Introduction
Background Information on Student
Robert* is a 7 year old part time kindergarten student. He attends school Monday, Wednesday and every other Friday. Robert has a medical and educational diagnosis of Autism Spectrum Disorder (ASD). Robert is in a full inclusion setting and receives support from a one on one aid. In addition, he receives push in support from the resource room teacher, speech and language pathologist, occupational therapist and social worker. According to Robert’s mom, Robert has made a huge amount of growth in his language. He is independently using 1 word utterances, but he is struggling to produce 2-3 word utterances. Academically, Robert is performing as a typical kindergarten student. He can name all 11 colors, …show more content…
He is off-task on average 55% of the school day. This has impacted his academic needs and growth. Robert’s off task behavior is making it difficult for his to make growth. At this time it is believed that the function of Roberts off task behavior is to escape.
The target behavior I chose to focus on is decreasing Robert’s off-task behavior during academic work time. Off task behaviors only include playing with toys (blocks, games) around the room and drawing while the teacher is giving directions and/or during independent work time. Non-examples include completing assigned work or listening to instructions. A functional behavior assessment (FBA) was completed to establish the function of the off-task behavior (Appendix A). For the FBA, Mrs. Cheek, Robert’s paraprofessional was interviewed to gather information. She spends almost the entire school day with Robert. In addition to interviewing Mrs. Cheek, an Antecedent, Behavior, Consequence (ABC) analysis chart was completed.
The ABC analysis chart was used to help track the antecedents and consequences for Robert’s off task behavior. He was observed on March 2nd from 1:00pm until 2:30pm. Most often Robert was avoiding a non-preferred activity. Based on the information gathered from the ABC chart the hypothesis of Robert’s off task behavior is to avoid work and to meet sensory …show more content…
Off task behaviors only include playing with toys around the room and drawing while the teacher is giving directions and/or during independent work time as measured by teacher whole interval data sheet (Appendix C3). Baseline data was collected for three days. To collect baseline data Robert was observed during academic times including morning work time, handwriting time and math stations. Robert was off task on average 58% of the time. On the first day of baseline Robert was off task on 60% of opportunities, on the next day he was off task on 50% of opportunities, and on the final day he was off task on 65% of opportunities (Appendix C4).
Description of Evidence Based Practice The evidence based practice (EBP) that was used decrease Robert’s time off task was reinforcement. “Positive reinforcement refers to the presentation of a reinforcer after a learner uses a target skill/behavior” (Neitzel, J., 2009, p.1). Either primary or secondary reinforcers can be used. A variety of skills can be taught through reinforcement including toilet training, speech production, decreasing interfering behavior, increasing time on task and improving physical activity (Neitzel, J., 2009, p.2).
Evidence Based Practice
Background Information on Student
Robert* is a 7 year old part time kindergarten student. He attends school Monday, Wednesday and every other Friday. Robert has a medical and educational diagnosis of Autism Spectrum Disorder (ASD). Robert is in a full inclusion setting and receives support from a one on one aid. In addition, he receives push in support from the resource room teacher, speech and language pathologist, occupational therapist and social worker. According to Robert’s mom, Robert has made a huge amount of growth in his language. He is independently using 1 word utterances, but he is struggling to produce 2-3 word utterances. Academically, Robert is performing as a typical kindergarten student. He can name all 11 colors, …show more content…
He is off-task on average 55% of the school day. This has impacted his academic needs and growth. Robert’s off task behavior is making it difficult for his to make growth. At this time it is believed that the function of Roberts off task behavior is to escape.
The target behavior I chose to focus on is decreasing Robert’s off-task behavior during academic work time. Off task behaviors only include playing with toys (blocks, games) around the room and drawing while the teacher is giving directions and/or during independent work time. Non-examples include completing assigned work or listening to instructions. A functional behavior assessment (FBA) was completed to establish the function of the off-task behavior (Appendix A). For the FBA, Mrs. Cheek, Robert’s paraprofessional was interviewed to gather information. She spends almost the entire school day with Robert. In addition to interviewing Mrs. Cheek, an Antecedent, Behavior, Consequence (ABC) analysis chart was completed.
The ABC analysis chart was used to help track the antecedents and consequences for Robert’s off task behavior. He was observed on March 2nd from 1:00pm until 2:30pm. Most often Robert was avoiding a non-preferred activity. Based on the information gathered from the ABC chart the hypothesis of Robert’s off task behavior is to avoid work and to meet sensory …show more content…
Off task behaviors only include playing with toys around the room and drawing while the teacher is giving directions and/or during independent work time as measured by teacher whole interval data sheet (Appendix C3). Baseline data was collected for three days. To collect baseline data Robert was observed during academic times including morning work time, handwriting time and math stations. Robert was off task on average 58% of the time. On the first day of baseline Robert was off task on 60% of opportunities, on the next day he was off task on 50% of opportunities, and on the final day he was off task on 65% of opportunities (Appendix C4).
Description of Evidence Based Practice The evidence based practice (EBP) that was used decrease Robert’s time off task was reinforcement. “Positive reinforcement refers to the presentation of a reinforcer after a learner uses a target skill/behavior” (Neitzel, J., 2009, p.1). Either primary or secondary reinforcers can be used. A variety of skills can be taught through reinforcement including toilet training, speech production, decreasing interfering behavior, increasing time on task and improving physical activity (Neitzel, J., 2009, p.2).
Evidence Based Practice