Anna Demlow Phase 4 Sue Talbott/Leann Knight January 30, 2013 Managing the Learning Environment/Group Management Intervention

Plan Describe the context/situation: Currently, Im co-teaching in a 3rd grade general education reading and language arts class. Every day we do 4 different stations in the classroom and I teach the comprehension groups. The class of 21 is split up into four groups based on their current reading levels. There is one particular group I teach of four students that all have a number of behaviors that cause them to get off task. Some of these behaviors are talking out, standing up walking around the carpet, touching other people in the group, touching items that arent theirs, and laying across the ground. These behaviors can lead to the students getting resets, not finishing the lesson, not receiving class rewards, or missing recess. Operational Definition: Because there are a lot of specific behaviors being portrayed I decided to label the behaviors as disruptions. There isnt one behavior that seems to be occurring most frequently so I think it would be most beneficial to target them as a group. The students will be considered to be making a disruption to the group if they talk out, touch items that arent theirs, or stand up. Baseline Data: I plan to collect data over three days during the reading comprehension lesson. Throughout the lesson, I will simply tally the number of disruptions (talk outs, touching items that arent theirs, or standing up) on the chart attached.

Graph:

Proposed Intervention: Desired Outcomes or Expectations: As a result of the intervention, my hope is that the number of disruptions in Group 2 will decrease significantly. I plan to communicate my expectations before the lesson by going over a list of behaviors that hes expected to be doing throughout the lesson. For example, sitting still, having their voices off, and working hard. I will have a behavioral contract for the group as a whole to limit the number of disruptions. If the group reaches their goal for the week they will be able to earn a reward. The behavior contract I will be using is shown below.

This is a Behavior Contract between_____________________ and Ms. Demlow.

Description of Problem: Sometimes in Reading Comprehension Group I have a hard time staying on task and following expectations. Instead, I will touch items that do not belong to me, talk out, and lay down on the carpet/stand up. Description of Desired Behaviors: Instead of doing these behaviors, I will keep my hands to myself, raise my hand when I am answering a question or have something to say, and sit down criss cross applesauce on the carpet. If my peers and I demonstrate these behaviors every day we will earn a reward at the end of the week based on the description below: Week 4: If the Reading Comprehension group has 12 or less disruptions during the lesson, we will earn a prize decided by us and Ms. Demlow at the beginning of the week. Week 5: 10 or less disruptions Week 6: 8 or less disruptions Week 7: 6 or less disruptions Week 8 and the remainder of the year: 3 or less disruptions I agree to this behavior contract and will do my best to follow the expectations. Student Signature:__________________________________________ Teacher Signature:__________________________________________

Antecedent Strategies:

Before instruction begins, I will go over the list of behaviors that are expected from them. I will not begin instruction until all students are seated, with their voices off, and eyes on me. I will also remind them that in order to earn their reward on Friday they have to follow the expectations. During the lesson, students always need a pencil and a clipboard. Instead of having the students go back to their seat to get their pencil, I will announce that they need a pencil before the groups begin and already have the clipboards at my station. If a student forgets a pencil, I will have extras for them to use instead of delaying the lesson. Consequence Strategies: Throughout the lesson, I will give positive reinforcement for the students portraying the desired behaviors. For example, if a student makes it through the reading passage without saying any unnecessary comments I will give him/her praise (_______ you did such a great job following directions and not talking out) and a high five. The students currently love to be reinforced by high fives when they answer a question correctly. Students will also receive a reward based on the terms of the behavior contract. Data Collection: I plan to collect data every day during the reading comprehension lesson from 9-9:15am. I will record the data in the same chart and the same way I collected data for my baseline. Hypothesis of Behavior: When in M, A, R, and J are in reading comprehension group, they will talk out, touch items that arent theirs, and stand up in order to obtain teacher and peer attention.