Behavior Progress Monitoring

Kaylee Clark- Special Education

Student:
Evan
Dates Observed:
9/24/2014 10/10/13
Background Information:
Evan is a first grade student at Lynnville Sully Elementary. He has an IEP and
gets 120 minutes of special education services everyday. The time is split up with
60 minutes of reading and 60 minutes of math. He has a chromosomal disability
that hinders his speech and learning abilities. He has a few behavior problems when
he is with us for special education services. He sometimes will hit and throw things
when he is frustrated. Also, he will get very defiant and lay on the ground or put his
head on the table. When I first started at Lynnville Sully, I realized that this was a
big problem, and that it was taking a way a lot of time from instruction. My
cooperating teacher, Mallory, also agreed that this was a problem.
We brainstormed ways that we could motivate him to want to learn. In his
general education classroom they have a behavior chart that the students move up
and down when they are either working hard or not. This seemed to motivate Evan
and he liked being on the higher colors. All students would start on green and could
move up to blue and then purple if they were doing really good. Students would
move down to yellow, orange, and then red if they were doing really badly. If they
got to orange they had to miss ten minutes of recess, and if they got to red they had
to have a parent contact. We decided to make Evan his own personal behavior chart

that he could take from his general education classroom into the special education
setting. This is how I tracked his behavior.

Date

Ending Color

9/24

Red

9/25

Orange

9/26

Green

9/29

Purple

9/30

Orange

10/1

Yellow

10/2

Green

10/3

Purple

10/6

Blue

10/7

Green

10/8

Purple

10/9

Blue

10/10

Green

We saw huge improvement in Evan. The hitting and throwing went almost
completely away. I think this is because recess was a very big motivator for him.
When he moves down on the chart that means he has to miss recess. He loves
recess and is always asking how much longer until recess, and so when we tell him
that he cant go if he continues to act that way, he stops immediately. We do still
sometimes see the defiant side and putting his head down. Mallory and I have been
trying different motivators to help that. Candy or gum is something that will get him
to put his head up. We also started giving him breaks in between activities and that

also helps. We ask him what break he wants to do and that gets him excited to finish
the task.
It is hard to see big improvements because his behavior is decided on so
many different factors. It depends on his overall mood for the day, the activity we
are doing, and the motivator we have in place. What we have going right now is
working for most days, but that could change anytime because his interests are
always changing. We constantly have to find new motivators to keep him excited
about learning.
Overall it was very fun to see him improvement in behavior. It has been a
learning experience for me to deal with someone with this kind of behavior. It was
hard at first to not take it personal, but then it motivated me to find ways to get him
excited about school and learning.