Aniano 1

Alyssa Aniano
Dr. Scala
SPED 351/ 11:30
Data Based Decision Making
9th April 2018
Emily
Student Selected
The student I have selected and my teacher has approved is named Emily.

Review Records
I have reviewed her quarterly assessments and directly observed an assessment being
taken. I have also taken direct observational notes from my host teacher, Mrs. Jessenia and my
observational notes on her behavior.

Summary
Emily is in Pre-school, attending a Head Start Program at Resica Elementary. Emily is
age 4. Emily lives at home with her mother and her sister and brother. She loves to get messy
with artwork like painting, gluing, and she has very good control using scissors. Emily also has
tons of fun in the dramatic play area. She enjoys feeding the baby dolls and cooking. Lastly, she
likes to build towers with blocks and knock them done. Emily’s strengths at school are working
one on one with the teacher, she has her brightest moments at these times, also, she eats all her
breakfast and lunch. She loves blowing bubbles in her milk.
Emily is new at school and is having a hard time complying to directions from the
teachers in the classroom. This is Emily’s target area for intervention. Emily holds up the class at
transitional periods and while waiting to wash her hands before and after lunch. The following
are the transitions where Emily needs the most prompting: When Emily comes in the door in the
morning she is expected to take her hood or hat off and line up against the wall, next waiting in
line to wash her hands for lunch. Emily will wait in place until being called on three or four
times, and still is unprepared to wash her hands, when she finally gets to the front of the line she
has to be prompted to roll up her sleeves. Often times, the teacher will roll up her sleeves to save
time because the teacher has already spent enough time getting her to move with the line.
Thirdly, lining up to leave lunch room, lining up to go home, and lastly, walking out the door to
her parent. Unfortunately, there are little to no consequences for Emily’s behavior. Emily is shy
and does not have many friends in the classroom, which I believe has to do with her behaviors.
She often gets skipped in line because the other students do not want to wait for her to move or
the teachers tells the other students to go around her in line. I feel Emily will do much better in
the classroom once she complies to directions and transitions will be much smoother. Emily has
a very cute smile with little dimples, she can be awfully sweet when she wants to be, she just
needs to learn appropriate ways to gain attention.

Areas of Need
Emily needs to work on following instructions when asked. I would like Emily to do as
she is told with less prompting and coaching. Based on an ABC analysis I have done I believe
the function of the behavior is attention. I think if Emily learns an alternative skill to get attention
from her peers and teachers she will cease using the target behavior. Maybe instead of seeking
attention by being non- compliant the teachers and myself can show Emily she will not get
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attention by not doing as she is told. Emily should be praised with positive reinforcement every
time she is on task. Redirection is also a well-documented approach to behavioral intervention.

Identify MTSS (RtII/PBIS) support recommendations

Emily has no MTSS support recommendations. Emily is in tier 1.
Annual Goals and Objectives
My first goal for Emily is to listen to instruction and do as she is told the first time three
out of four times, she is asked by the teacher during transitional periods throughout the day.
Secondly, I would like Emily to stay on task and require less prompting in the classroom and
hallways to do so.

Make Data Collection Decisions

I personally will collect the data on Emily. I will collect frequency data at specific times
during the day. My data will be collected in the lunchroom, hallways, and classroom and will be
collected my data the three days a week I am at my placement.

Tools and Schedule

The data I am collecting will be at transitional periods throughout the day. I will use a
chart I have devised, this will include the day I have collected it, the week, and I will use tally
marks to count the amount of times Emily is given instruction. These are the following time
periods: 8:15-8:20, 8:55-9, 9:55- 10, 12:10-12:15, 12:50-12:55. For a total of 25 minutes a day
with direct observation. My observations will take place three times a week, Tuesday,
Wednesday, and Thursday. My data collection has been taking over a month which includes a
long break from snow storms, the student’s spring break, one absence, and some power outages.

Visual
Following Instructions
7
# of Times Emily is Told

6 6
5 5 5
4 4 4 4 4 4
3 3 3 3 3
2 2 2 2 2
1 1 1 1
0
8:15 8:55 9:55 12:10 12:50
Week 1 4 5 4 4 6
Week 2 2 4 3 2 4
Week 3 3 3 2 4 5
Week 4 1 2 1 3 1
Transtional Times in the Day

Week 1 Week 2 Week 3 Week 4

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Evaluate the Data

As you can see from the graph, by the fourth week the target behavior has decreased. My
student, Emily has good and bad days like the rest of my students. I feel my target area of
intervention needs a more time to see progress in more entirety. Due to the weather and lack of
attendance in school my student has not progressed as I thought she would. Of course, I want
Emily to do as she is told the first time every time but the teacher and I have to continue to be
patience with her as she continues to develop. In the last week I did see progress. I feel this has
do to regular attendances to school. Between weeks 1 and 2 there is a gap due to weather and a
power outrages which explains the lack of progress there. At the end of week three, Emily had
Friday and Monday off because of their spring break which did not effective the data much. All
in all, with more repetition and practice I feel Emily could reach my goal for her with support at
home and more support from the teacher in the classroom.

Make Instructional Adjustments Communicate Progress

I think if I had to do this over again or in my own classroom, I would want to collect data
daily and include the parents in on the intervention. My data patterns suggest that Emily could
continue to progress if present instructional program was implemented regularly. As her teacher,
I would provide more direct instructions and opportunities for her to practice the skill. I may also
add more to the intervention such as, an alternative skill for her to get her peers and the teachers
attention. Emily could benefit by learning to communicate her feelings as well and learn proper
social interaction skill. Emily is young and still has the time to learn these skills and more with
more intensive support, perhaps moving her two tier II to work on target behaviors.