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Managing the Learning Environment

Nicole Beck

MLE

Phase 3

Describe the context/situation:

This semester, I am working in a middle school life skills classroom. One of my

students, R, is 12 years old. R has autism and is a first year student at this school. During

4thhour, I accompany R to lunch with the rest of her peers in the lunchroom. Throughout

this period R has the tendency to start crying. ome of her peers will try to talk to her

and she will then yell or start to cry.

Operational Deinition: !y goal is to decrease the amount of out"ursts that R has

during lunch. The out"ursts would include her crying and her shouting in the lunchroom

during her lunch period.

Baseline Data:

R will cry multiple times throughout the lunch period. I took data for fi#e days to get an

a#erage of how often R was crying. I started collecting my data from the time that weleft the classroom to the time that we returned "ack to the classroom. $fter collecting my

data I found that R will cry an a#erage of 4.2 times a day during her lunch period.

Date Mon!a"

%&'&(

#ues!a"

%&'1)(

$e!nes!a"

%&'11(

#hurs!a"

%&'12(

%ri!a"

%&'1*(

&mount o times '

crie!

+ 4 2 4

Propose! intervention:

(!esire! outcomes or expectations:I will ha#e a chart that we will use in the

lunch room. I will keep the chart with me and "ring it to each lunch period. If R makes it

through the lunch period without crying, she will recei#e a star for the day. -hen we are

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sitting in the ym after lunch she will get to place the star on her chart. If she gets * stars

for the week she will get to pick out a piece of candy on /riday. I e0plained my ! to

R and asked her what she would like her pri3e to "e and she told me that she likes

lollipops. I will "e using that as my reinforcer since it is something that she would "e

willing to work toward. !y hope is to decrease the amount of times that R will cry

during her lunch hour.

(&ntece!ent strategies: efore we go into the lunchroom I will talk with R a"out

what is going to happen. -e will read a social story a"out how she should "eha#e while

she is in the lunchroom. R responds #ery well to social stories and they really help her

when it comes to transitioning from one acti#ity to the ne0t. The story e0plain to her that

we are going to lunch and that it is not appropriate to cry in the lunchroom and that

crying will not get her out of things. I will also remind her that in order to win a lollipop

at the end of the week she needs to earn three stars "y /riday.

(conse)uence strategies: R will "e recei#ing a lollipop at the end of the week if

she displays the appropriate "eha#ior %not crying( in the lunch room. I will also gi#e

#er"al praise throughout the lunch period to encourage R not to cry. -hen are completes

an acti#ity %e0. -aiting in line, getting her lunch, paying for lunch( I will gi#e her praise

for completing the acti#ity without crying or yelling.

!ata collection: I will collect data "y o"ser#ing R throughout the lunch period to

see how many times she starts to cry or yell. I can mark the amount of times in my

note"ook to make sure that my data is accurate. I will collect data e#ery day until the

program ends to see how this system is working.