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Increase In On Task behavior during Independent Daily Work

Michigan State University: Nicole Vance


My focal student Steven he is in third grade, in a general
education classroom. He is eager to share in classroom
discussion and has a high reading level.

Definition of Target Behavior:

Percentage of on task/ off task behavior

The student displays avoidance when presented with the daily
independent work. This occurs frequently throughout the day and
is easily distracted by other classmates or things brought from
home in his desk. He fails to redirect himself to the task that he is
expected to complete.

Description of Target Behavior:

Reducing off task behavior during the daily independent work
increases opportunity for the student to complete work and not
take it home for homework.

Sources of Data:
Teacher interview
Latency recording was observed of when the student became on
task and off task during the observation time (30 minutes)
ABC observation

Hypothesis/ Function:
The function of Stevens off task wondering of the classroom,
engaging in conversations, and engagement in alternative tasks of # of observation day
interest to him appears to be avoidance of doing daily work. Stevens
behavior appears to happen when he is given the daily work to Reflection
complete by himself and is aware that his teacher is not adequately
monitoring him (more than half of the time of observation he is Overall Reflection:
avoiding work by wondering and trying to distract others). Steven Latency of off task behavior decreased, immediately after the implementation of the intervention.
engages in the target behavior in order to escape from being forced Possible modification for future observation in intervention could be when the student receives different rewards. If this continuous
to complete the task at hand, until positive reinforcement or or changes the students on task behavior.
punishment is provided by his teacher (in form of gestural or verbal
prompt). Generalization/ Maintance:
To maintain the intervention it should be implemented daily and after continuous completions of five steps or answers. The number
Implementation of Intervention: of stickers needed to receive a reward should be raised.
Once the student has completed five steps or questions for each
assignment. Summary of Antecedents/ Consequences:
Whether they are correct or incorrect on the completion of five steps From the ABC recordings, Stevens behavior occurs most frequently during his independent work time. Each time the students went
or questions the student will receive a sticker. from group work to individual work Steven engages in other things such as walking around, talking to other classmates, playing with
After receiving 4 stickers and placing them on the reinforcement things brought from home in order to avoid or escape independent work. His consequences have been reminders from the teacher as
tower the student will be rewarded. well as other classmates asking him to be quiet.