Romero-Final_ Conference_Presentation

Category: Education

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Behavior Change Project:

Marilyn Romero Behavior Change Project Lights, Camera, Good Behavior!


Overview A student was selected whose behavior was desired to be changed. Behavior targeted was measurable and potentially disruptive to student learning. Baseline was collected and additional student records were reviewed. Intervention Plan was created based on best researched practices. The plan was then evaluated for its effectiveness.

Let’s Meet Johnny:

Let’s Meet Johnny Name: Johnny (pseudonym) Grade: 2nd Age: 8 Description: Johnny receives services from our classroom for math and reading for 30 minutes each to help him gain strategies for his Specific Learning Disability. He comes to math small group first thing in the morning. He occasionally calls out at this time, but does not shout and usually just needs to be reminded to raise his hand. However, Johnny comes to reading small group right after his lunch. At this time of day he is usually a little more active, as well as his peers. Since he is the only one who comes from his class this causes him to feel a little left out from other students who have built strong friendships. He feels the need to seek attention from his peers and gain their approval. As a result, he frequently yells out answers and begins shouting in class to receive a reaction from his peers. Students may earn or loose tickets to have the chance to go to grab bag. Johnny seems to be uninterested in the grab bag so the consequence of taking tickets away is ineffective.

Target Behavior and Objective:

Target Behavior and Objective Description of Behavior The current behavior is very attention seeking. The student continuously calls out in class and disrupts lessons. He continues to shout out until someone acknowledges what he is saying. The calling out behavior occurs at least 5 to 8 times during a 30-minute lesson (Identified from Pre-Intervention Scatterplot) . Behavioral O bjective Conditions : Given an incentive to be allowed to speak to the class at the end of each class. Student: Johnny Behavior: will reduce number of calling out behavior Criterion: to 2 times or less during a 30 minute reading lesson for a period of 3 consecutive days.

Record Review:

Record Review Teacher Questionnaire Student Interview Scatterplot ABC Chart Data Triangle Chart

Baseline :


Interpretation of Record Review:

Interpretation of Record Review Using all data collected from the scatterplot and ABC chart as well as valuable information collected from student interview and teacher questionnaire, it was interpreted that the student’s motive of calling out is to gain attention due to his performance deficit of finding approval from his peers. From the student interview the student expressed he is aware of his expectations and knows how to act appropriately but has been choosing not due to lack of motivation. The current behavior system in place is not rewarding and needs to be adapted for his interest. Therefore, the current ticket system will remain in place, but tickets may be retrieved for a more adequate and enticing reward. Since he is seeking attention from his peers he may retrieve tickets for minutes at the end of class, to stand in front of his peers and share what he desires.

Intervention Plan:

Intervention Plan His Intervention Plan steps will go as followed- STEPS : Student will agree to appropriately follow rules, in order to receive reward. When the student raises his hand and waits to be called on he will be rewarded with a ticket. When the student calls out, tickets may be taken away. For every two tickets earned student may retrieve for one minute of speaking time in front of the class at the end of daily lessons (Stories shared must be appropriate or privilege will be lost) .

Alternate environment/ resources: :

Alternate environment/ resources: In Ms. Romero’s classroom there is small resource room. Johnny has been given permission to go to the resource room as needed to write in his journal about emotions he is uncomfortable sharing vocally. He may request to discuss issues when ready.

Behavior Support Team::

Behavior Support Team: Ms. Heuberger : Homeroom Teacher (Has agreed to communicate concerns as well as suggestions to Ms. Romero and Mrs. Smith.) Ms. Romero: ESE Teacher (Has offered researched strategies for Johnny to use) Mrs. Smith: Mother (Has agreed to be involved in the team has expressed willingness to be contacted through phone call or email about any behavioral concerns.

Data Collection:

Data Collection


Evaluation The results for math stayed generally consistent and below the aim line, so it did not evolve into an outlying issue. He maintained low frequency of his calling out behavior . He began seeing that it was rewarding to act appropriately too. He needed occasional reminders, but it was not significant to his overall improvement. Even after the intervention, he continued to raise his hand. He now knows the appropriate times to speak with his peers and has even established some friendships with his peers. He was not upset when I started to not take tickets to use them As a result, Johnny seemed happier and felt more accepted by his peers. Correspondingly, lessons were completed at an efficient rate daily, which may have contributed to the large improvement in his academic performance as well.


Research A systematic evaluation of token economies as a classroom management tool for students with challenging behavior. (2011). Journal of School Psychology, 49 (5), 529-554. Retrieved from Brand, A. G. (1986). Hot cognition: Emotions and writing behavior. Journal of Advanced Composition, 6 , 5-15. Retrieved from

PowerPoint Presentation:

ELL Strategies Visual Cues - Students often get distracted when being redirected. Sometimes it is beneficial to have a picture of the desired behavior and discretely point to it as a reminder when needed. In this case a picture of students raising their hands is a friendly reminder to Johnny . Restate Class Rules- It is a good idea to restate the classroom rules to the class as a whole as needed to remind students what is expected of them and let them know that they apply to everyone (This way the student is reminded, but is not feeling singled out).

PowerPoint Presentation:

ELL Strategies Continued 3 . Role Play- Practicing appropriate social situations with students helps the prepare for real life situations. It also helps the process become autonomous and natural to the students response. In this case practicing with Johnny to raise his hand will ease him into feeling more comfortable about doing it in class . 4 . Praise Student when observing the appropriate behavior- Giving students frequent positive feedback lets them know that they are on the right track and should continue their good work. Praise gives students’ the confidence to know what to do instead of what not to do. In this case when consistently praising Johnny when raising his hand he will be aware that his efforts are being noticed.

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