Storey 1 Abbey Storey Practicum Managing the Learning Environment January 20, 2013 Intervention Plan Context: The

student I am working with is TM, a 21-year-old male. TM is classified as having autism, which he currently takes medication for. TM attends an adult education program at the Wesley Foundation for individuals with disabilities through Urbana School District 116. Through this program TM learns functional life skills and vocational skills through job site placements in the community that match his interests. He currently works at Ford City washing cars two days per week and volunteers at the Humane Society two days per week. Often, he will not want to go to work or to volunteer, shutting himself down and offering excuses, resulting in him not going. Instead of going, he will then sit at a computer all day doing activities he finds enjoyable, such as searching eBay and Amazon or the library catalog.

Operational Definitions: 1) On days that TM goes to work or to volunteer, he will get ready by putting on his coat and walking to the door with no more than two prompts from staff for one month. 2) When TM is creating excuses or refusing to go to work, he will walk to his man cave to cool off for two minutes with no more than two prompts from staff for five consecutive instances. 3) When TM is frustrated and it is interfering with his ability to go to work, he will request to speak with a staff member or get a drink of water for seven consecutive instances. 4) When TM is escalating he will recognize his body signals and follow his frustration chart designated procedures with no more than two prompts from staff for 10 consecutive instances. Baseline Data: Date Went to Number of Number of work/volunteer? excuses/escapes escalations Yes/No Yes Yes-came back early (and quit) Yes- only because LD 2 7 18 3 3 2 Number of times referred to chart for response 0 0 0

1/28/13 1/29/13 1/30/13

Storey 2 agreed to come as a buddy No-quit this job Yes- went to YMCA

1/31/13 2/1/13

4 5

3 2

0 0

Summary of Baseline Data: In looking at the baseline data, TM frequently tries to escape going to work or volunteer by providing excuses. It is also noticeable that when he escalates he does not check his chart or respond in accordance with his chart plan. Proposed Intervention Plan: This intervention plan is designed to decrease the escape strategy TM uses to avoid going to work and increase alternate strategies when he faces escalating frustration from an uncontrollable issue; others bothering him in the classroom, classroom noise and temperature levels, etc. Currently, TM has a frustration level chart that sits next to his desk and computer area. This chart is a 0-5 level chart with how he feels at each level; things that make him feel that way, and what he can do at that level in response. He currently doesnt use the chart at all when he is upset. If he starts to escalate and a staff member suggests one of the listed actions on the chart TM immediately disagrees and refuses, only adding to his frustration level. I will write two social stories for TM, one in regards to going to work and one in regards to how to behave when frustrated. These will sit at his desk next to his frustration chart. When TM creates excuses or escapes from going to work or does not follow his chart actions when frustrated he will be prompted to pick up the book and read story 1 or story 2 accordingly. Prompts will be given with as little verbal interaction as possible. All staff will be instructed of this procedure so that coherence will be maintained by all involved to reinforce this behavior. TM will also engage in an activity where he will be given a picture of a human body. We will sit down and talk through together where he feels his anger and how it makes him feel. This will then get posted with his frustration chart near his social story book. In instances when TM begins to show signs of frustration staff can prompt with Check the body for how youre feeling and then your chart can help you decide what to do if verbalization is appropriate. TM will be told that if he follows the chart and suggested activities he will gain the positive affect of feeling better and more in control. If he does not he will feel out of control and get frustrated, which he does not like. It will be reminded that it is his choice for how he feels- he controls positive or negative. After an escalation, if TM follows his strategies he will be verbally praised- TM you did a great job checking your chart and _______ to feel better! Im proud of you for choosing to feel in control etc. He will then be offered time on the computer or listening to music. Summary Goals/Desired Outcomes: -To increase TMs awareness of his use of escape strategies -To decrease TMs dependence on escape strategies -To increase alternative strategies when TM faces escalating frustration

Storey 3

Antecedents: -Change of schedule -CM touching him or walking by -Loud noises in the classroom -Temperature in the classroom being too hot -Having to leave for work/volunteer Problem Prevention: -Frequent reading of social stories -Creation of the body diagram of how he feels -Staff prompting Consequences: Positive: Feeling in control, getting to play with cats at the humane society, time to look on the library catalog Negative: Feeling out of control and frustrated, feeling embarrassed Data Collection: -Sheet marking the number of escalations and the number of times he checked his chart for what action response to take -Sheet marking number of escape strategies attempted -Sheet marking if TM went to work/volunteer