Desired Behavior Case Study

Desired Behavior(s):

1. Increase time on task – defined as attending and following teacher directives in the absence of distracting/off-task behavior with no more than 3 additional prompts (distracting behavior includes talking over teacher, refusal to follow directives, breaking classroom rules/expectations)

2. Increase self-advocacy – defined as communicating her personal needs and/or feelings to seek assistance in completing her work, expressing herself to others, or what she needs in that moment in order to continue to demonstrate appropriate and acceptable responses.

Proactive Strategies (not limited to):

• Staff will review all changes as it relates to schedule or staff changes.

• Each morning Tiffany will check in with her case

• Tiffany should stay in class and released upon the class bell. She should not be held after class for behavioral discussion/review. o Teachers will schedule meetings with Tiffany if they need to discuss behavioral or academic performance

• Structure breaks and minimize duration when transitioning between activities.

• Review expected behaviors/skills when entering new/challenging environments, or environments where unexpected behaviors have been previously demonstrated. (i.e. “Class has already started, please go to your desk and take out a book, if someone says hello to you please silently smile or wave back”)

• Cue and model appropriate social behavior with other students during transitions between activities/class as well as during class time.

• Use when/then or first/then language to help with organizing and providing a structure to activities or requests.

• Tiffany should participate in direct instruction on social thinking. o Staff should use consistent language when discussing social behavior.

• Tiffany will utilize behavior mapping to review expected and unexpected behaviors from the previous day with her case

• Teachers may want to start writing the list of work expectations but Tiffany should be encouraged to create it and take responsibility.

• One expectation should be the focus to start and then slowly increase the value or focus on additional expectations based on team discussion. o The first targeted skills will focus on how Tiffany will enter the class by reading the social cues of the room (i.e. students quietly working, students talking at appropriate volume as they get need materials from their bag…) o Skill of focus should then increase to taking out appropriate materials and initiating work.

• Break time should be given for Tiffany to be social with peers and/or access her personal belongings following completing the academic work. o Additional reinforcing activities can be delivered following Tiffany demonstrating the appropriate skills of focus. The value of the reinforcer will need to be proportional to the difficulty or effort Tiffany requires to perform the task/skill correctly. o If work is incomplete Tiffany will continue the task through the scheduled