Wise

Brieana Wise

SPU 317

Dr. Brawand

Case Study-Kevin Noble

Due: 3-26-17
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Intervention for Kevin Noble

Summary:

Kevin Noble is a seven year old boy who has had a sturdy connection with his

grandmother, Rosena Noble, at a young age. Throughout the years, Kevins grandmother has

developed a heart condition that has left her unable to properly care for her grandson. Kevins

mother passed away when he was four and his father argues that he is not the biological dad.

After his mother passed Kevins grandmother became his guardian. However, he lived with his

Aunt and her family for a few years until they were unable to care for him because of his

behavioral difficulties. Kevin is currently living with his grandmother who has a heart condition

that restricts her from giving him the proper attention and supervision that he requires. Kevins

living situation has greatly impacted his self-concept and his education because he is constantly

preoccupied with thinking about his home situation while also assuming an adult role. His living

situations and school situations have him considering running away if something does not

change soon. According to the school psychologist, he has a gear about being unable to control

environmental situations which manifests itself into his concern about death and dying. The

school psychologist believes that his concerns about death and dying may be a result of his

mother dying when he was so young. Nevertheless, on the Wechsler Intelligence Scale for

Children III, Kevin scored a 72 on the Verbal IQ section, 81 on the Performance IQ part, and a

75 on the Full Scale IQ portion. Those exam scores show that his intelligence is low-average. On

the Wechsler Individual Achievement Test, Kevin performed similar scores on the Basic

Reading, Reading Comprehension, Math Reasoning, Numerical Operations, and Spelling all of

those scores fell somewhere between 63-75. Those scores show that in each specific area, Kevin
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is performing at a low-average intelligence with his highest score being Math Reasoning at a

score of 75. Even though Kevin does not like school, his cousins, and current living situation, he

really enjoys physical education. Kevin particularly enjoys soccer because he considers himself a

decent a player.

Instructional Plan Number 1

One intervention that could help Kevin Noble is called The Quiet Classroom Game. This

intervention/game is designed to increase engaged academic behavior and to decrease disruptive

behavior. Teachers are trained in the implementation of the intervention and are given a script.

The scrip that teachers are given do not have to read word for word, they are only given because

there are critical points written on the scripts that the teacher must say. Throughout the

intervention, the classrooms decibel level is examined, the study used the Decibel 10th app by

SkyPaw to monitor. The teacher will wear a MotivAider that provides them with a private tactile

prompt so that they will check the decibel level at a fixed or variable ratio. There are

predetermined indicators of academic engaged behaviors and disruptive behaviors that students

will be observed doing. If the class is under a certain decibel level and they engage in academic

behaviors for fifteen minutes, the entire class will receive a small tactile reward. This

intervention can be implemented in a general education classroom. The study that was conducted

and written about in the research article, displayed results that the intervention was effectively

used in the classroom. The study showed this intervention may be very promising at increasing

academic engaged behavior and decreasing distracted behavior in classrooms. This will benefit

Kevin by motivating him to participate in class which may also lead him to think differently
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about school. This intervention may also help Kevin sit still during instructional time. (Radley,

K. C., Dart,)
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Instructional Plan Number 2

Another research based intervention that could benefit Kevin is Schoolwide Positive

Behavioral Interventions and support. The Schoolwide Positive Behavior Support (PBS) uses

evidence-based practices along with data to make decisions. The intervention also practices a

multi-tiered system of supports so that all students receive the amount of supports necessary.

There different tiers that have different procedures for the students. The first tier is Primary

Prevention, the second tier is Secondary Prevention, and the third tier is Tertiary Prevention. A

student will receive more supports as it is required that they move up tiers. This will useful to

Kevin Noble because he will not be singled out, this intervention would be used throughout the

entire school. A teacher should perform an FBA on him, but the results will probably show that

he is partaking in attention seeking behavior. Schoolwide PBS will help Kevin because his

teachers give him attention for positive behaviors and he would not be the only student

participating in the intervention. This intervention will also help him receive the different levels

of supports he requires for his target behavior to decrease. The schoolwide PBS intervention will

utilize ongoing assessment to ensure that students are receiving appropriate supports. In the

academic journal that was read, Schoolwide Positive Behavior Support: addressing behavior

problems that impede student learning it discusses a number of research studies on the effects of

Schoolwide PBS and they all look promising. Research on PBS and its effects of changing

behavior has been done in a number of different settings such as urban middle school
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Assessment- Vanderbilt assessment scale

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Instructional Plan Number 3

An additional intervention that may help Kevin is the implementation of a behavioral

graphic organizer. In the research article titled Use of a behavioral graphic organizer to reduce

disruptive behavior, a study is completed about the effects of behavioral graphic organizers. The

research article describes the goal of behavioral graphic organizers as a way to reduce any

disruptive/challenging behavior and to limit the time that is spent outside of instruction during

class. In this research article, the study that was conducted is based on the Antecedent-Behavior-

Consequence (ABC) principle. The research article refers to the behavioral graphic organizer as

A-B-C GO which means Antecedent-Behavior-Consequence Graphic Organizer. The

professionals who implemented the intervention were trained and were required to follow the six

procedural steps. The six procedural steps are: 1. Students should be granted time to compose

themselves down to a point where they can describe the incident, 2. The discussion with the

student should be private and confidential, 3. Collect the designated A-B-C Go binder and

describe to the student that a staff member will focus the discussion on the completion of the

graphic organizer.
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Assessment- Attached to the intervention

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Works Cited

Drifke, M. A., Tiger, J. H., & Wierzba, B. C. (2017). Using behavioral skills training to

teach parents to implement three-step prompting: A component analysis and

generalization assessment. Learning And Motivation, 571-14.

doi:10.1016/j.lmot.2016.12.001

Radley, K. C., Dart, E. H., & O'Handley, R. D. (2016). The quiet classroom game: a class-wide

intervention to increase academic engagement and reduce disruptive behavior. School

Psychology Review, 45(1), 93-108.

Warren, J. S., Bohanon-Edmonson, H. M., Turnbull, A. P., Sailor, W., Wickham, D., Griggs, P.,

& Beech, S. E. (2006). School-wide Positive Behavior Support: Addressing behavior

problems that impede student learning. Educational Psychology Review, 18(2), 187-

198.