answer slides for ptr. paris operational definitions call-outs: any time paris talks out loudly (to...

Answer Slides for PTR

Paris Operational Definitions• Call-outs: Any time Paris talks out loudly (to whole class or nearby

peer) or makes loud noises (everyone in the classroom can hear) without raising her hand

• Engaged Time: In her seat and actively working (eyes and/or hands on materials) on her assigned task or actively participating in group instruction (orally answering questions or writing responses related to the lesson

• Complete assignments: Assignments completed and done accurately and legibly (Standard—any adult would be able to correctly decipher Amanda’s writing and marks)

• Raising hand: Raising her hand to ask for help and waiting for the teacher/adult to respond without making loud noises or calling out

Paris Behavior Rating ScaleBehavior

Call-Outs >1 per assignment1 per assignment

1 assignment with 02 assignments with 0

No callouts

54321

54321

54321

54321

54321

54321

54321

54321

54321

54321

54321

54321

Engagement(Independent work time &

math)

80-100%60-79%50-59%25-49%

<25%

54321

54321

54321

54321

54321

54321

54321

54321

54321

54321

54321

54321

Work Completion

100%51-99%

50%25-49%

<25%

54321

54321

54321

54321

54321

54321

54321

54321

54321

54321

54321

54321

Raising Hand to Ask for Help

(post-intervention)

100%51-99%

50%1-49%

0%

54321

54321

54321

54321

54321

54321

54321

54321

54321

54321

54321

54321

Given 60 seconds, use 4 straight lines to connect all of the dots without lifting

your pen

Paris—Step 3: PTR Assessment Possible HypothesesWhen…. Student will…. As a result…

Paris is (a) working on independent and/or non-preferred tasks that involve paper-pencil (b) transitioning to a non-preferred activity, and (c) involved in large or small group teacher led instruction. This is more likely to occur when Paris is fatigued.

Call out, become disengaged, and not complete her work (or rushes through task)

Paris gets: (a) attention from peers and adults (b) expedites the end of a non-preferred activity to gain access to a preferred one

Paris is (a) working on independent and/or non-preferred tasks that involve paper-pencil (b) transitioning to a non-preferred activity, and (c) involved in large or small group teacher led instruction. This is more likely to occur when Paris is fatigued

Raise her hand for attention, be engaged, and complete work

Paris gets: (a) attention from peers and adults (b) expedites the end of a non-preferred activity to gain access to a preferred one

Inap

prop

riate

Appr

opria

te

Prevent Strategies

Specific Strategy steps

Environmental Support

Paris will be provided a visual checklist that will list her tasks needing to be completed during independent work time. Paris will check off (a) completion, and (b) neatness.1. Before independent work time, the teacher will give Paris a choice of vis-

à-vis color pen to write down her tasks2. The teacher will review “Complete” and “Neat” tasks with Paris and how

Paris will self-evaluate.3. The teacher and Paris will determine the number of checks Paris will

need to have to earn her choice reinforcer activity.4. The teacher will review with Paris how to determine she is finished and

use her vis-à-vis pen to check that the task is complete and neat. 5. The teacher will review how Paris will first make eye contact with the

teacher and then raise her hand after she has completed all tasks..6. The teacher will indicate that she has seen her hand (hold up popsicle

stick) and either go over immediately or indicate to Paris to ‘wait’. 7. The teacher will provide Paris feedback on her self-evaluations of

completeness and neatness, and if the teacher agrees with the feedback, release Paris to a chosen reinforcer activity

Case Study—Step 4: PTR Intervention

Prevent Strategies

Specific Strategy steps

Choice-making

Paris will be provided choices of reinforcers to work toward and choice of vis-à-vis pen for writing down her tasks.

1. A choice-board will be made from which Paris will select her preferred reinforcing activities.

2. Each morning, upon entering the room, The teacher will show Paris pictures of five preferred activities: (a) Computer in Mrs. S’s room; (b) Listening center; (c) Reading or helping the kindergarten class; (d) Visit the office; (e) Play literacy game with peer

3. The teacher will ask Paris to select the 2 activities that she would like to have placed on her personal choice board kept near her desk-”Which two do you like today?”

4. Before independent work time, the teacher will ask Paris “Which color vis-à-vis pen do you want?”.

5. The teacher will give Paris her checklist and ask Paris to write her tasks down on the checklist using the vis-à-vis pen.

6. After Paris writes her tasks, the teacher will present the two activities Paris selected earlier and ask, “Which one do you want to earn for doing complete and neat work?”

7. The teacher will prompt Paris to place the picture on her check-sheet and remind her that this will take the place of one non-preferred activity for 20 minutes, “Show me where you will put your picture. You can do this instead of ____.”

Teach Strategies

Specific Strategy Steps

Replacement Behavior:Alternate Skill-Raising Hand

Replacement behavior: Raising hand to ask for help or attentionParis will be taught how and when to raise her hand. The teacher will visually scan the room once every 10 seconds to make sure she notices when Paris raises her hand.A. Independent Work Time—Pre-implementation (Pre-teaching)1. Initially (first couple of days implementing the intervention), the teacher will

review with Paris when and how to raise her hand during independent work time. The teacher will instruct Paris how to determine she needs help and how to raise her hand to get help. “Paris, when you come to a problem that you are not sure how to do or you need help to find the answer, you will first look to see where I am and look in my direction being very quiet. Let me show you how I do it. (model). Now you practice.” (have Paris practice and verbally praise accurate performance or provide another change to model and practice if Paris does not do it correctly). “I am going to be looking over around the room a lot so that I will see you. As soon as you see me looking your way, you will raise your hand straight up in the air and no sounds/words-like this (model). “Let me see you do it.” (Have Paris demonstrate-praise for correct performance. If Paris does it incorrectly, model again and provide another practice opportunity). **This step can be gradually faded after the first few days.

Teach Strategies



Replacement behavior: Raising hand to ask for help or attentionParis will be taught how and when to raise her hand. The teacher will visually scan the room once every 10 seconds to make sure she notices when Paris raises her hand. A. Independent Work Time—Pre-implementation (Pre-teaching)2. When pre-teaching, explain to Paris when to raise her hand, how she will raise

her hand, and what will happen when she raises her hand.3. The teacher will explain/demonstrate to Paris what will happen immediately

after Paris raises her hand. “When I see your hand is raised, I will let you know how long it will be until I can get over to you. If it is one minute, I will raise one finger up like this. If it is 2 minutes, I will raise 2 fingers up like this. Let’s practice. Show me again how you will look over at me and raise your hand. (let Paris demonstrate). Respond with one or two fingers up in the air. “How much time does that mean?” Wait for Paris to respond. Provide a positive comment if Paris responds correctly, “That’s right. What can you do quietly for one minute/two minutes until I get over to you?” If Paris does not provide an acceptable response, give her choices (e.g., “Could you sit quietly or draw something while you were waiting?”

4. Provide one more opportunity to practice using the checklist and choices. Tell Paris, “We’re going to pretend it is really class time. Let’s practice doing all of this. You can earn X (choice) today!”

Teach Strategies



Replacement behavior: Raising hand to ask for help or attentionParis will be taught how and when to raise her hand. The teacher will visually scan the room once every 10 seconds to make sure she notices when Paris raises her hand.B. Small Group Instruction—Pre-implementation/pre-teaching1. During Pre-teaching, the teacher will say, “When we are in reading or math

group, let’s practice how you will raise your hand. When I ask a question, you will raise your hand like this (model hand raised straight in air, no sounds). Your turn. (have Paris practice & provide positive comment or model and practice again if an error is seen).

2. After practicing how to raise her hand, the teacher will say, “When you raise your hand, I may not always call on you. Raising your hand is very important even if I don’t call on you. This is what we will do. Each time you raise your hand, I will either call on you or I will let you know that I see your hand by moving a popsicle stick from one pocket to another in my apron, like this. Let’s practice. I’m going to ask a question. Show me how you will raise your hand.” As soon as Paris raises her hand, call on her and wait for her to answer the question. Next say, “Let’s do it again. I’m going to ask you a question. Show me how you will raise your hand.” AS soon as Paris raises her hand, move a popsicle stick from one pocket to another and call on another student (pretend student).

Teach Strategies



Replacement behavior: Raising hand to ask for help or attentionParis will be taught how and when to raise her hand. The teacher will visually scan the room once every 10 seconds to make sure she notices when Paris raises her hand.Implementation-Independent Work Time1. The first couple of days, at the beginning of the day go over

to Paris and review hand raising behavior.2. Tell Paris that you will help her remember to raise her hand.

If she calls out or makes a noise, you will hold up a popsicle stick. You won’t say anything.

3. Tell Paris that when she sees you hold up the popsicle stick, she will show that she saw it by raising her hand.

4. Tell her that the next time she raises her hand without having to remind her with a popsicle stick, she will earn that popsicle stick.

5. Continuously scan the room (every 10 seconds) to make sure that Paris’ hand raising will be seen.

Teach Strategies


Self-Management

Paris will be taught to monitor her hand-raising behaviors.1. A bar chart will be given to Paris to keep in a folder.2. The teacher and Paris will talk about Paris’ hand-raising goal

that will earn her a reinforcer. Initially, it will be set at 25 hand raises.

3. Explain to Paris that at certain times of the day, the teacher and Paris will count her popsicle sticks. (This can be faded to the teacher giving Paris a prompt-verbal/gesture/picture-to count and graph her popsicle sticks independently).

3. After counting the popsicle sticks, the teacher will help Paris (initially) graph the number of popsicle sticks she has earned.

4. At the end of the day, the teacher and Paris will review the final number of hand raises and determine whether Paris met her daily goal.

Reinforce Strategies


Replacement Behavior: Raising Hand

1. When Paris raises her hand, the teacher will either recognize Paris and have her ask her question, answer a question, or make her comment.

2. If the teacher is teaching a group, she will indicate with her one or two fingers how long it will be before she gets over to Paris.

3. Each time Paris raises her hand, she will get a popsicle stick and verbal praise or positive gesture from the teacher.

4. The teacher will wear an apron (and Paris’ job will be to remind her to wear the apron). Popsicle sticks will be kept in one pocket. Each time Paris raises her hand and the teacher is unable to get to Paris or have her make a comment, the teacher will move one popsicle stick out of the holding pocket over to another pocket in which the ‘earned’ popsicle sticks will be kept.

5. At the end of instructional blocks, the teacher will have Paris count her popsicle sticks and arrange for Paris to trade them for orange cones (magnets) to be put on the board. Each 5 popsicle sticks will earn Paris a cone.



Group Contingency

1. For each 5 popsicle sticks earned, the teacher will ask Paris to trade them in for an orange cone symbol that will be placed on the white board visible for the entire class.

2. After 5 cones get on the board (indicating 25 hand raises), the entire class will earn free time at the end of the day. They can go outside, see a movie, go to the library or play games.

3. The class will be prompted to praise Paris for helping them earn free time.

Self-Management 1. At the end of the day, Paris will record the number of popsicle sticks she earned for her hand raising behavior.

2. If she meets her goal (25), a good note will go home to her grandmother.

Environmental Support (completing task)

1. After Paris raises her hand indicating her work is completed and her checklist is filled in, the teacher will walk over to Paris’ desk.

2. The teacher will praise Paris for completing her checklist.3. The teacher will provide feedback on Paris’ self-evaluation.4. If Paris meets her goal, she will be praised and released to her selected

reinforcing activity.5. If Paris did not meet her goal, the teacher will verbally praise her for

trying and have Paris say how she could meet her goal the next day.



Discontinue Reinforcement of Problem Behavior

If Paris calls out, the teacher will:

1. If Paris is looking at the teacher, the teacher will hold up a popsicle stick as a visual cue to remind her of her hand raising behavior. No verbal redirects will be given.

2. If Paris is not looking at the teacher, the teacher will say “Paris” in a flat affect. When Paris looks at the teacher, the teacher will hold up a popsicle stick as a cue.

3. The popsicle stick being held up moves into the ‘oops I forgot’ apron pocket. Initially, Paris will be allowed 10 oops popsicle sticks before they are subtracted from her total earned.

4. If during the next opportunity, Paris raises her hand unprompted after getting the oops stick, the teacher will move the oops stick into the ‘earned’ popsicle pocket.

Jeff’s PTR Case

Jeff HypothesisWhen…. he will As a result…

Jeff is presented with demands to start non-preferred academic tasks, specifically independent writing,

Walk around the room, talk to and touch peers, put his head down, tap his pencil, and not initiate writing

He avoids/delays non-preferred tasks

Jeff is presented with demands to start non-preferred academic tasks, specifically independent writing

Be academically engaged and independently complete tasks within the time assigned

He avoids/delays non-preferred tasks

Ina

pp

rop

riat

eA

ppr

op

riate

Jeff: PTR Intervention Plan PreventPrevent Strategies

Description

Choice-Making Using a choice matrix, decide upon the choice that will be offered to Jeff each day with his writing assignment. The following choices will be rotated: (a) Within—writing tool to use (pen/pencil), color notebook paper, color of eraser, topic; (b) Who—peer for writing partner; (c) Where—Robin’s room, round table, desk; (d) When—part now, part later, whole task nowSteps:1.Right before giving the writing assignment to Jeff, decide upon the choice to be offered. 2.Once the choice is determined, present it to Jeff by saying, “What do you want to use for writing today? The pen or the pencil?”3.Praise Jeff for making the choice—”Thank you for making a choice.” and honor the choice

Jeff—Intervention Plan PreventPrevent Strategies

Description

Environmental Support

Visual Timer: Set a visual timer for the amount of time agreed upon with Jeff to complete the writing assignment.

Steps:1. At the beginning of the writing period and while reviewing Jeff’s

self-management writing chart for the day, and before providing Jeff a choice, either call Jeff to the teacher’s desk or go over to Jeff.

2. Discuss the goal for completing the writing assignment. Say, “I think you can complete the assignment in ___ minutes. What do you think?”

3. Set the timer by saying, “Jeff, let’s see if you can beat the timer. Today, you have ___ minutes (time from step 1) to complete the writing. Ready, set, go.”

Jeff— Teach Intervention PlanTeach Strategies

Description

Incompatible Replacement Behavior—Academic Engagement

Jeff will be taught how to remain engaged on a writing assignment. Engagement is defined as: working on a task without disrupting by raising hand to speak, keeping pencil upright, and letting neighbors work

Steps:1. Each day, divide Jeff’s writing task into 3 major sections—

starter, details, conclusion2. Initially, tell Jeff that for each section completed, he earns a

“dot” that he should place in the envelope hanging at the side of his desk.

3. Inform him that he can use the dots later to get out of work and to get special rewards for himself and the rest of the class.

4. Each day after giving the writing assignment to Jeff, review his self-management checklist/dot total sheet. Review each section of the writing assignment (step 1), his goal (time for completion), and the academic engaged behaviors.

5. On Monday, a weekly goal should be discussed and set.6. Immediately after reviewing Jeff’s goals and expected

behaviors, provide him a choice and set the timer.

Jeff—Reinforce Intervention PlanReinforce Strategies

Description

Reinforce Pro-academic Replacement Behavior—Academic Engagement

Jeff will be reinforced for academic engagement and meeting his daily goal with allowable/earned escape represented by the dots. Jeff can use his dots to get out of doing work/problems during independent work times.

Steps:1. At the end of the writing period or when Jeff completes his writing

(whichever event occurs first), review Jeff’s self-management checklist.

2. For each behavior on the checklist, discuss with Jeff whether he performed the activity. If yes, place a check in the box. If no, place an “x” in the box. For each check, Jeff should be given a dot. When reviewing, say, “Jeff, did you write a starter sentence?”… Did you stay on task? Did you meet your goal?” When giving dots, say “Jeff, how many checks do you have today? How many dots do you earn?”

3. Jeff uses dots by sticking it over a problem/question he doesn’t want to do and showing the teacher when he uses a dot. He can escape as long as he has dots in his envelope.

4. If Jeff uses a dot to get out of work, immediately say “You used a dot to get out of ____. You earned it!”

5. If Jeff meets his weekly goal, he can go to his brother’s kindergarten class and read a book to them.


Description

Group Contingency (Modified)

If Jeff meets his daily (time) goal for completing his writing assignment within the time agreed upon, the class earns a bonus letter toward the mystery reinforcer of the week. When Jeff earns the class this letter, the class provides attention to Jeff by thanking him and celebrating (clapping hands, saying “Yeah”.

Steps:1. After reviewing Jeff’s self-management sheet, ask him, “Did you

meet your goal today?”2. If yes, “You did meet your goal. Let’s tell the class they’ve

earned a letter for the mystery reinforcer.” 3. Tell the class, “Jeff met his goal today. We get another letter on

the board.”4. Prompt the class to thank Jeff (if they haven’t done so

spontaneously).5. If no, “You worked hard and tried. You’ll do it tomorrow!”


Description

Discontinue reinforcement of problem behavior

If Jeff gets disruptive (disengaged) during academic tasks, redirect him to his replacement behavior.

Steps:1. At the first sign of Jeff starting to get disengaged, calmly walk

over to Jeff and gesture to his self-management chart by pointing to it. Provide no or minimal verbal comments.

2. If Jeff continues to be disengaged, calmly redirect him to use one of his dots (if he has any) to escape. Say “Jeff, it looks as if you need to use one of your dots to get out of some work.”

3. If Jeff continues to be disengaged and doesn’t use one of his dots, walk over to his desk, pick out one of his dots out of his envelope, and say “It looks as if you need to use one of your dots to get out of some work. Where should I put the dot?”

4. Continue to use dots if Jeff continues to be disengaged.5. If all of the dots are used, calmly remind Jeff how he will earn

dots to get out of work.

Jeff Coaching/Fidelity Plan

Jeff Data

answer slides for ptr. paris operational definitions call-outs: any time paris talks out loudly (to...

Documents