Behavior Management Project Report Form

Instructions: Select a manageable target behavior and plan for an intervention. Approve
behavior plan with mentor teacher and supervisor. Once a solid plan is in place and approval is
granted you may begin the project. Document this assignment on a separate page, including the
information listed below.
Describe data collection form - how will you collect the data (data collection must be manageable,
i.e. do not collect data all day long).
Baseline: You must have at least 3 data points.
Intervention: You need to define criteria for changing intervention. Example: If the behavior is not
improving after three data points, change intervention. Example: If behavior meets 90% of trials
or better, begin to fade intervention components. There is no set timeline for the behavior plan
since the data drives the decisions.
Graph: Use Excel for graph. Use phase change lines between baseline and intervention. Draw
an arrow to denote significant changes that may affect the data (e.g., began medication, fire drill).
You must be able to demonstrate that you used visual analysis (i.e., examined graph) to make
decisions regarding the intervention. Write a summary of what you did and what you learned;
submit this information along with your graph to your supervisor.
Student's Initials: K. M.

Time Period: January 22 February 2, 2016

Age: 15

Data Points: 30 points

Grade: 10th

Gender: M

Targeted Behavior:
K.M. works everyday on job tasks to sort items. When doing these tasks, K.M. will regularly stop
to run around the classroom, stand up and stem, or feel his face. This results in K.M. taking much
longer than necessary to complete his task. For this intervention, the targeted behavior is K.M.s
off task behaviors. The purpose of this intervention is to decrease K.M.s off task behavior,
operationally defined as standing, rubbing his face, running around the room, and stemming. With
my intervention, I hope to increase the rate of K.M. sorting the objects, by increasing the amount
of time that he is on task. The student will perform the tasks within the same classroom and at the
same table each time.

Data Collection Form:

Data will be collected by writing the time that K.M. starts his activity (hour, minute, and second will
be recorded) and when he has completed the activity. The same watch will be used each time to
prevent any discrepancies. Each activity will have the same amount of objects (22 objects) to
ensure that the data is reliable as well. Data will be collected over multiple weeks and across
different class periods. When the data is being collected, tally marks will be used to indicate the
amount of times the student stands up to stem or run around the classroom. The job tasks that
K.M. will perform will be one of three tasks, selected at random. The three separate job tasks
that K.M. will be working on will each have a separate graph to show how the intervention
changes his behavior. The three job tasks that K.M. will be working on are all similar in nature; the
only difference is the shape of the object. For one task, he will sort blocks by color, for another
task he will sort dominoes, and for the last job task he will sort blocks by color.

Intervention:
To improve K.M.s on task behavior, I implemented a negative reinforcement. The negative
reinforcement I used was tapping my pen on the table when K.M. was not exhibiting on task
behaviors. K.M. does not like tapping sounds, so this was picked, as it is a negative reinforcer
that K.M. would want to stop. This negative reinforcement was highly effective and resulted in
K.M. being much more on task and completing his activities much quicker.
Summary (attach graph):

Rate of Sorting Tokens

Rate of Sorting Dominoes

8
7
6
5

Number of Objects sorted Per Minute (rate)

4
3
2
1
0

Rate of Sorting Blocks

Number of Times Student Stands

10 11
Trial

As shown by the graphs, the intervention was highly beneficial for increasing K.M.s rate of
sorting objects in each task and decreasing the number of times he stood to exhibit off task
behaviors. This intervention will continue to be done and gradually faded until the student is able
to complete a job task with minimal prompting to remain on task. The plan was also beneficial in
that it caused K.M. to begin exhibiting new and more on task behaviors, such as picking up
multiple green tokens at a time and sorting two or three at one time.

Student Teacher

Cooperating Teacher