Jami Shlensky Managing the Learning Environment Describe the context/situation: The student, MG, who is a seventh grader,

partakes in a modified curriculum. He participates with his peers in co-taught settings in social studies and science as well as general education settings in music and physical education. He receives math and language arts instruction via a modified curriculum. n the classroom he is una!le to focus. He is constantly out of his seat, !ursting out ver!ally during instruction, and looking around the room. n order for MG to produce any means of meaningful work, he must have someone standing or sitting near him redirecting him every couple of minutes. Operational Definition: MG will reduce the num!er of ver!al out!ursts in any given classroom period. Baseline Data: MG"s ver!al out!ursts are e#tremely fre$uent. n a %&-minute period, when o!served, he was redirected, !y the teacher, somewhere !etween '& and %( times. This is distracting not only for MG !ut for his classmates. He talks out and then the teacher has to take time to redirect him !efore continuing. o!served across ' days and % school periods. The results are !elow. Session )*+,*+' ++-,&-+,-&. )*+,*+' +,-%/-+-(% )*+'*+' ++-,&-+,-&. )*+0*+' ++-,&-+,-&. )*+0*+' +,-,/-+-(% &ropose$ intervention: -$esire$ outcomes or expectations: what do you want to happen as a result of this intervention 123 how will you communicate the e#pectations to the student -'ntece$ent strategies: what will 456 do or crate in the environment 789:5;9 TH9 89H1< 5; 5==6;S> in order to help the student successfully meet e#pectations -conse(uence strategies: what will happen or what will the student get as a result of displaying the appropriate !ehavior 7or in the a!sence of the negative !ehavior> $ata collection: how do you plan to collect data in order to monitor the effectiveness of the intervention? how often or at what times will you collect data Re-Directs iven B! "eacher# "riggere$ b! %erbal Outburst '& %+ %( ,. ')