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Student Behavior Support Plan

Student: Michael A.Worley
Aracely Worley
Azusa Pacific University
Sped 537
January 22, 2013










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Abstract:
This study examined the behavior of Michael Atticus Worley, which was observed, monitored
and modified during a course of twenty-eight days. The behavior that was targeted or changed
was Michaels ability to transition, start, and finish a task when he is asked to do so. There was
an observation and record keeping for the first week (baseline). The study covers data collection
during the baseline period and the following three weeks, in which the behavior modification
took place. The data collection included event recordation, the antecedent, the behavior observed
and the consequences/benefits of the students ability to complete a required a task. The first
week included observation and is referred to as the baseline period. The following three weeks
included the completion of transitioning effectively, starting and completing the task at hand, in
particular, the ability to start homework, when arriving home from school. The change plan
included the identification of triggers during the baseline observation, the goal of effective
transition from playing to starting and completing schoolwork, and the reinforcers that were used
to obtain the goal. There is a documentation of strategies to insure that the modification has been
successful. The conclusion includes the results of the behavior change plan and the successful
outcome of a smooth transition for Michael Worley, between tasks and the completion of said
tasks.





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Introduction
The student selected for this behavior support plan, was Michael Atticus Worley. He was
selected for a variety of reasons. I have limited access to a classroom for the time being, and
decided to use Michael as my case study, because he is my son, and is on the Autism Spectrum.
Michael who turned six, during the observation period, is in a general education kindergarten
class after two and a half years of special day preschool. He is for the most part a good student,
however, he has difficulty with transitions and the start/completion of tasks. The behavior in
particular that was targeted was Michaels ability to transition from playtime to starting and
completing his assigned daily homework. His ability to not only be able to start and complete
his homework had been affecting his learning. He has on occasion turned in incomplete
homework and in my opinion a serious behavior.
Michael is the youngest child in the family. He has an older sister Lauren, who is seven
years old and in the second grade. He is bicultural, (Latino and Anglo), although English is
spoken at home, ninety-five percent of the time. Michaels difficulty with transition or function
is because he would rather be watching television or playing with an electronic item, such as the
iPhone, iPad or his Nintendo gaming platform. He has difficulty following through on instruction
and would rather at any time, be playing with his electronic toy of choice. If he does not start or
complete the task, he will have more time to play with his toys. My husband Mike is involved in
Michaels behavior change plan. Michael no longer has an IEP in place and there will be no
goals/objectives related to the plan.

Supportive Research
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In example one, a study by Duke researchers, Harris Cooper, Jorgianne Civey Robinson,
and Erika A Patall, found that there was generally consistent evidence for a positive influence
of homework on academic achievement (Cooper, Robinson & Patall, 2006). The researchers
suggest homework likely has a significant impact on students educational trajectories and
homework has been offered as a means for developing personal attributes in children that can
promote positive behaviors, that in addition to being important for academic pursuits, generalize
to other life domains (Cooper, Robinson & Patall, 2006). In addition the study suggests that
because homework generally requires students to complete tasks with less supervision and under
less time constraints than in the case of school, study at home is supposed to provide self
direction and self-discipline (Cooper, Robinson & Patall, 2006). .
In example two, researchers, Harris Cooper, Kristina Jackson, Barbara Nye, and James J.
Lindsay, found that the home influences the process by creating or establishing an environment
that either facilitates or inhibits study (Cooper, Jackson, Nye & Lindsay, 2001). The importance
of following through on tasks and the completion of schoolwork at home are because young
children have not cemented good study habits and skills. The researchers also found that young
children in particular do not know how to apportion their time between easy and hard tasks, and
how to engage in effective self testing (Cooper, Jackson, Nye & Lindsay, 2001).
Summary of Functional Behavioral Assessment Findings
The observation period for the students behavior support plan and summary of
functional behavioral assessment findings took place during the first week, or baseline week.
The following antecedent variables were identified as triggers for the avoidance of homework,
and ability to start and keep on task.
Identification of Antecedent, Behavioral and Consequence Variables
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Antecedents: The first was that successful time management was not implemented for
Michael, upon arrival from school. Michael would throw his backpack on the floor and head
straight for the television or for the electronic equipment. There was no set time for starting or
completing homework assigned. The second trigger was over involvement with electronics. It
was observed that Michael would play non stop upon arriving home after school, until dinner
time or homework time, and not want to do anything else other than play games, play on the
computer or watch television. The third trigger was that there were no consequences for Michael
for any type of misbehaving. Since he generally is well behaved, there have been no
consequences for negative behavior.
Behaviors: It was observed that the following behaviors were observed as factors that
contribute to the occurrence of the problem behavior. The first was that Michael had never really
been told that there was schedule to follow upon arrival of home and because of this, Michael
would not want to do anything that was not play based. The second behavior that was observed
as a factor to the occurrence of the behavior was the parents work and school schedule. It was
observed that on days when the mother was working or doing schoolwork, Michael would take
advantage of the situation and spend all of his afternoon playing instead of doing homework or
other tasks that were assigned to him. The third behavior that was a factor in the reoccurrence of
behavior, was that when Michael was not listening or misbehaving, attention was placed on him,
and it became a reinforce, in the misbehaving and difficulty transitioning and becoming on task.
Consequences: It was noted that the following variables were identified as consequences
of Michael not being able to transition from one task to another, and/or not start or complete the
task. The first was that it created a chaotic environment at home, which also affected his older
sisters Lauren ability to finish her homework. The second consequence was that Michael would
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either not turn in or turn in incomplete homework. The third consequence of Michaels behavior
was that it also affected his ability to perform his other duties and responsibilities at home, such
as feeding the dogs, picking up his toys and being able to head to bed on time.
Hypothesized Function: When Michael does not start or complete his homework or other
assigned school work or house chores, it throws the rest of the familys schedule. Michael
avoidance of homework also affects his own study skills and school performance. Michaels
actions also seem to affect his sisters ability to complete her own schoolwork.
Behavioral Goal and Weekly Behavioral Objectives
The goal and objective for Michael Worley, is to be able to stop his playing and
television watching when asked and be able to start and complete his homework, and other tasks
when asked to do so. The goal or behavior modification, took place over a period of twenty-one
days. The goal for week two is to have Michael follow a schedule for him, upon arriving home.
The goal for week three is to have Michael play for an hour, and without tantrumming or
disruption, sit down and start and complete his homework. The goal for week four is to have
Michael follow the schedule with minimal prompting and finish his schoolwork early, in order to
perform other chores.
Intervention Treatment Protocol and Schedule/Weekly Plan
The intervention first consisted on the limit and restriction of media and electronics.
Michael was only allowed to watch television or play with electronic equipment for one hour,
instead of an unlimited amount of time. It was determined during the observation in the base
period, that Michael was deeply affected by his unlimited playtime with his personal electronics
and television viewing habits. It was also determined that the best way to do this was by setting
up a schedule and also through the use of iPhone applications by his mother and father, to aid in
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achieving this goal. He was also rewarded with a few more minutes of playtime with his
electronic equipment, before bed, after his homework, reading time and personal chores were
completed.
The tools used in the developing of the behavior support plan, included the use of notes
and calendar apps on the iPhone to write down observations and a schedule. To help implement
the support plan, a check list and schedule was provided and implemented as tasks were
completed. The schedule and homework chart, were pasted to the refrigerator and Michael was
able to mark his own accomplishments. Through the observation and implementation
procedures, it was observed and also recorded, that Michael at the end of the 28-day period was
able to complete his homework on a nightly basis and also other tasks required of him. The
ability to evaluate the implementation was pretty evident, as the implementation procedures
created the intended changed behavior and goals set for each week.
Comparative Analysis of Intervention
The data recorded during the 28-day period, demonstrated that during the baseline period,
Michael did not have a set schedule and played for an indefinite amount of time with his
electronic equipment. He also only completed his assigned daily homework on two days. During
the second week and as a schedule was set in place, Michael would only watch television or play
with his electronics during the one hour set period. He would then proceed to start and complete
homework, and check off his schedule. It was observed that during the 2
nd
week, he was
prompted to do his homework. However, it was noted that by the end of the fourth week, he
would start his homework and household duties as soon as the television was turned off.
Conclusion
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Michaels behavior has significantly improved. He no longer has to be prompted to head
to the table and start on his homework. This however, does not mean that the transition from one
task to another has been completely successful. Michael continues to be resistant to starting his
homework and to the television being turned off, however, he has successfully turned in his
completed homework on time every week and taken care of his chores and other responsibilities.
There were some challenges as this behavior support plan was implemented for me. The first was
being able to remain neutral and not have mommy mode set in. I tried as much as I could to
remain a neutral party, however, this was not always possible. I however learned, just as I
learned in my own personal change plan, that the setting of goals and understanding the
variables, implementation, etc. is a successful tool for change in any individual and that of course
means in any student. I learned that it is a very effective tool and one that I plan to utilize not
only with my future students but also with every challenge I encounter in my own personal life.











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References
1. Cooper, H., Robinson, J., & Patall, E. (2006). Does homework improve academic
achievement? a synthesis of research, 1987-2003. American Educational Research
Association, 76(1), 1-62. Retrieved from http://www.jstor.org/stable/3700582
2. Cooper, H., Jackson, K., Nye, B., & Lindsay, J. J. (2001). A model of homework's
influence on the performance evaluations of elementary school students. The Journal of
Experimental Education, 69(2), 2001. Retrieved from Stable URL:
http://www.jstor.org/stable/20152658