Bridget Golden Managing the Learning Environment Fall 2012 Context: Everyday in the first grade classroom, there

is a period of time in which the students are required to participate in a calendar review/story time. The students are expected to sit quietly, raise his or her hand when they would like to share the answer, and speak only when called on. However, Student S, has trouble following all of these rules. This student consistently speaks out of turn, doesnt raise his hand, and disrupts the calendar/story time. My co-op labels this behavior as the blurting behavior. Operational Definition: When participating in calendar/story time, Student S will decrease the blurting behavior and increase the hand raising behavior to answer questions/share ideas. Baseline Data: Across the three days in which data was collected, Student S displayed the target behavior each day during the calendar/story time. The behavior occurred regularly throughout the 20 minutes in which the data was collected. The blurting behavior does not normally last for long periods of time; however, the frequency is high in relation to the short amount of time Student S is being observed for. Date & Time Frequency of Blurting Behavior 10/22/12 8:30-8:50AM 7 times 10/23/12 8:30-8:50AM 8 times 10/24/12 8:30-8:50AM 7 times

Proposed Intervention: 1. Desired Outcomes or Expectations As a result of this behavior management procedure, the ultimate goal is that Student S raises his hand when he wishes to communicate during calendar/story time rather than blurting out his answers. He is expected to behave this way every time he has something to say. It would also be ideal that Student S generalizes this behavior across multiple settings. I would communicate these expectations to the student by reminding them to Student S (and the whole class) daily for as long as it takes the students to fully behave in the expected manner. 2. Antecedent Strategies The entire group of students will be reminded each day of the expectation to raise their hands before speaking during calendar/story time. Also, a strategy that will

be in place includes putting two fingers over their mouths when they are sitting and paying attention. When they have to raise their hand, they will remove the fingers from their mouth and do so. The focus on keeping their fingers placed over their mouth will remind them of the importance to be quiet. 3. Consequence Strategies After each time Student S engages in the behavior of raising his hand, the most appropriate positive reinforcement would be to praise the student and compliment the way he raised his hand in order to earn the teachers attention. The teacher can make an example of the student when he raises his hand in order to increase the likelihood that he continues to do so. 4. Data Collection Baseline data will be collected over a period of three consecutive school days during the calendar/story time. The format for collecting data will be event recording, so I will count the number of times Student S blurts during this select time. Once the intervention has occurred, I would like to monitor three consecutive school days in the beginning, and then every other day after that. This is to ensure that the intervention is working. If not, a different strategy must be developed.