RtI Case Studies Presentation

Case Studies : 

Sherika McKenzie, M.S Azusa Pacific University EDPY 556 January 25, 2011 Case Studies

3 Case Studies : 

3 Case Studies Obtained parents’ permission for 3 students for the purpose of my educational psychology course (EDPY 556). Case Studies focused on the following components: an area of concern, baseline data, implemented intervention(s), progress monitoring, and a goal/trend line. Teachers of the students were interviewed to gather academic background information on the students. Case Study 1 focused on the subject area of mathematics, Case Study 2 focused on the area of spelling, and Case Study 3 centered on misbehavior.

Case Study 1: Student A : 

Case Study 1: Student A Student A: 10 year old female in the fifth grade. Rarely ever absent from school. Did generally well on her assignments. Achieved good grades. However, had difficulty in the area of mathematics. Baseline Data: Given a computation test 3 times to gather the baseline data. Was given 5 minutes to answer up to 25 mathematical computation problems. Averaged about a 15 before any interventions were implemented (a score of 15 out of 25 was about a 60%). Implemented Intervention: Student A did afterschool tutoring program 4 days a week. Progress Monitoring: Student A was given a computation test once a week, for 5 weeks, after the intervention took place. Goal/Trend Line: To increase her score on the computation test by 5 points by the 5th week of intervention.

Table and Graph 1: Student A : 

Table and Graph 1: Student A

Outcome: Student A : 

Outcome: Student A Student A’s highest score was a 19 on a computation test. Table 1 shows that Student A was not able to reach the goal of receiving 20 points on any of the computation tests that were given to her. However, Graph 1 suggests that Student A can possibly reach her goal, as represented by the trend line, if the intervention continues to be put into place.

Case Study 2: Student B : 

Case Study 2: Student B Student B: 10 year old male in the fifth grade. A good student. Typically did well in all subject areas. Struggled with his spelling. Baseline Data: Student B averaged a score of 6 out of 15 points (40%) on his spelling test. Implemented Intervention: Student B worked on spelling words with his classroom’s TA individually for 20-30minutes (two times a week ). Progress Monitoring: Given a weekly spelling test. Goal/Trend Line: To increase the number of words correct (from 6 words to at least 9 words) by the 5th week of intervention.

Table 2 and Graph 2: Student B : 

Table 2 and Graph 2: Student B

Outcome: Student B : 

Outcome: Student B Student B surpassed his target goal. Student B received a score of 11 on his spelling test the 5th week of intervention. Student B went beyond his goal.He can possibly continue building his spelling skills if the intervention continues to be put into place.

Case Study 3: Student C : 

Case Study 3: Student C Student C: 10 year old male in the fifth grade. Did not get along well with some of the other students. Misbehaved during class time. Baseline Data: Student C pulls a card almost every day, and has been sent out of class quite a few times for his misbehavior. Resulted in him receiving lower grades because of not being able to complete assignments. Implemented Intervention: A weekly behavior chart. Teacher rated the student’s behavior from a scale of 1 to 10 (1 being very poor to 10 being excellent). Needed at least a score of 7to be able to receive a small token for that week. Progress Monitoring: Student C’s behavior was monitored by teacher from Monday through Friday during the school hours for 5 weeks of intervention. Goal/Trend Line: To increase his behavior from a score of 3 to 7.

Table 3 and Graph 3 : 

Table 3 and Graph 3

Outcome: Student C : 

Outcome: Student C Student C was able to receive a score of 7 one time before the end of week 5 of intervention. His behavior went down to a 6 after receiving a 7 on his behavior chart. If the intervention continues to be implemented, it is possible for Student C to bring back up his behavior score to receive a 7.

Summary : 

Summary As a result of the interventions, each student had made some progress. Case study 1 shown that Student A had not reached her goal but had increased her scores on her computation math test. Case Study 2 revealed that Student B did not only increase his scores on his spelling tests but was able to exceed his original goal Case Study 3 shown that Student C was able to reach his goal one time. All the graphs’, presented in the report, trend lines suggest that the student can maintain or reach their goals if the interventions continue for them.