Esther Kim

SPED Practicum
September 29, 2014
Managing the Learning Environment (Revised/Data)
Context/Situation
Student Ag struggles with staying in her seat in the classroom or the resource room. She
frequently moves about the room, crawls underneath her desk, or crawl into other small and tight
spaces while the other children are in their assigned seats or at the carpet during carpet time. An
adult usually goes to retrieve her so that she can sit back at her seat.
Operational Definition
The target behavior is when Student Ag is out of her seat or her designated area for more than
three seconds when given direct instruction to work in her seat or designated area, following the
cue time to work.
Baseline Data:
09/08/14

09/11/14

09/15/14

09/24/14

09/26/14

5 times out of 15
trials
33%

7 times out of 15
trials
47%

4 times out of 15
trials
27%

6 times out of 15
trials
40%

6 times out of 15
trials
40%

ABC Data:
Date: 09/24/14
Time: 7:51-8:06
Time
7:52

7:55

Antecedent
Was working with a
paraprofessional on
morning work and
saw me in the back of
the room
Had a few picture
books on her desk,
going through one of
them with a

Behavior
Got up from the seat
to give me a hug.

Consequence
I pointed to her seat
and said, Time to
work, Ag! Student
went back to seat.

Got up from her seat

to get the book back.

Paraprofessional
redirected both Ad
and Ag and had Ag sit
back in her chair with

7:55-7:56

7:58

paraprofessional.
Student AD who sits
next to her took one.
Student Ag tried to
take it back but AD
pulled it away.
Student Ag was still
Student Ag got up
looking at the books
from her seat to grab
and Ad took one away the book.
again. Student Ag
tugged at it but
couldnt reach.
1)Paraprofessional
1) Student Ag got
was kneeling next to
up to hug her.
Ags desk, working
2) Student Ag ran
with her.
up to hug her as
2)Another
well.
paraprofessional
walked by.

7:59 8:00

Paraprofessional
working with her
moved on to another
student.

Student Ag went to
the back corner of the
classroom and played
with the sink.

8:00

When Student Ag got

to her seat, she saw

Got up to get it back

from Student Ad.

the book.

The paraprofessional
working with Ag took
the book away from
Ad and told Ag to sit
down.
1) The
paraprofessional
smiled and said,
Thank you. Then
she pointed to Ags
seat and said, Time
to sit down.
2) Both
paraprofessionals told
her to sit down. The
second
paraprofessional did
not give her a hug.
The adults didnt
realize she was up
until a little after.
Then the other
paraprofessional told
her to get back to her
seat. Student Ag
refused and the
paraprofessional said
she would get Ms.
Dunne in 1, 2 Ag
ran to her seat.
The first
paraprofessional

that Student Ad had

taken her book.

redirected her by
saying, Sit down,
Ag!

Date: 09/26/14
Time: 7:49 -8:04
Time
7:51-52

7:52

7:54

7:56-7:57

Antecedent
Was refusing to do
work when she got in
from breakfast. Was
hugging herself,
shaking her head
when adult asked her
to go use the
bathroom several
times. Adult moved
away to talk to
another student after
no results.
Paraprofessional
turned her around to
face the corner.

Behavior
Student Ag went to
the time out corner
and sat there.

Consequence
The other
paraprofessional told
her to sit down two
times. Both times Ag
shook her head.
Paraprofessional said,
Then time out and
turned her around to
face the corner.

Crawled under the

cabinet right next to
the time out corner.

Was sitting in her seat

alone when the speech
therapist walked in
the room to grab
another student.
Was told to go sit
down by
paraprofessional after
using the bathroom.

Student Ag got up
from her seat to hug
her.

Paraprofessional told
her to get out and that
its time to sit down at
her seat. Ag refused
until paraprofessional
made a move to get
Ms. Dunne
Therapist said, Hug
next time, Ag. Time
to work. Sit down.
Ag sat down back in
her seat.
The paraprofessional
said, This is not
okay. Go to classroom
and sit down, or time
out in 1, 2, 3. On
three, the
paraprofessional

Student Ag walked
out of the classroom
and crawled
underneath the tables
in the hallway,
smiling at the
paraprofessional.

7:57

Was guided to her

desk and sat for a few
seconds, working on
her cutting activity.
Ms. Dunne walked in.

Student Ag got up
from her seat to go
over to Ms. Dunne.

reached down to pick

her up. She was then
guided to the
classroom.
Ms. Dunne shook her
head and said, Sit
down, Ag. She sat
right back down.

Proposed Intervention
For many of the occurrences during baseline, Student Ag seems to use the target behavior
to receive or obtain attention from an adult. Taking this into consideration, there will be two
components to the intervention. The first component is related to the fact that Student Ag left her
seat a few times to hug an adult who walked into the classroom. A picture of Student Ag hugging
an adult will be laminated with the caption, Hug, please? This card will be placed on the
corner of her desk and she will be directed to pick up the card, raise her hand, and then hand the
card to the paraprofessional. The paraprofessional will permit her to leave her seat so that she
can hug the adult that may have just walked into the classroom.
The second component of the intervention will involve Student Ag getting attention from
a paraprofessional or other staff without using the targeted behavior. Student Ag will be given a
laminated picture of her working with a paraprofessional at her desk. This picture will have the
caption, Work with me, please. This card will also be placed on the corner of her desk. She
will be instructed to lift the card in the air. For the first week, the paraprofessional will come
straightaway and work with her for at least five minutes. After the first week, the
paraprofessional will wait for about thirty seconds, after saying, Hold on. Ill be right there.
After thirty seconds, she will come over to work with the student. After the second week, the

paraprofessional will wait a full minute. After the third week, the paraprofessional will wait two
minutes before coming to the student to work with her.
Desired Outcomes
The desired outcome would be that Student Ag would obtain attention form adults in a
way that is not disruptive to the class or to the paraprofessionals. She will obtain attention
by using her visual cards to ask for permission to leave her seat or to ask for an adult to
work with her. Eventually, the desired outcome would be that Student Ag will be able to
wait at her seat after asking for a paraprofessional to work with her for at least two
minutes.
Antecedent Strategies
Student Ag sits next to Student Ad in the general education classroom. During
observations, Student Ad grabbed Student Ags things, which made Student Ag engage in
the target behavior. Moving Student Ad to another seat may help this particular
antecedent to the target behavior.
Consequence Strategies
From the observations, it is likely that Student Ag desires attention from an adult and she
uses the target behavior to get it. When Student Ag uses the visual cards to obtain
attention, the paraprofessional or the adult will provide verbal praise and use a warm,
exciting, engaging tone of voice to interact with her. This way, she will receive attention
for the positive behavior.
Data Collection
I will observe the student for 15 minutes in the morning in the general education
classroom from 7:50 to 8:05, and at the end of each minute, I will check to see if the

student is seated at her desk or in her designated area. If not, I will mark a - on the data
sheet and if she is, I will mark a +. I will collect data every five days to keep track of
any changes or progress.