (circling yes or no) starting on January 23rd. For each yes given, a one was scored on the data sheet, with a potential of earning up to 21 points. Across a three-week period, his scores ranged from one point to seventeen total points. On average, the scores seemed to be between 7 and 12 points total. The area in which he scored the lowest in was putting his homework/class work into the appropriate folders. Currently, the main issue appears to be getting the sheet signed by all of his teachers to begin with, as many times, the scores were low because nothing was recorded.

Expectations and Outcomes The desired outcome of this intervention is to increase the students independence in monitoring his own organizational skills. Because JP is in all general education classes, it is not always possible for someone to be hovering over him and making sure that he is on task and on top of his organizational skills. This means that JP will independently arrive at each class with all necessary materials, will file papers and homework from each class in the corresponding folder, turning assignments in once completed, and writing his assignments down at the end of the day. By performing these tasks independently and without prompting, JP will demonstrate the independence and organizational skills that allow him to be successful in years to come in his education. This will be especially important if he plans to go to college, where there will not be an aide or a co-teacher present to encourage him to be organized and to communicate his assignments to his parents when he forgets. Because JP is currently not getting his sheet regarding these goals signed at all, the first expectation will be that he gets the sheet signed by all of the teachers daily. Once he has consistently gotten into a routine of getting the sheet signed, he will be required to start mastering the skills. Moving from getting the sheet signed to getting yeses circled is a good way of monitoring for the student to keep track of himself, because he will be able to see what is getting circled each day. These expectations will be communicated to the student by reminding him at the beginning of every day before he goes to his first period class that his is expected to remain organized and get his sheet signed by each of his teachers.

Antecedent Strategies A student contract will be used as a strategy to encourage the student to begin working on his organizational skills. He and I will both sign this contract, making it binding that he follows through on his part of the deal in order to get what he wants. This is a good antecedent because it sets up the expectations and shows that both the teacher and student agree about what is expected to happen. In addition to the contract, frequently reminding the student in the morning before school and during times when I see him in the hallway or in class to get his sheet signed, or to later on get all yeses on his sheet, will be a good antecedent strategy for this intervention. This is because it reminds the student of what he needs to do, and reminding him of the consequences of getting his sheet signed will re-motivate him to do his work.

Consequence Strategies As described above, the student will first receive positive reinforcement for simply getting the sheet signed by 100% of teachers each day, and then the requirements for reinforcement will increase from there. The various levels of daily requirements will be as follows: 1. Getting the sheet signed by 100% of teachers. 2. Getting at least 85% yeses circled on his chart. 3. Getting 100% yeses on his chart. Once the student meets a goal for ten consecutive school days, his goal will move up to the next level in order to get the reinforcement. Through talking to the student, he would prefer to earn a piece of candy at the end of each day that he meets his goal.

Data Collection System The effectiveness of this intervention can be monitored by continuing with the same recording system as was used while taking the baseline data. At the end of each week, the students check sheet will be collected and the data will be recorded into a spreadsheet version of the sheet. This will turn the values of yes and no into point values of 0 and 1, which allows for the data to be assessed using numerical values. The data from this chart can later be transferred onto a graph as a visual way to track daily progress. This way, I will be able to see the results of the intervention across a period of time.