Melissa Johnson Phase 1 Managing the Learning Environment Context/Situation: The student, T, begins to tell jokes before

we begin to our pull-out reading session of the day. These jokes consist of student T to talk in a lower tone voice, while he makes fun of what is occurring around him. For example, he could laugh at a can of coke or say non-relatable words at various levels of volume. This behavior prevents student T to be able to maximize his work time for reading and delays any instruction that is required to help with other subjects for that particular day. Overall, student T is having too long of a transition from coming in from recess to being pulled out for writing. Operational Definition: I want to decrease the amount of time it takes for student T to come out of class, sit down at our activity area, and begin the reading activity that is assigned. I also want to decrease the time student T spends on making jokes after leaving class for the pull-out reading session. The student is starting at an average of 8.75 minutes to transition from his classroom into our writing session in the 5th grade pods and has a goal of ending with a transition time of 2 minutes. Baseline Data: The student’s behavior varies in time length. There is not a pattern between the day of the week and the amount of joking behavior that is spent. Date of Session Describe Behavior Student T repeats “yep” over and over, while he laughs. Student T erases his writing, while he laughs about the picture he is drawing. Student T saw a can of coke are repeats “coke” over and over again, while telling 3 jokes about a can of coke. Student lowers his voice and repeats “pizza” over and over, while he laughs. Amount of Time From ACTIVTY TO ACTIVITY 4 minutes 7 minutes 16 minutes 8 minutes

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Proposed Intervention: - Desired Outcomes or Expectations: I want the student to become faster at starting his work, minimizing the transition time between the two sections of the day. I will state these expectations when I have asked student T to be pulled out, as the student begins his transition and as a reminder at the end of our session. The student will be able to leave the classroom, sit down in a black chair,

sit up with back straight and up, and being quiet within two minutes starting from when I have told him to come to our writing pull-out session until he begins working on what has been assigned. - Antecedent Strategies: I will make sure that my materials are set-up in order to create a faster transition and minimize the set-up time. I will also present an engaging activity in order to activate the student’s knowledge, as well as attract them to the reading activity. I will begin my student on work that my student can succeed or feel confident in order to not discourage my student at the beginning of the lesson. I want to start with giving a student a high-five and then allowing him to draw about what he did the previous day on a notebook or marker board for 2 minutes. From there, we will begin our writing activities. - Consequence Strategies: If the student begins the reading activities within 2 minutes of transition starting from when I have told him to come to our writing pull-out session until he begins working on what has been assigned, student T will be able to work on FunBrain on his netbook at the end of our activities for 5 minutes or do homework for the next day. If the student is able to transition within 2 minutes starting from when I have told him to come to our writing pull-out session until he begins working on what has been assigned for 5 consecutive times, the student will be able to have his choice of snack for me to bring in the next day. If the behavior exceeds 15 minutes, the cooperating teacher will be calling home to mom to report the behavior. The student will also be sent to the principal’s office in order to calm down and attempt to reboot and come back to class to be productive. - Data Collection: Every day, I will time student T for how long his transition takes, beginning with when the student is told to come to reading to when the student begins to work on the first activity of the instruction. I will collect data every day to begin with for the first two weeks. I will decrease the amount of times I collect data if transitions are within two minutes to every other day or every third day. If transitions are longer than 2 minutes, I will increase the frequency to every day.

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