Scribd Logo
Upload

Welcome to Scribd!

  • 78 views

    Case Study 10

    Uploaded by

    Justin Diaz
    Gizelle, a fourth grade student, was exhibiting problem behaviors like aggression and not completing tasks in her English class. A functional behavior assessment found she had reading skills four years below grade level and found assignments too difficult [1]. Her assignments were modified to be at her reading level, divided into sections she could choose, and included visual cues [2]. Observations measured her task engagement and problem behaviors with original and modified assignments [3]. With modifications, her problem behaviors decreased to 0% and task engagement increased to 99%, and she completed all modified assignments correctly.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd

    Case Study 10

    Uploaded by

    Justin Diaz
    78 views2 pages
    Gizelle, a fourth grade student, was exhibiting problem behaviors like aggression and not completing tasks in her English class. A functional behavior assessment found she had reading skills four years below grade level and found assignments too difficult [1]. Her assignments were modified to be at her reading level, divided into sections she could choose, and included visual cues [2]. Observations measured her task engagement and problem behaviors with original and modified assignments [3]. With modifications, her problem behaviors decreased to 0% and task engagement increased to 99%, and she completed all modified assignments correctly.

    Original Description:

    Example of case study

    Copyright

    © © All Rights Reserved

    Available Formats

    PDF, TXT or read online from Scribd

    Did you find this document useful?

    Is this content inappropriate?

    Gizelle, a fourth grade student, was exhibiting problem behaviors like aggression and not completing tasks in her English class. A functional behavior assessment found she had reading skills four years below grade level and found assignments too difficult [1]. Her assignments were modified to be at her reading level, divided into sections she could choose, and included visual cues [2]. Observations measured her task engagement and problem behaviors with original and modified assignments [3]. With modifications, her problem behaviors decreased to 0% and task engagement increased to 99%, and she completed all modified assignments correctly.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    78 views2 pages

    Case Study 10

    Uploaded by

    Justin Diaz
    Gizelle, a fourth grade student, was exhibiting problem behaviors like aggression and not completing tasks in her English class. A functional behavior assessment found she had reading skills four years below grade level and found assignments too difficult [1]. Her assignments were modified to be at her reading level, divided into sections she could choose, and included visual cues [2]. Observations measured her task engagement and problem behaviors with original and modified assignments [3]. With modifications, her problem behaviors decreased to 0% and task engagement increased to 99%, and she completed all modified assignments correctly.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    You are on page 1of 2

    Intervention Case Study 4

    Introduction
    The curriculum of a student can have an impact on their behaviors and should be considered as
    part of a behavior management plan.

    Gizelle is nine years old and in 4th grade. Her problem behaviors in school include aggressing
    toward her peers, taunting her teacher and peers, not working on task, leaving her seat without
    permission, and destroying property. Her English class has six other students in it with one
    teac
    h era n donet eache r
    ’sa ide.Dur ingc l
    ass,Gi z el
    le is required to complete an assignment on
    punctuation, abbreviations, and capital letters followed by a coloring assignment.

    Functional Behavioral Assessment


    Thet e aml ook eda tGi zelle’
    sh ist
    oryofa cademi ca chieveme nt ,me ntalhe alt
    h, a
    ndf amily.The y
    alsoint erviewe dGi zelle’steac her,herpa r
    entsa ndGi z el
    lehe rs el
    f.Thei nterviewsa t
    tempt edto
    identify those activities Gizelle enjoys as well as what might trigger her problem behaviors. The
    team also observed Gizelle in class.

    When asked to do a lesson from her textbook, Gizelle often sees how long the lesson is and
    refuses to do it. In her interview, Gizelle reported that she found the lessons too difficult.
    Gizelle has test scores showing she is four years below her grade level in reading and it was
    decided that she needed easier reading tasks. The team also concluded that Gizelle would talk
    back to the teacher less if she had more choices.

    Intervention
    Gi zelle’sa s
    signme ntwa smodi fiedwi t
    hh e rreadingle ve linmi nd.Shewa se xp ectedtor eadat a
    fourth grade level while her tests showed that she was at a first grade reading level. The team
    believe dGi zelle’sa pp
    ropr i
    a tebe h avi
    orwoul di ncr
    easei ft hea ssignme ntwa ss hortene
    d ,ifshe
    had more choices, and if visual cues were added to the instructions to help compensate for her
    reading level. Her assignments were divided and she was allowed to choose which section she
    did first. The assignments also included more examples of how to do the problems and
    important words in the instructions were underlined.

    Measurement
    Behavior was measured for 3-4 sessions while Gizelle completed the original assignment, 3-4
    sessions with the modified assignment, then 3-4 sessions with a return to the original assignment,
    e
    and finally 3-4 sessions with the modifida ssignme n tagain.Obs erversl ook eda tGi zelle’sta
    sk
    engagement and problem behaviors during the sessions. Observers also measured how much
    attention the teacher gave.

    Results
    Gizelle had an average of 15% for problem behaviors while working on the original assignment
    and 0% for the modified assignment. She had an average of 16% task engagement while
    working on the original assignment and 99% while working on the modified assignment. She
    completed 90/137 of the problems from the original assignment and had 31% of those she
    answered correct. She completed 126/126 items from the modified assignment and had 100%
    correct.

    Dunlap, G., White, R., Vera, A., Wilson, D., & Panacek, L. (1996). The effects of multi-
    component, assessment-based curricular modifications on the classroom behavior of
    children with emotional and behavioral disorders. Journal of Behavioral Education, 6,
    481-500.

    You might also like