SPED 322 Spring 2016
SPED 322: Individual Instruction Plan (IIP)
|Target skill/Behavior: The student will be taught to proceed in an academic task without complaining.|
Measurement: Each day, the student will respond kindly, without complaining, or crying about the work being too hard, within a 5 minute interval.
IEP Goal: By the middle of 3rd grade, the student will respond kindly, without complaining or crying about the work being too hard, within a 15 minute interval.
Behavior Analytic Instructional Plan
|Context of Teaching: A student, who is in the 2nd grade, stalls and wastes time, by complaining the work is too hard, that she cannot do the work, and uses stalling techniques, during class instruction time, or time or during independent course-work. Her stalling techniques include, complaining, yawning, head on table, singing while in independent work, worrying about her shoe – taking the shoe off her feet, getting up out of her seat, snapping her pencil, sitting on the floor, eyes going out of focus and glazing over, arguing against reminders, and yelling out “I’m done”. The student will be taught her stalling behaviors and to recognize them when she does them, so she will stop herself in the future.|
Initial SD: Teacher says to return to the table from break. Or teacher gives the student independent course-work. Or teacher is talking, while student has stalling behaviors and eyes glaze over.
Initial A: Teacher prompts. “Time to come back to the table.” “Open the worksheet.”
Prompting: You have 3 minute break to read, or work on the computer. You have 30 seconds for break and then return to the table. Or you have 5 minute break to read. You have 1 minute break to return to the table.
Initial Reinforcer(s): As a result of verbal praise and use of a data board for PBS the student will respond kindly, without complaining, when asked to return to an academic task.
Sample Instructional Trials:A: Teacher says “You have a 5 minute break.” and sets timer.B: Student returns to academic task without complaining and stalling at the 4:50 break minute.C. Teacher gives verbal praise and sticky point added to data chart on a daily ongoing 15 minute basis
A: Teacher says “You have a 5 minute break” and sets timer.B. Student complains and stalls at coming back to academic task.C. Teacher reminds student she is stalling by complaining and student does not receive a sticky point added to data chart.
|w/in 30 min||3/14/2016||4/29/2016||5/2/2016|
Basically the student complained or stalled at least every 10 seconds within the 30 minutes time frame of observing, every time she was doing academic course-work. On a break, there was zero complaining, except for singing aloud while wearing computer headset. She is very unaware of her behavior and resistance to academic course-work, has learned helplessness, stalling behaviors, and complaining the entire 30 minutes of observation. Her stalling and complaining is higher than her willingness to do course-work without some kind of drama, stalling, learned helplessness. This student has diagnosed Autism is being considered for an intensive program with the data board PBS support.
Maintenance & Generalization
|Natural Context: The natural setting for the students behavior to take place is whenever she is required to do an academic task, or something she does not want to do.|
Faded Prompting & Natural Sid: It is ideal and in the student’s best interest to be able to independently, without prompting or the use of timer, to monitor herself and her complaining, stalling behavior in academic tasks. Once she experiences the positive aspects of non-complaining, she will naturally self monitor herself which will be beneficial to her future educational success, both academically and socially.
Natural Reinforcer(s): She will not feel stress at the fear of failing and experience the natural feeling of academic success without the stalling, arguing and non-complaining behavior.
Thinned Reinforcement Schedule: At the beginning of third grade, the student will be on the data board, and monitored intensively, with prompts and a timer. There will be reverting back to old behavior of stalling and resisting, and it is important to bring the parents into the behavior plan and have them try to reinforce the positive behaviors at home so by the middle of third grade, the student will be able to start monitoring their own resistance, complaining and stalling behavior when it comes to academic coursework.
The strength of this intervention with this particular student, who has Autism, will teach her to self regulate her negative inattention/off task/ behavior from approximately 40% to about 90% so that she will become self aware when she disengages and has inattention to academic course-work.
The weakness is the student is at the end of second grade and her disengaging behaviors are ingrained deep within her psyche and work for her in the academic setting to stall at completing an assignment.
The next step of this intervention is to use a visible data system called a data board, where the student will learn self monitoring behavior and have immediate consequences to her disengaging and inattention behavior. In the intensive self contained classroom, for students with Autism, the students use a data chart with pull on and pull off stickers, and are monitored every 5 minutes within a 15 minute time period frame. After the 15 minutes if the student has received all appropriate stickers, the student will receive a timed 3 minute break. This type of intensive system will be perfect for this student for a time until she can self monitor herself.
In the four (4) visits to this classroom, I noticed when the teacher used the punitive system of putting an X in front of this student’s name, the student became focused on her course-work. The X was in front of her name so she will receive less stickers on Friday, however, I was there one Friday and this student received the same amount of stickers as the other students, even though she had an X in front of her name.
In conclusion, this system will help the student in learning self regulating behavior and make her aware of her disengaging behaviors. Her knowing this will help her considerably in her future life, her life at home, her academic life – with the possibility to attend and finish University, and help her socially – because friends like other friends to be present and available. The outcome of the intervention will be a positive force in this student’s life which will serve the greater good for all.