Jennifer Clark Instructor Andrews 22 Oct 2013 EDPR 250 Managing the Learning Environment Describe the context/situation:

T e !e a"ior !ein# tar#eted in t is assi#n$ent is not %a&in# attention durin# class ti$e' (tudent ) can fre*uentl& !e o!ser"ed #ettin# distracted and +onin# out w ile a lesson is #oin# on' T e conte,t in w ic t is !e a"ior occurs is w en e is in t e classroo$ and e,%ected to !e workin# on a task or listenin# to t e teac er durin# instruction' (tudent ) !enefits fro$ redirectin# suc as "er!all& re$indin# i$ to %a& attention and askin#- .w at s ould &ou !e doin#/0 1owe"er- t is usuall& onl& as a te$%orar& effect' 2suall& wit in $inutes of t e %ro$%t- t e student can !e o!ser"ed +onin# out a#ain' Operational Definition: To define e,%licitl& w at !e a"iors fall under .not %a&in# attention-0 I a"e de"elo%ed a list !ased on 3rs' Painter4s o!ser"ations and $& own5 Pickin# ands 6ookin# awa& fro$ te,t !ook Restin# c in on fist wit e&es closed Pla&in# in desk wit ite$s t at are irrele"ant to t e lesson On t e incorrect %a#e durin# instruction Ina!ilit& to answer *uestions relatin# to w at4s !ein# tau# t (cratc in# ead 7i%%erin# and un+i%%erin# 8acket Talkin# to ot er students w en e is su%%osed to !e on task

T is !e a"ior will !e $easured in inter"als of 15 $inutes' T e student will recei"e a nu$!er 91:3; for t e le"el of attention e %a&s to a task for eac ti$e inter"al' If t e student is o!ser"ed de$onstratin# an& of t ese !e a"iors for t e $a8orit& of t ose 15 $in- e will recei"e a 1 out of 3' A 1 9lowest ratin#; indicates t at t e student was not %a&in# attention durin# class w atsoe"er- 2 $eans so$e or a!out alf of t e ti$e- and a 3 would i$%l& t at $a8orit& of t e ti$e t e student was %a&in# attention' T en- at t e end of t e < 15:$inute inter"als(tudent ) will recei"e an a"era#e of is ratin#s- in addition to a !rief e,%lanation of w & e recei"ed t is nu$!er' Baseline Data: Da& 1 910=23=2013; Ratin#5 2 (tudent ) was %a&in# attention a!out alf of t e ti$e I was teac in#' 1e %artici%ated !& raisin# is and to answer a cou%le of *uestionsowe"er a lot of t e ti$et e student was lookin# down at is ands or awa& at t e door in a #a+e' Da& 2 910=2>=2013; Ratin#5 1 T e student was o!ser"ed durin# resource class- w ere e is su%%osed to !e co$%letin# assi#n$ents or readin#' (tudent ) was readin# a !ook- owe"er e was not %a&in# attention for $a8orit& of t e class ti$e' (o$e acti"ities e was en#a#in# in were standin# u% and walkin# around- scratc in# is ead- %ickin# is fin#ersand not lookin# at is !ook' Da& 3 910=25=2013; Ratin#5 2 (tudent ) was %a&in# attention nearl& alf of t e ti$e I was t ere' Durin# t e first alf- I led a re"iew #a$e- in w ic t e student was %artici%atin# fre*uentl& and s owin# $ini$al si#ns of inattenti"eness' 1owe"er- w en instruction ceased- t e student !e#an dis%la&in# t e ne#ati"e !e a"iors associated wit not %a&in# attention suc as5 lookin# awa&- %ickin# is ands- and scratc in# is ead'

Proposed intervention: T e %ro%osed inter"ention is a ?success card4 t at will record w at ratin# (tudent ) recei"ed for eac 15:$inute inter"al' T e student will !e notified of w at scores e as recei"ed at t e end of class' T is wa&- e can #ain awareness of ow often e4s %a&in# attention and also w at !e a"iors e %ortra&s w en e4s not' Desired outcomes or expectations: T e desired outco$e for t is inter"ention is t at t e student will increase ti$e s%ent %a&in# attention in class' I will co$$unicate t e e,%ectations to t e student !& introducin# i$ to t e success cardand e,%lainin# t at we are #oin# to start usin# it to tr& and increase is alertness durin# class ti$e' After eac score is recorded- t e student will !e "er!all& notified- and also I will e,%lain w & I4$ #i"in# i$ t is score so t at e can #ain self:awareness of is own !e a"ior' Antecedent strategies: One strate#& I can i$%le$ent !efore t e !e a"ior occurs is w ile I4$ teac in#- askin# i$ fre*uent *uestions a!out t e lesson' T is wa&- after !ein# asked t e first *uestion- e will 9 o%efull&; !e $ore likel& to %a& attention durin# t e lesson to !e a!le to answer an& ot er *uestions t at co$e is wa&' onse!uence strategies: At t e end of class- if t e student4s success card does not a"e an& 14s on it- e will recei"e one ?Painter )uck4' T is is a token

econo$& t at 3rs' Painter as set u% for t e classroo$ in w ic students are rewarded wit ?!ucks4 for t eir %ositi"e !e a"ior' T erefore- ad$inisterin# Painter !ucks for %a&in# attention 9a #ood !e a"ior; would !e i# l& a%%ro%riate and also $eanin#ful for t e student' Data collection: T e data will !e collected durin# instruction ti$e- in addition to an& ti$e t e student is e,%ected to !e on task' In ter$s of w en I4$ t ere- t is $eans social studies or resource class ti$e- as e is su%%osed to !e %a&in# attention durin# t ese su!8ects'