This Action Research Plan was presented as part of the course "Special Education for International School" in Quito, Ecuador.

1. ACTION RESEARCH PLAN
Ariana Linger
Marcela Andrea Diaz
Gigi Anabel Mejia
Odette Rumie
Ana Maria Carvajal

2. Introduction
• Name: “Maria Josefina” -
• Age: 12 Grade: 7th
• Diagnose: ADHD combined (co-morbid)
• Problem:
– Verbal outbursts
– Not aware of consequences
– Excluded by peers
– Behavior affects academic performance

3. Needs Assessment
• To design and implement an
intervention strategy that will
decrease verbal outburst while
increasing on-task behavior.

4. Analysis of Current Policy -
Mission
• MISSION: Educational community
whose mission is to educate its
students in a bilingual, democratic
environment to be autonomous, and
to demonstrate a spirit of inquiry and
collaboration, a commitment to
excellence, and the highest aspirations
for the welfare of both the individual
and society.

5. Analysis of Current Policy –
Principles
• Democratic practice is a guiding ideal
that fosters dialogue, respect and
community.
• The school has a responsibility to meet
the needs and support the talents of
individual students.
• Community is built by fostering
relationships based on care and trust
among all of its members.

6. Proposed Solution
• Design and implement an intervention
strategy that will decrease verbal
outbursts while increasing on-task
behavior.
• Implement Applied Behavior Analysis
(ABA) strategies: changing criterion
design

7. Literature Review
“Children with ADHD typically have difficulty
with making and keeping friends,
primarily because of their high levels of
verbal and physical aggression. Family
relationships also can become
problematic because youngsters with this
disorder are less likely to follow parental
directives and are more likely to argue
with adults”
(Dupaul & White, March 2006, p-58).

8. Literature Review
• “Research also suggests that children
with ADHD are more likely than
typically developing classmates to be
rejected socially and to have greater
difficulties with their peers”
(Dupaul et al. 2011, p.35 as cited in
Hinshaw, 2002).

9. Literature Review
• “The changing criterion design
evaluates the effectiveness of an
independent variable by
demonstrating that a behavior can be
incrementally increased or decreased
toward a terminal performance goal.”

10. Literature Review
Two major phases:
• The first phase (as in all single-subject
research designs) is baseline.
• The second phase is intervention

11. Literature Review
• Each sub phase has an interim
criterion toward the terminal goal.
• Each sub phase requires a closer
approximation of the terminal
behavior or level of performance than
the previous one.
• The student´s performance thus
moves incrementally from the baseline
level to the terminal objective.

12. Literature Review
Recommended Interventions
• Medication
• Behavioral
• Academic

13. Literature Review
Behavioral Interventions: Antecedent-based
strategies
• Posting rules
• Modifying the length of assignment
• Giving Choices for task completion
• Peer tutoring
Behavioral Interventions: Consequent-based
procedures
• Point or reward systems
• Daily report cards
• Time out from positive reinforcement

14. Literature Review
Academic Interventions:
• Peer tutoring
• Computer-assisted instruction (e.g. use
of Ipod Touch)
• Individualized, direct instruction in
specific academic skills

15. Method
1. Functional Assessment
a. Define the target behavior (ABC
Observation Form)
b. Determine the contextual factors
affecting the behavior (Interview the
student and her parents)
c. Define the function of the behavior /
form a hypothesis
2. PD Training
a. Define intervention strategy

16. Method
3. Behavior Support Plan
a. Single-subject design - Changing criteria
design
b. Collect data under baseline conditions - five
random class periods over one week (Event
Recording form)
c. Determine terminal goal
d. Define the level of performance at each
interim level (set at, and then increased by,
the amount equal to the mean) – 5
consecutive measurements (Baseline data
1, 2, 3, 4 and 5) for a total of six weeks

17. Method
Self-monitoring intervention strategy
a. Set terminal goal and performance goal –
revise if necessary
b. Decide on rewards to be granted when
goals are met
c. Instruct the student in the use of data
collection system
d. Teach student to discriminate target
behavior
e. Use visual cues to help the student to self-monitor
target behavior
f. Meet on a weekly basis to assess progress

18. Multidisciplinary Team
Middle school
principal
Parents
Counselor
General
ed
teachers
Other members
of the community
Special ed
teacher

19. Assessment
• Weekly meetings and evaluation of
goal – necessary modifications on the
intervention
• Maintenance plan
• Follow-up monthly meetings
• Annual revision – IEP Meetings

20. Impact
• Increased self-confidence as a learner
• Improved social relationships with peers
• Optimized learning environment
• Enhanced and increased PD opportunities
• Renewed perception of LD students
• Set a precedent for future interventions
• Stepping stone for PBIS

21. YOU Can Make a Difference!

22. Thank You!