Nicole Sayer Managing the Learning Environment Describe the context/situation: MB gets distracted when in an environment that has

his friends and others in it. When were in our Language Arts small group, he gets very distracted by the other boys in class, especially when sitting with TS. While in the large group setting, MB does not receive a lot of direct attention, which is a problem for him. He gets very distracted while in these settings because he cannot follow the lesson as well as if it was a small group or 1:1. He loves to read his book under his desk or draw pictures of robots on a legal pad. When MB gets distracted he does not follow along and sometimes distracts others near him. When sitting next to his twin, he likes to distract him by poking him and asking questions not related to school or direct activities going on. Operational Definition: MB displays off task behavior when he is reading under his desk, drawing pictures, talking with others, talking out loud, or staring off into space during large or small group instruction. This does not include him talking out loud when called on or talking during group work. Hypothesis: When MB does not know what is going on or how to complete an assignment, he engages in off-task behaviors in order to avoid completing the work, as well as gaining attention from teachers. Manipulation: During one of the Language Arts periods, I spent the entire time behind MB and explained all the work to him, as well as making accommodations on the spot. This constant attention and explanation of the materials kept him on task. Baseline Data: These behaviors occur on a daily basis during throughout the entire day. They are especially prevalent during large and small group activities where he is not the center of attention. The frequency of off task behaviors was counted in language arts for five consecutive days. Language arts is a 45-minute period of the day, first thing in the morning. The results are below: 1/30 1/31 2/1 2/4 2/5 7 times 3 times 5 times 6 times 5 times Proposed intervention: -Desired outcomes or expectations: As a result of this program, I would like MB to increase his on-task behaviors during large and small group instruction. I would like him to raise his hand instead of calling out answers and distracting others. He is a very intelligent boy who understands when he is distracted and out of line. Sitting down and having a conversation about what he will be expected to do in class and how hes expected to act will be a big contributor to the success of this program. -Antecedent strategies: MB will get a sheet of paper to carry around with him at all times, which will have a space for teachers to mark stars that MB earns throughout the day. He will have this paper with him at each class and the teachers will give him a star at the end of the class period if was on task. At the beginning of the day he will come into my room to check and and get his piece of paper out, which will be stapled to his assignment notebook. Hell have one paper for the entire week. We will sit with his rewards menu, which contain things that are highly desired by the

student. He will select what it is he is working for and we will write it on the paper for that day. -Consequence strategies: Every morning when MB checks in, he will select from a menu of rewards that he will be working for. The rewards will range from candy, to reading time with Ms. Shaffer or myself, or even getting to eat lunch with us. He will need to earn a specific amount of stars in order to gain the reward. He will start with needing to earn 6/8 stars at first but the amount will fade as the semester progresses to needing to earn all 8 stars during the day. There is a section called Bonus where Matt can earn extra stars for working extra hard or earning a pat on the back sheet. These bonus stars can be used as extra stars if he did not make his daily count, or if unused at the end of the week, will count as an extra 25 cents each towards shopping. -Data collection: Since MB tends to lose things; I will also be keeping track of the amount of stars he gets in a day. We will count up his stars at the end of the day in study hall and I will record them. If he happens to lose his sheet, he will get a new one and Ill mark how many stars he had previous days so he can follow his progress. MBs data sheet will be stapled to his assignment notebook, which he takes to every class so he hopefully does not lose it. Data will be graphed based on his weekly total of stars.

DATA ON MBS BEHAVIOR PROGRESS

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Matthew is working to earn 1 star in each of his classes by staying on task and following directions by: Staying on task for 10 minutes or more OR Staying on task with 1-2 prompts Please give Matthew a star at the end of class if was on task and followed directions. If he worked extra hard, please feel free to give him a bonus star! If you have any questions ask Miss Sayer, THANKS!
MON: I AM WORKING FOR ___________________ Miss Miss RTI Mrs. Reading Sayer Jordan Shaffer 5W

Miss Sayer

Science 5W

Study Hall

Band

BONUS!

TUES: I AM WORKING FOR ___________________ Miss Miss RTI Mrs. Reading Sayer Jordan Shaffer 5W

Miss Sayer

Science 5W

Study Hall

Band

BONUS!

WED: I AM WORKING FOR ___________________ Miss Miss RTI Mrs. Reading Sayer Jordan Shaffer 5W

Miss Sayer

Science 5W

Study Hall

Band

BONUS!

THURS: I AM WORKING FOR __________________ Miss Miss RTI Mrs. Reading Sayer Jordan Shaffer 5W

Miss Sayer

Science 5W

Study Hall

Band

BONUS!

FRI: I AM WORKING FOR ___________________ Miss Miss RTI Mrs. Reading Sayer Jordan Shaffer 5W

Miss Sayer

Science 5W

Study Hall

Band

BONUS!

Things I can work for: Reading time with Miss Sayer or Mrs. Shaffer Free iPad or computer pass Candy Pop Lunch with Miss Sayer or Mrs. Shaffer Playing Chess with a friend

Extra money My choice