Strategy Assignment

Instead, focus on your strategy write-up/handout for your peer’s case scenario. Remember to bring 10 copies of your handout to class next week.
Second, prepare & practice a brief, 10 min overview/synopsis of your strategy. You should be practiced enough to hit on all the major points of the strategy, including a couple minutes for the rationale and evidence that supports the strategy, and then about 7 minutes to describe the specific procedures/materials/methods. I’ll have a timer going so that everyone has an opportunity to present their information.

The Case Study:

(a) Identify the problem. Provide an operational definition of the behavior, using measurable and/or observable terms.
Davi is a second grade student. She has attended this school since Kindergarten.
Davi is tardy to school at least once a week, notably at the beginning of the week. She frequently blurts out loud comments to other students at her table during class activities. She also frequently grabs items from other students without asking when she gets frustrated or upset. She also gets off task during partner activities, and struggles getting back on task after disagreements. Davi also frequently gets out of her seat during transition times.

(b) Offer any available baseline data to help your peer determine the nature of the problem (e.g., observations, interviews, disciplinary records). When possible, include information about the duration, intensity, and/or frequency of the behavior.
Davi is over 5 minutes late to class about once a week, usually at the beginning of the week.
Davi’s blurting out happens about 20% of the time when she is supposed to be focusing on classroom activities.
Davi seems to get off task about 40% of the time when she is supposed to be collaborating and working with her partner.
Davi’s grabbing of items may happen about 20% of the time when she is supposed to be focusing on classroom activities.
Davi inappropriately get out of her seat about 20% of the time during transitions times.

(c) Provide information about the student/class (e.g., cultural background, grade level, exceptional needs) and the ecological context in which problem occurs, including any known setting events (conditions that might increase the likelihood of the problem) & antecedents (triggers).
Davi is a second grade, African American girl. She does not have an IEP. She does not seem to take turns collaborating with another student in partner activities. When a student disagrees with her, she gets loud and often starts taking materials from the other student without asking. She also gets caught up in disagreements with her partner and loses focus on the task at hand.

(d) Identify the hypothesized function or reason for the problem. What might the student/class be communicating through this behavior?
Davi wants to control her environment. She does not get the attention she needs at home. She knows that she will at least receive negative attention from adults if she is disruptive in class.

(e) Identify short and/or long-term goal (include desired replacement behavior or skill)

A short-term goal will be to get Davi to not be tardy every week.
Desired behavior: Davi will be on time to school at least 90% of the time.

A short-term goal will be to get Davi to not blurt out during classroom activities.
Desired behavior: Davi will not blurt out 90% of the time during classroom activities.

A short-term goal will be for Davi to stay on task during classroom activities.
Desired behavior: Davi will stay on task 80% of the time during classroom activities.

A short-term goal will be for Davi to not get out of her seat during transition time unless she is given permission by the teacher.
Desired behavior: Davi will stay in her seat during transition times 90% of the time.

Format: APA, 2 peer review articles (researched),
One page paper hand out, elements to include in the handout
Part 1: The strategy, to support positive behavior from this student (possible solution: mentor/lunch with a specific person)
Part 2: Rationale and evidence that supports the strategy
Part 3: Describe the specific procedures/materials/methods.