- The consultation involved a 7-year-old student named Michael who was referred for off-task behaviors that were negatively impacting his classroom performance.
- The school psychologist conducted consultations with Michael's teacher to define the off-task behaviors, collect baseline data on time spent on-task, and develop an intervention to increase on-task behavior.
- Over multiple sessions, the psychologist and teacher worked to clearly define on-task and off-task behaviors, collect initial observation data, and set a goal of increasing Michael's time spent on-task through a behavioral intervention.
Developing Mental Health Services for Refugee ChildrenYoung Lives Oxford
This presentation explores the challenges and opportunities of developing mental health services for refugee children, paticularly in school-based environments.
Presented by Mina Fazel, NIHR Post-Doctoral Research Fellow, Department of Psychiatry, University of Oxford and
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Developing Mental Health Services for Refugee ChildrenYoung Lives Oxford
This presentation explores the challenges and opportunities of developing mental health services for refugee children, paticularly in school-based environments.
Presented by Mina Fazel, NIHR Post-Doctoral Research Fellow, Department of Psychiatry, University of Oxford and
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Presented during the Psychology Congress, Lyceum of the Philippines, Intramuros, Manila, Philippines, October 8, 2009.
Looking for customized in-house training sessions that fit your needs, particularly in the Philippines? Please send me an email at clarencegapostol@gmail.com or WhatsApp +971507678124. When your request is received I will follow up with you as soon as possible.Thank you!
The school environment is an ideal place to begin the work of addressing mental health needs. Not only does the school offer a simple and cost-effective way of reaching youth, but it is also a convenient place where mental health can be linked with other aspects of health, such as physical health and nutrition, and with learning.
This was released as Episode 384 of Counselor Toolbox Podcast. You can find specific episodes and CEU courses based on the podcasts at https://allceus.com/counselortoolbox You can also subscribe on your favorite podcast app like Apple Podcasts, Google Play or Castbox.
Why Dr Van's Classes don't start at 8:09Van Whaley
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Presented during the Psychology Congress, Lyceum of the Philippines, Intramuros, Manila, Philippines, October 8, 2009.
Looking for customized in-house training sessions that fit your needs, particularly in the Philippines? Please send me an email at clarencegapostol@gmail.com or WhatsApp +971507678124. When your request is received I will follow up with you as soon as possible.Thank you!
The school environment is an ideal place to begin the work of addressing mental health needs. Not only does the school offer a simple and cost-effective way of reaching youth, but it is also a convenient place where mental health can be linked with other aspects of health, such as physical health and nutrition, and with learning.
This was released as Episode 384 of Counselor Toolbox Podcast. You can find specific episodes and CEU courses based on the podcasts at https://allceus.com/counselortoolbox You can also subscribe on your favorite podcast app like Apple Podcasts, Google Play or Castbox.
Why Dr Van's Classes don't start at 8:09Van Whaley
Dr. Van explains his use of Behavioral Learning techniques to facilitate learning.
This presentation also helps you create an implementation plan so you can successfully use these techniques to reach your dreams and goals using behavioral based learning.
A half day session - continuing the conversation about the impact of formative assessment and how formative assessment differs in intent and purpose and impact from summative assessment. Several cross-content secondary examples included.
PART 1The term self fulfilling prophecy was defined by the Ame.docxherbertwilson5999
PART 1
The term "self fulfilling prophecy" was defined by the American sociologist William Isaac Thomas (1863 - 1947) in the dictum: 'If men define situations as real, they are real in their consequences.'
Events tend to turn out as one has hypothesized, not because of some great insight but because one behaves in a manner to achieve this outcome. A large body of evidence exists in various areas of psychology supporting the self-fulfilling prophecy.
R. Rosenthal, Experimenter Effects in Behavioral Research (New York, 1976)
Research is showing that one of the major influences on student achievement is teacher expectations.
. Read and reflect upon the following : INITIAL POST
The Pygmalion Effect
Definition and Background: What is the Pygmalion Effect?
People tend to live up to what's expected of them and they tend to do better when treated as if they are capable of success. These are the lessons of the Pygmalion Effect. Pygmalion first appeared in Greek mythology as a king of Cyprus who carved and then fell in love with a statue of a woman, which Aphrodite brought to life as Galatea.
Much later, George Bernard Shaw wrote a play, entitled Pygmalion, about Henry Higgins (the gentleman) and Lisa Doolittle (the cockney flower girl whom Henry bets he can turn into a lady).
So the Pygmalion Effect has come to mean "you get what you expect." If you expect disaster, your expectations may well be met in a kind of "self-fulfilling prophecy", yet another catch phrase about the pressure of expectations.
Case Study
In another classic experiment, Rosenthal and Lenore Jacobson worked with elementary school children from 18 classrooms. They randomly chose 20% of the children from each room and told the teachers they were "intellectual bloomers." I first learned of this story from Zig Ziglar, a renown motivational speaker and positive thinking proponent.
He goes into detail about how a set of school teachers were told that their students were geniuses. They've been tested by some new methodology of determining the success of school age children, and THESE kids were the best of the best. In addition, these teachers were told that they were uniquely entrusted with these children's welfare for the coming school year. They explained that these children should show remarkable gains during the year.
The children, performed admirably, gaining an average of two IQ points in verbal ability, seven points in reasoning, and four points in overall IQ. At the conclusion of the experiment, the teachers were informed that these students were randomly assigned, much as any others are during any normal school year. And the teachers as well, prior to this year, were nothing special -- they, too, were selected randomly.
The participants in his study were not necessarily aware that they were being monitored and that this was an experiment of any kind.
REPLIES: PLEASE REPLY TO A AND B
A. I found the case study really interesting. It's hard to believe that jus.
Workshop focuses on describing social skills, highlighting key/critical ones to focus on, describes how to teach skills, and provides examples of ways to integrate it into existing curriculum
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Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
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The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
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June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
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Embracing GenAI - A Strategic ImperativePeter Windle
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This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Home assignment II on Spectroscopy 2024 Answers.pdf
Consultation case study
1. Seminar in PsychoeducationalSeminar in Psychoeducational
Consultation in the SchoolsConsultation in the Schools::
Case Study PresentationCase Study Presentation
V. Paige Harrison, M.S.V. Paige Harrison, M.S.
University of KentuckyUniversity of Kentucky
EDP 671EDP 671
2. Referral Problem.Referral Problem.
• ‘‘Michael’ is a 7-year-old second-grade male from aMichael’ is a 7-year-old second-grade male from a
regular education classroom.regular education classroom.
• He was struggling in all subject areas. His teacherHe was struggling in all subject areas. His teacher
identified off-task behavior as the primary area ofidentified off-task behavior as the primary area of
concern. She felt that increasing his time on-task wouldconcern. She felt that increasing his time on-task would
help him succeed in the classroom.help him succeed in the classroom.
• He was identified after being referred to the schoolHe was identified after being referred to the school
psychologist for an evaluation. The current study aimedpsychologist for an evaluation. The current study aimed
to assess and address his off-task behaviors before anyto assess and address his off-task behaviors before any
formal assessments (i.e., IQ & Achievement testing)formal assessments (i.e., IQ & Achievement testing)
were conducted.were conducted.
3. Referral Problem.Referral Problem.
Michael’s off-task behavior occurred in allMichael’s off-task behavior occurred in all
settings throughout the school day.settings throughout the school day.
It took on various forms including: staring off,It took on various forms including: staring off,
being out of his seat, playing with his schoolbeing out of his seat, playing with his school
supplies, talking to peers, makingsupplies, talking to peers, making
inappropriate hand motions and verbalizations,inappropriate hand motions and verbalizations,
etc.etc.
4. Background InformationBackground Information
Michael lives with his mother and older sister (4Michael lives with his mother and older sister (4thth
grade). His mother is very involved with hisgrade). His mother is very involved with his
education and reports working with him at homeeducation and reports working with him at home
(especially on his reading) and talking to him about(especially on his reading) and talking to him about
the importance of paying attention and staying onthe importance of paying attention and staying on
task.task.
Mrs. O’Neal described him as a ‘good-natured’ kidMrs. O’Neal described him as a ‘good-natured’ kid
whose behaviors were not necessarily disruptive towhose behaviors were not necessarily disruptive to
the class as a whole but hurt him more than anyonethe class as a whole but hurt him more than anyone
else. This was consistent w/ my own observations andelse. This was consistent w/ my own observations and
interactions w/ him.interactions w/ him.
5. Background Information (cont.)Background Information (cont.)
Mrs. O’Neal also stated that his 1Mrs. O’Neal also stated that his 1stst
gradegrade
teacher had reported many of the same off-taskteacher had reported many of the same off-task
behaviors when she taught him last year.behaviors when she taught him last year.
Attendance was not a problem for him, sinceAttendance was not a problem for him, since
his mother is an employee of the schoolhis mother is an employee of the school
district. No medical problems were reported,district. No medical problems were reported,
and Michael had many friends.and Michael had many friends.
6. Context & Setting Information.Context & Setting Information.
• The consultation, data collection, and intervention wereThe consultation, data collection, and intervention were
conducted in the student’s regular education classroomconducted in the student’s regular education classroom
during his morning mathematics lesson. This time wasduring his morning mathematics lesson. This time was
chosen because it was convenient for the teacher andchosen because it was convenient for the teacher and
she felt it would be a good time for her to observe andshe felt it would be a good time for her to observe and
document the off-task behavior.document the off-task behavior.
• Students were seated at tables arranged in a large, openStudents were seated at tables arranged in a large, open
rectangle so that everyone could been seen and no onerectangle so that everyone could been seen and no one
had his/her back turned. This allowed the teacher tohad his/her back turned. This allowed the teacher to
walk around the perimeter as well as teach from insidewalk around the perimeter as well as teach from inside
the tables.the tables.
7. Context & Setting Info (cont.)Context & Setting Info (cont.)
• The room was bright and full of colorfulThe room was bright and full of colorful
decorations and learning materials.decorations and learning materials.
Mathematics lessons varied each day.Mathematics lessons varied each day.
Activities included brief lecture to present newActivities included brief lecture to present new
materials, worksheets, open-responsematerials, worksheets, open-response
assignments, group work, etc.assignments, group work, etc.
• There were 26 students in the classroom (15There were 26 students in the classroom (15
girls, 11 boys).girls, 11 boys).
8. Consultation Services Provided.Consultation Services Provided.
• As previously mentioned, Michael and his teacher wereAs previously mentioned, Michael and his teacher were
identified as consultation candidates after he wasidentified as consultation candidates after he was
referred to the school psychologist for an evaluation.referred to the school psychologist for an evaluation.
• A permission slip was sent home with Michael andA permission slip was sent home with Michael and
signed prior to the commencement of consultation.signed prior to the commencement of consultation.
• Michael’s teacher agreed to work with the schoolMichael’s teacher agreed to work with the school
psychology practicum student in hopes of increasing hispsychology practicum student in hopes of increasing his
time on task and, subsequently, his success in thetime on task and, subsequently, his success in the
classroom and beyond.classroom and beyond.
9. Session 1: EntrySession 1: Entry
During this phase, the teacher and I engaged in aDuring this phase, the teacher and I engaged in a
dialogue about what was expected from the consultationdialogue about what was expected from the consultation
progress as well as the time commitment involved.progress as well as the time commitment involved.
I believe that his was a key element to my having aI believe that his was a key element to my having a
teacher that stuck with me throughout this process.teacher that stuck with me throughout this process.
Our respective roles & professional contributions (ourOur respective roles & professional contributions (our
different backgrounds and expertise) were discussed. Itdifferent backgrounds and expertise) were discussed. It
was really important to me to be seen as more than ‘justwas really important to me to be seen as more than ‘just
a student’ trying to fulfill a requirement for a class.a student’ trying to fulfill a requirement for a class.
10. Session 1: EntrySession 1: Entry
I also made it clear that she would be collectingI also made it clear that she would be collecting
data, and that we’d work together to find adata, and that we’d work together to find a
method that was easy for her but yielding themethod that was easy for her but yielding the
information we needed.information we needed.
The concerns of Michael’s mom as well asThe concerns of Michael’s mom as well as
confidentiality were also discussed.confidentiality were also discussed.
We also set up our next meeting time and talkedWe also set up our next meeting time and talked
about any reservations she might have about theabout any reservations she might have about the
process.process.
11. Session 2: Problem IdentificationSession 2: Problem Identification
This session ran more smoothly and rapportThis session ran more smoothly and rapport
was well-established by this point. I hadwas well-established by this point. I had
stopped in and talked with the teacher severalstopped in and talked with the teacher several
times to ‘touch base’ by this point as well.times to ‘touch base’ by this point as well.
I had also done some additional classroomI had also done some additional classroom
observations prior entering this stage, so thatobservations prior entering this stage, so that
I’d be prepared to discuss his behaviors.I’d be prepared to discuss his behaviors.
12. Session 2: Problem IdentificationSession 2: Problem Identification
(continued)(continued)
Together, Mrs. O’Neal and I decided upon anTogether, Mrs. O’Neal and I decided upon an
operational definition. Specifically, we set outoperational definition. Specifically, we set out
to define ‘on-task’ behavior.to define ‘on-task’ behavior.
It was operationally defined as ‘having hisIt was operationally defined as ‘having his
eyes on the teacher while she was talking,eyes on the teacher while she was talking,
pencil in hand w/eyes on the assignment, orpencil in hand w/eyes on the assignment, or
other task appropriate behavior’.other task appropriate behavior’.
13. Session 2: Problem IdentificationSession 2: Problem Identification
(Continued)(Continued)
This definition was concrete enough, yet allowedThis definition was concrete enough, yet allowed
for flexibility since the activities in the math classfor flexibility since the activities in the math class
varied from day to day.varied from day to day.
The discussion of his behaviors across settings asThe discussion of his behaviors across settings as
well as deciding on an operational definition ofwell as deciding on an operational definition of
on-task behavior paved the way for the next stage.on-task behavior paved the way for the next stage.
We also set the lofty goal of increasing his timeWe also set the lofty goal of increasing his time
on-task to 80%.on-task to 80%.
14. Session 3: Problem AnalysisSession 3: Problem Analysis
During this session, we further appraisedDuring this session, we further appraised
Michael’s problem behaviors in terms ofMichael’s problem behaviors in terms of
ABCs and discussed ways to measure them.ABCs and discussed ways to measure them.
This was done through observations. BothThis was done through observations. Both
Mrs. O’Neal and I observed that Michael’sMrs. O’Neal and I observed that Michael’s
off-task behaviors often occurred after a newoff-task behaviors often occurred after a new
assignment was given and/or during a longassignment was given and/or during a long
activity. We also noted that a consequence toactivity. We also noted that a consequence to
his behavior was him not having to do/finishhis behavior was him not having to do/finish
the assignment/activity.the assignment/activity.
15. Sesson 3: Problem Analysis (cont.)Sesson 3: Problem Analysis (cont.)
Because of these observations, we both agreed that oneBecause of these observations, we both agreed that one
function of his off-task behavior was escape. He wasfunction of his off-task behavior was escape. He was
also observed asking things like “are we almostalso observed asking things like “are we almost
finished’, so an intervention targeted at helping himfinished’, so an intervention targeted at helping him
gauge how long he needed to work before a break, wasgauge how long he needed to work before a break, was
discussed.discussed.
When discussing intervention options, Mrs. O’NealWhen discussing intervention options, Mrs. O’Neal
mentioned that a timer that she had used with a studentmentioned that a timer that she had used with a student
in the past. This option was considered because it wasin the past. This option was considered because it was
acceptable to her and she felt comfortable with it.acceptable to her and she felt comfortable with it.
16. Session 3: Problem Analysis (cont.)Session 3: Problem Analysis (cont.)
She also expressed interest in setting whateverShe also expressed interest in setting whatever
intervention up so that it would target theintervention up so that it would target the
whole class.whole class.
Upon our decision to use the timer, I consultedUpon our decision to use the timer, I consulted
research that stated that its use has beenresearch that stated that its use has been
documented to increase self-management anddocumented to increase self-management and
promote on-task behaviors. This suggested thatpromote on-task behaviors. This suggested that
its use would be empirically sound.its use would be empirically sound.
17. Session 3: Problem Analysis (cont.)Session 3: Problem Analysis (cont.)
Her idea to use the timer was also adoptedHer idea to use the timer was also adopted
because it would help to ensure that nobecause it would help to ensure that no
unnecessary attention was placed on Michaelunnecessary attention was placed on Michael
and would also have the potential to increasingand would also have the potential to increasing
on-task behavior for the entire class.on-task behavior for the entire class.
We next developed a plan for implementing itWe next developed a plan for implementing it
which included the ‘Motivaider’ as a promptwhich included the ‘Motivaider’ as a prompt
for recording data for both Michael and hisfor recording data for both Michael and his
classmates (more detailed procedures willclassmates (more detailed procedures will
follow).follow).
18. Session 4:Session 4:
Implementation/EvaluationImplementation/Evaluation
I met with Mrs. O’Neal prior to the first day ofI met with Mrs. O’Neal prior to the first day of
data collection to go over procedures. Shedata collection to go over procedures. She
instructed on how to use the motivator andinstructed on how to use the motivator and
record the data correctly.record the data correctly.
I checked in with her at least twice per week inI checked in with her at least twice per week in
addition to the days I was collectingaddition to the days I was collecting
interobserver agreement data. She didn’t seem tointerobserver agreement data. She didn’t seem to
have any concerns, and was comfortable withhave any concerns, and was comfortable with
the procedures.the procedures.
19. Session 4:Session 4:
Implementation/Evaluation (cont.)Implementation/Evaluation (cont.)
We are still in the ‘Evaluation’ portion of thisWe are still in the ‘Evaluation’ portion of this
stage.stage.
Michael’s on-task behavior is increasing, but weMichael’s on-task behavior is increasing, but we
have chosen to collect a few more data points tohave chosen to collect a few more data points to
be sure.be sure.
For now, though, it looks like our original goal ofFor now, though, it looks like our original goal of
80% for Michael might be a little high, and we80% for Michael might be a little high, and we
are shifting our focus to making maintaining anyare shifting our focus to making maintaining any
incremental gains.incremental gains.
20. Session 4:Session 4:
Implementation/Evaluation (Cont.)Implementation/Evaluation (Cont.)
The timer isn’t dramatically changing theThe timer isn’t dramatically changing the
percentage of time on-task of Michael’spercentage of time on-task of Michael’s
classmates, but it isn’t hurting either. We areclassmates, but it isn’t hurting either. We are
considering tweaking the intervention in hope ofconsidering tweaking the intervention in hope of
maximizing its effects for both groups.maximizing its effects for both groups.
Mrs. O’Neal and I have also discussedMrs. O’Neal and I have also discussed
collecting data for this intervention duringcollecting data for this intervention during
different subjects/times of the day to gaugedifferent subjects/times of the day to gauge
generalization and to also see if it might begeneralization and to also see if it might be
beneficial to use it all day long.beneficial to use it all day long.
21. Data Collection Procedures:Data Collection Procedures:
• On-task behavior was assessed by theOn-task behavior was assessed by the
classroom teacher using a ‘Motivaider’ wornclassroom teacher using a ‘Motivaider’ worn
on her belt set to vibrate every 3 minutes as aon her belt set to vibrate every 3 minutes as a
reminder to record the students’ behavior.reminder to record the students’ behavior.
• When the ‘Motivaider’ vibrated, the teacherWhen the ‘Motivaider’ vibrated, the teacher
was instructed to look at the student, mark awas instructed to look at the student, mark a
plus sign if he was on-task and a minus sign ifplus sign if he was on-task and a minus sign if
not. She was to then immediately look at anot. She was to then immediately look at a
different same-sex peer do the same ‘+/-’different same-sex peer do the same ‘+/-’
recording procedure.recording procedure.
22. Data Collection Procedures (cont.)Data Collection Procedures (cont.)
• The number of observations varied on the length andThe number of observations varied on the length and
nature of the mathematics lesson.nature of the mathematics lesson.
• For each observational day, the total of ‘+’ signsFor each observational day, the total of ‘+’ signs
recorded were totaled and then divided by the totalrecorded were totaled and then divided by the total
number of observations, ‘+’ and ‘-’ to come up withnumber of observations, ‘+’ and ‘-’ to come up with
the percent of time on-task.the percent of time on-task.
• This procedure yielded a percentage for both theThis procedure yielded a percentage for both the
student and class. 4 days of baseline and 3 days ofstudent and class. 4 days of baseline and 3 days of
intervention data were collected.intervention data were collected.
23. Data Collection Procedures (cont.)Data Collection Procedures (cont.)
To test our original hypothesis that his off-taskTo test our original hypothesis that his off-task
behavior was escape-maintained, we chose tobehavior was escape-maintained, we chose to
provide a task during one of the interventionprovide a task during one of the intervention
days during which Michael and the class weredays during which Michael and the class were
explicitly told how much time they had toexplicitly told how much time they had to
complete it (i.e. “when the hand touches the 4”,complete it (i.e. “when the hand touches the 4”,
etc.)etc.) manipulation check.manipulation check.
This continued throughout the activity, so theThis continued throughout the activity, so the
students weren’t left guessing how much timestudents weren’t left guessing how much time
would pass before they could start the nextwould pass before they could start the next
activity.activity.
24. Data Collection Procedures (cont.)Data Collection Procedures (cont.)
• It is also important to mention that interobserverIt is also important to mention that interobserver
agreement data was collected during three of the sessionsagreement data was collected during three of the sessions
(2 baseline/1 intervention).(2 baseline/1 intervention).
• Because this study wasn’t looking at a single, specific,Because this study wasn’t looking at a single, specific,
discreet behavior, traditional agreement proceduresdiscreet behavior, traditional agreement procedures
weren’t employed (i.e., calculating it by dividing theweren’t employed (i.e., calculating it by dividing the
number of agreements by the number of agreements plusnumber of agreements by the number of agreements plus
disagreements times 100.) For the purpose of this study,disagreements times 100.) For the purpose of this study,
agreement was calculated by determining the averageagreement was calculated by determining the average
percentage difference in their observations of on-taskpercentage difference in their observations of on-task
behavior.behavior.
25. Intervention Procedures.Intervention Procedures.
• At the conclusion of the baseline data collection, theAt the conclusion of the baseline data collection, the
teacher wanted an intervention that would help theteacher wanted an intervention that would help the
student manage his behavior and be aware of how muchstudent manage his behavior and be aware of how much
time he had to complete an assignment.time he had to complete an assignment.
• The teacher had used the timer several years before, andThe teacher had used the timer several years before, and
reported that it was very easy and worked out well for thereported that it was very easy and worked out well for the
student. The previous time, though, it sat on the student’sstudent. The previous time, though, it sat on the student’s
desk. This time we chose not to put any undue attentiondesk. This time we chose not to put any undue attention
on the student, and felt that placing it for all to see hadon the student, and felt that placing it for all to see had
the potential of helping other students develop self-the potential of helping other students develop self-
management skills as well.management skills as well.
26. Intervention Procedures (cont.)Intervention Procedures (cont.)
• The timer was made for students who cannot tell time—The timer was made for students who cannot tell time—
which is perfect for many second graders. It had a redwhich is perfect for many second graders. It had a red
and white face. The red portion demonstrated the timeand white face. The red portion demonstrated the time
left, and the teacher could set it to the length of theleft, and the teacher could set it to the length of the
assignment. This was helpful since the lessons andassignment. This was helpful since the lessons and
activities varied from day to day.activities varied from day to day.
• When introducing the timer, the teacher explained it’sWhen introducing the timer, the teacher explained it’s
purpose on a level that the students could understand.purpose on a level that the students could understand.
She also pointed to it and reminded the kids of itsShe also pointed to it and reminded the kids of its
presence before each assignment or activity transitionpresence before each assignment or activity transition
during the math class. She would alert the students toduring the math class. She would alert the students to
look at it was the time was running out to remind themlook at it was the time was running out to remind them
to attend to the timer.to attend to the timer.
27. Intervention Procedures (cont.)Intervention Procedures (cont.)
• The timer was placed conspicuously for all to see, andThe timer was placed conspicuously for all to see, and
the students seems excited by it and proud when theythe students seems excited by it and proud when they
could finish before time ran out. The students were alsocould finish before time ran out. The students were also
observed looking up from their assignments to checkobserved looking up from their assignments to check
their progress against the timer.their progress against the timer.
• The teacher continued the same data collectionThe teacher continued the same data collection
procedures when the timer was present. She commentedprocedures when the timer was present. She commented
liking the timer, because it freed her to teach andliking the timer, because it freed her to teach and
engaged the students to monitor their own behaviors.engaged the students to monitor their own behaviors.
She also stated that she could see herself continuing it inShe also stated that she could see herself continuing it in
the future if successful.the future if successful.
28. Session 5: Termination.Session 5: Termination.
We have not yet terminated our consultation forWe have not yet terminated our consultation for
the reasons previously discussed.the reasons previously discussed.
This will probably occur once we are bothThis will probably occur once we are both
convinced that the intervention is working to itsconvinced that the intervention is working to its
fullest potential.fullest potential.
Mrs. O’Neal is already confident inMrs. O’Neal is already confident in
implementation and data collection procedures.implementation and data collection procedures.
30. Consultation Outcomes.Consultation Outcomes.
Michael’s on-task behavior has not increasedMichael’s on-task behavior has not increased
significantly in response to the intervention.significantly in response to the intervention.
The two most recent data points, though, show anThe two most recent data points, though, show an
upward trend in Michael’s on-task behavior. The on-upward trend in Michael’s on-task behavior. The on-
task behavior of his classmates has increased slightly astask behavior of his classmates has increased slightly as
wellwell
Because of these, Mrs. O’Neal and I have chosen toBecause of these, Mrs. O’Neal and I have chosen to
record some more data before overhauling therecord some more data before overhauling the
intervention or making any drastic changes.intervention or making any drastic changes.
31. Consultation Outcomes (cont.)Consultation Outcomes (cont.)
Overall, a strong consultative relationship hasOverall, a strong consultative relationship has
been forged with Michael’s teacher, and as abeen forged with Michael’s teacher, and as a
result, we committed to work together until weresult, we committed to work together until we
find something that really works for him.find something that really works for him.
We are at a point where some aspects of theWe are at a point where some aspects of the
intervention may need tweaked, or we mayintervention may need tweaked, or we may
eventually need to try another intervention.eventually need to try another intervention.
Right now, we have decided to monitor theRight now, we have decided to monitor the
results of the current intervention for a littleresults of the current intervention for a little
while longer to see if his on-task behaviorwhile longer to see if his on-task behavior
continues to increase.continues to increase.
32. Evaluation.Evaluation.
The teacher has given me good ratings and positiveThe teacher has given me good ratings and positive
feedback on efforts, my guidance, and the results thus far.feedback on efforts, my guidance, and the results thus far.
I would not be surprised if we work together on anotherI would not be surprised if we work together on another
consultation case before the end of the school year.consultation case before the end of the school year.
I feel that we chose an intervention that was acceptable toI feel that we chose an intervention that was acceptable to
her and hand a real opportunity to positively affecther and hand a real opportunity to positively affect
Michael’s behavior—even though we need to make someMichael’s behavior—even though we need to make some
slight adjustments.slight adjustments.
I feel that I have done a good job in guiding the Mrs.I feel that I have done a good job in guiding the Mrs.
O’Neal but giving her the reigns. She was not shy aboutO’Neal but giving her the reigns. She was not shy about
contributing and speaking up when she felt somethingcontributing and speaking up when she felt something
would not work.would not work.
33. Evaluation.Evaluation.
The best evaluation, though, will come asThe best evaluation, though, will come as
Michael’s percentage of behavior of on-taskMichael’s percentage of behavior of on-task
behavior continues to increase.behavior continues to increase.
For my first ‘real’ consultation case, I am veryFor my first ‘real’ consultation case, I am very
pleased with the role I played and the progresspleased with the role I played and the progress
I have made since the entry session.I have made since the entry session.
34. Recommendations.Recommendations.
One recommendation I have for myself is toOne recommendation I have for myself is to
what the words I use more closely. I need towhat the words I use more closely. I need to
continue to cut out phrases like: “maybe, um,continue to cut out phrases like: “maybe, um,
sort of, kind of, and might”.sort of, kind of, and might”.
Another challenge is to keep it formal. It isAnother challenge is to keep it formal. It is
easy to get to know your teacher so well thateasy to get to know your teacher so well that
you start of converse about personal things. Iyou start of converse about personal things. I
think I did a good job of steering clear of this,think I did a good job of steering clear of this,
but I can see how it could go downhill and Ibut I can see how it could go downhill and I
could come off as more of a student than acould come off as more of a student than a
fellow professional.fellow professional.
35. Recommendations.Recommendations.
To further keep Michael’s mom in the loop, ITo further keep Michael’s mom in the loop, I
wish that I would have devised a way to sendwish that I would have devised a way to send
home a report of his progress. As his numbershome a report of his progress. As his numbers
continue to increase, I might still do this.continue to increase, I might still do this.
I might also suggest additional alterations inI might also suggest additional alterations in
the intervention as results from his formalthe intervention as results from his formal
evaluation trickle in. This way, we can betterevaluation trickle in. This way, we can better
account for skill deficits and other specialaccount for skill deficits and other special
needs he might have.needs he might have.