Allison Foster

Behavior Case Study

EDUC 474
 Background Information
This classroom consists of 9 females and 9 males, making a total of eighteen students in this

second-grade classroom at George Marks Elementary in Deland, Florida. Students range from

age 7 to age 9. There are many social and academic gaps in this age group due to the loss of

instruction during the Covid lockdown. Students were online and many are still on a

kindergarten level, which is seen in their I-Ready scores. There is 1 student identified as ESE and

2 students identified as ESOL. George marks Elementary is a Title I school, where 74% of the

student population is eligible for free and reduced lunch.

Statement of problem or target behavior

When students are given clear expectations and procedures to line up to go to special area at

12:50, students will often take five minutes plus to follow the directions and line up. Students

will be given the directions of “walk and form a line to place your iPad in the green bin and place

it in the assigned tab, and then get in line order at a level zero at the door to go to ____________

(special area of the day). Students will push each other out of the way to go first, and then will

stand around and talk instead of getting in line. If students do get in line, they will not face the

front of the line and will talk and horseplay with one another. Students are given the expectation

that they will not leave or receive a dojo point if they do not follow these directions. Sometimes

they are late for special area because they still must walk and arrive to the assigned area once

they are ready to exit the classroom.

 Data Collection

Baseline

7:12

6:53
6:57

6:43
6:28
6:28
Minutes to Line-Up

6:14
6:06
6:00
5:47
5:45

5:31

5:16
N/A2
5:02
Day 1 Day 2 Day 3 Day 4
Days of pre-data
 Intervention Data

10/4/21 – 10/25/21
8:24

Special Area Line-up.

7:12

6:00
Minutes to Line UP

4:48

3:36

2:24

1:12

0:00
Day 1 Day 2 Day 3 Day 4 Day 5

Days of Intervention

Week 1 Week 2 Week 3

Days of Each Week

 Description of intervention

1. Students will be given the very specific and detailed procedures and expectations for

lining up to leave for special area. The expectation will be set by having all students

make eye contact with me because that is how I know that they are all listening,

especially my students who struggle with processing directions and content. Students will

be given the direction to first: grab their iPad, then they will walk to the green box to put

their numbered iPad in the section labeled with the correct number. Once students have

placed their iPad in their slot, they will get in line for special area in the line order that

they have been in all year (numbers 1-18). Students will be told to face the front at a level

zero which means mouths are closed and not talking. Give these directions to students

twice before telling them to begin moving on their first direction. On Wednesdays,

students will need to take their backpacks because they leave to go home from P.E. This

will be monitored for changes needed. Intervention will take place between October

fourth and October twenty-fifth.

 Results and Conclusions

 Students were able to follow directions on most days, however their comprehension of

directions was inconsistent. Individual students (including Shawn, Adrian, Kaleb,

Rosilee, Jacob, Samuel, and sometimes Colten) would horseplay once they got into line,

or continue to yell while standing in a large clump by the front white board. Shawn will

push students out of the way to line up at the door first.

 When students began to push other students, they would be the last person released to

line up the following day. Then, to avoid students pushing each other out of the way,

tables were released one-by-one (groups of three). Once students were in line at the green

box, another table could be released. Tables were released based on students sitting with

desks cleared and waiting quietly.

 My future recommendations are to continue this direct expectation and direction for each

time they leave the classroom because they constantly are behind and take long when it

comes to lining up for exiting the room. Students need the clear directions given each

time that they have to go to a different area of the campus. This includes media, lunch,

home, and any other unexpected time periods they must leave the room. Students should

be given rewards more often to enforce the positive behavior. These can include multiple

dojo points or a selection from the treasure box.