Increasing Attendance and Peer Interactions

Angela Houseknecht

Meet the StudentStudent: Nicole Grade: 6, Caucasian School: Sinking Springs

Elementary School

Teacher: Mr. H (homeroom)

Family: Parents in process of separation. Mother is seeking support from teachers, graduate student consultation, counselor, and medical doctors. Has older sister attending York College.

Medical History: Headaches, stomach cramps/ nausea, possible IBS/ anxiety. Mother has history of migraines.

Important Variables: According to mother, child has no school friends, student “dreads” “feels too sick” to go to school. Student denies being bullied but parent suspects that bullying was an issue in the past. Long history of difficulty with social interactions. Mother wants child involved in solution. Mother is optimistic about teacher/ consultation support.

Meet the Student…More important variables:

No IEP or interventions used or used in the past

Shy, quiet, and prefers independent activities over social activities

Absent* 16 days - September 5, 2012- November 23, 2012- Blocks of 3 or 4 days at a time

Previous help with reading and math

Bothered by her lack of friends

Meet the StudentStrengths:

Respectful of teachers,

homework completion,

following directions,

teachers like her,

friendly and kind disposition,

agreeable, and communicates well with adults

Likes:

Enjoys video games, the computer, her sister’s help, and pizza, soccer, she mentioned a new class mate and another girl as potential friends

Absences:

Date AM/PM Reason

9/5/12 AM/ PM Illness (exc)

9/6/12 AM/ PM Illness (exc)

9/14/12 AM/ PM Illness (exc)

9/19/12 AM/ PM Illness (exc)

10/10/12 AM/ PM Medical (exc)

11/5/12 AM/ PM DR Note (exc)

11/6/12 AM/ PM DR Note (exc)

11/7/12 AM/ PM DR Note (exc)

11/8/12 AM/ PM DR Note (exc)

11/12/12 AM/ PM DR Note (exc)

11/13/12 AM/ PM DR Note (exc)

11/14/12 AM/ PM DR Note (exc)

11/27/12 AM/ PM

11/28/12 AM/ PM

11/29/12 AM/ PM

11/30/ 12 AM/ PM

SettingSinking Springs Elementary School Grade 6 Demographics (2011):

- Student/ Teacher 16:1

- Preforms above state average in Math (94%) and Reading (90%)

- 702 students

- 78% white, 7% black, 6% 2 or more races 5% Asian, 3% Hispanic 0% Native American

- 13% eligible for free/ reduced lunch (state wide 38%

- District spends $9,753 per pupil (62% instruction, 32% support services, 5% other)

www.education.com

SettingMr. H: - MA ED 2010 & 8th year teaching elementary ED

- Successful track record/ parents request this teacher

- Afterschool running club and volunteers in the summer with team building exercises

Mr. H’s Homeroom Class:

- 4 tables of approx. 6 students

- Rules, schedules, expectations, assignments clearly posted

- Orderly, high rate of student participation, very few call outs, little to no behavioral issues (verbal redirections)

- Majority of students are preforming average or above average, a few students with support services

- Team teaching system

Anecdotal ReportAntecedent: The teacher verbally prompts the class to find a partner or for a group.

Behavior: The student does not seek out a group or partner. She tends to wonder around the room. If she does speak to a student it’s so quiet and with no eye contact that her peers do not react. The student then goes to the teacher and requests that she be placed in a group/ partner.

Consequence: The teacher assigns her a partner.

Target Behavior (PII/ PAI)- Avoids peer interaction, specifically during group/ or

partner assignments or games

- Avoids attending school “feels sick”

- Often “floats around the room” when confronted with a group/ partner assignment that requires peer interaction

- Student will either ask the teacher to assign her to a group/ partner or wait until all groups/ partners are formed

- Consistently opts out of voluntary group activities such as games

- Possible long history of avoidance

Anecdotal Report

The perceived function of the behavior is avoidance. The student is avoiding initiating contact with her peers. The behavior is reinforced when the teacher initiates contact for her.

Conjoint Behavioral ConsultationMultidisciplinary meeting: Principal, HR teacher, Sci teacher, Math teacher, Mother, Father, Sister, Student, Myself

The Parent’s main concerns:

- Physical Symptoms/ IBS/ Headaches, Sensory Integration disorder, diet, loosing hair,

- Stress and family changes

- Student feels school is “too hard” particularly science

- Possible learning disability

- Often seen “zoning out”

- Social skill deficit

- Attendance

Conjoint Behavioral ConsultationMultidisciplinary meeting: Principal, HR teacher, Science teacher, Math teacher, Mother, Father, Sister, Student, Myself

The Parent’s main concerns:

Physical Symptoms-- Currently seeing MD

Stress and family changes – Counselor scheduled

Student feels school is “too hard” particularly science-- teacher will give her extra help and attendance will make it easier

Possible learning disability –Principal examined record and attendance is the primary issue affecting her academics

Often seen “zoning out” -- teacher will call on student more

Social skill deficit -- grad student ABA intervention

Attendance-- grad student CB intervention

Behavioral Objectives

1. Nicole will attend 4 out of 5 school days or 80% of the school week for 2 weeks.

2. When given a verbal prompt by Mr. H to join a group/ partner Nicole will ask a peer “will you be my partner/ in my group?” 100 % of the opportunities for 2 weeks.

Dimension and Rationale

Frequency- Goal 1: is to increase the number of days the

student is in attendance- Goal 2: is to increase the number of times she

asks a peer to join a group or form partnership

Dimension and Rationale

Event Recording: Data Collection Sheet• Directions: In table 1, please mark the student’s daily

attendance by writing “X” Yes student is in attendance or “O” No the student is absent. In table 2 for each opportunity for group or partner formation, write a brief description of the activity (ex. writing with partner) and mark “X” Yes the student initiated group/ partner formation or “O” No the student did not initiate group/ partner formation. 

• Student: Nicole

• Observer: Mr. H 

• Behavior: Daily attendance and initiating partner/ group formation for partner/ group activities in Mr. H classroom

Single Subject Research Design

Multiple Baseline- Measuring the same person with 2 behaviors

in the same setting- PEI Possible goal of generalization to

additional settings such as math (Mrs. P) and science (Mrs. C) where group/ partner interaction opportunities are even more frequent

Treatment Integrity Issues with Baseline DataDelays due to chronic absences and a delay in beginning the project (one clearance arrived very late).

Student was absent 16 days (did not return after thanksgiving break until 12/3/12)

According to PII, PAI (checked today), and anecdotal report the student consistently avoids every opportunity to initiate partnership or group formation (not known to be successful)

Since the student and parents have become aware of my role, the student has been in attendance for the last 3 days including today. The student also made one attempt to find a partner. Parental-influence may be a powerful enough reinforcer.

Teacher became confused with definition of behavioral objective and data sheet was corrected after a brief email exchange.

Intervention

Meeting with parents, teachers, counselor, principal, and student Friday 12/7/12 8:00am

Behavioral Contract: presented to teacher, parents, and administrator

Student Version

Teacher Version

Team Tickets

Pizza Party

Interventions and RationaleAntecedent/ Consequence control

- Teacher prompt- Teacher removes reinforcement of avoidance by

directing the student to engage with peers- Teacher provides more opportunities

Behavioral Contracting- Student understands and complies with written

instructions- Acquire social skills through practice- Also parents want to be involved

Token Economy- Team ticket system is already in place- Expanded team tickets to reinforce behavioral

contract goals- Pizza party for class if she choses

Results:

Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 0

1

2

3

4

5

Absences and Peer Interactions

Absences

Peer Interactions

Nu

mb

er o

f O

ccu

ran

ces

Baseline Sub-phase 1 Sub-phase 2

Results:

• Nicole attained 15 tickets

• Nicole attained 2 tickets from initiated peer interactions and 13 for attendance

• She kept the tickets and did not want to do the pizza party

Intervention and Treatment Integrity Issues:

• The teacher forgot to give the student her first week’s attendance on the predetermined date. Student reminded teachers and received reinforcement the following Monday. This issue did not occur again.

• The teacher forgot to present the student with the option of the pizza party at the predetermined date. The student took an additional 3 weeks to decide against the pizza party.

Discussion:• Treatment integrity issues:

• Data collection• Delivery of reinforcers• Possible reinforcers; parental influence, teacher

classroom modifications, counseling• Absences

• Variables:• Sensory Processing Disorder• Parental Separation• Undiagnosed physical illness

Discussion:The Successes of the Intervention:

• Increased/ consistent attendance

• Teacher reports a positive change in mood and an increase in social interactions with peers in the form of short casual conversations.

• Teacher reports a more receptive attitude towards peers and is seen smiling with friends

• The staff and parents were able to share concerns and address the students needs and make accommodations.

• The student’s teachers and parents remain in communication and share information.

Discussion:Recommendations:

Social-skill acquisition

Student referred to the school counselor for;

IEP

504 behavior plan

Special services

A suitable referral

or anything else as deemed necessary by the school counselor, parents, and administrator.