Activity Packet
Activity Packet
2
Step 1 Activity—Mike Teacher - Paraeducator Work Style Survey Summary Scale: 1= Strongly Disagree; 2= Disagree; 3 = Neutral; 4 = Agree; 5= Strongly Agree Item Responses Teacher – Paraeducator
Teacher
Para
1. I supervise paraeducators closely. I like to be supervised closely. 2. I like a flexible work schedule. 3. I let paraeducators know exactly what is expected. I want to know exactly what is expected. 4. I provide (or at least determine) all the materials that will be used. I prefer to decide which material to use. 5. I provide a written work schedule. I like having a written work schedule. 6. I expect the paraeducator to think ahead to the next task. I need time to think ahead to the next task. 7. I determine the instructional methods that will be used. I like to determine the instructional methods to use. 8. I encourage the paraeducator to try new activities independently. I like to try new activities independently. 9. I give explicit directions for each task. I like to be told how to do each task. 10. I always do several things at one time. I like to do several things at a time. 11. I like working with aides who are willingly take on new challenges. I like to take on challenges and new situations. 12. I like taking care of details. 13. I require the paraeducator to be very punctual. I like to be very punctual. 14. I like to get feedback on how I can improve as a supervisor. I like to give feedback on how I prefer to be supervised. 15. I like to bring problems out in the open. 16. I like to give performance feedback to the paraeducator. I like to get frequent feedback on my performance. 17. I like to discuss activities that do not go well. 18. I like working with other adults. 19. I encourage paraeducators to think for themselves. I like to think things through for myself. 20. I am a morning person.
5
3, 4
4 5
4, 5 5, 5
5
3, 3
5
5, 5
3
3, 3
5
N/A, N/A
4
4, 5
4
1, 2
5
2, 3
5
5, 5
4 4
5, 5 5, 5
4
5, 5
5 4
5, 5 5, 5
5 4 4
5, 5 4, 5 4, 4
4
3, 5
21. I speak slowly and softly.
2
4, 5
22. I work best alone with little immediate interaction.
2
2, 3
23. I need a quiet place to work without distractions.
2
3, 3
24. I prefer that no one else touches my things.
3
4, 4
25. I prefer to work from a written plan.
3
4, 4
Comments
3
PTR Classroom Team Survey for Mike School: Orange Juice Elementary
Student: Mike
Please complete the following statements to help us better understand your classroom team and how you work together: 1.
2.
Our team meets for planning purposes: Rarely Monthly Bimonthly 0 1 2 – 1 response
Weekly 3 – 2 responses
Our team plans daily classroom activities collaboratively: Rarely Frequently Occasionally 0 2 1 – 1 response
Almost Always 3 – 2 responses
3.
Our team plans collaboratively around implementing IEP objectives and making adaptations and modifications for children in the classroom: Rarely Frequently Occasionally Almost Always 0 2 1 – 1 response 3 – 2 responses
4.
Our team communicates well and problem solves collaboratively: Strongly Disagree Disagree Neutral Agree 0 1 2 3–1 response
Strongly Agree 4–2 responses
5.
We interact and work with children across developmental domains and disciplines: Rarely Occasionally Frequently Almost Always 0 1 2 3- 3 responses
6.
The professional roles and responsibilities in the classroom are shared across all team members: Strongly Disagree Disagree Neutral Agree Strongly Agree 0 1 2 3–1 4 – 2 responses response
7.
Parents play an active role on their child’s team regarding the identification of goals, supports and services, modifications and adaptations. Strongly Disagree Disagree Strongly Agree Neutral Agree 0 1 4 2 – 2 responses 3–1 response
4
8.
9.
Our team actively engages in role release and role acceptance. Strongly Disagree Disagree Neutral Agree 0 1 2 3–3 responses
Strongly Agree 4
Our team has access to additional resources (e.g., technology, personnel, classroom materials, etc.) to help us work with children in the classroom. Limited Adequate Excellent Good 0 1 3 2 – 3 responses
Please answer the following questions: What are your strengths as a Team? Open to new ideas and challenges Good communication Work well together as a team & help each other
What challenges your Team?
As a Team what do you feel are your most pressing needs (if any)? Having good behaviour plans in place Teaching students to communicate without aggression
What do you feel would enhance the productivity of your team? Increase communication Good plan of action 100% positive reinforcement from all staff Everyone (subs) on the same page with respect to interacting with the students
5
PTR Step 2: Developing Short Term Goals for Paris
Decrease Decrease
Identify and operationalize (clearly define) one problem behavior:
Increase
Broad Goals
Behavior
Identify and operationalize (clearly define) one replacement behavior
6
7
Step 3: Activity PTR Functional Behavior Assessment Summary Table Student: Paris
Pro-social
Call-outs
Behavior
Prevent Data Tasks Independent work, teacher led lessons, nonpreferred activities Given demands/requests to start working During transitions between activities Setting events: When Paris is fatigued (sleep deprived), behavior more likely to occur Activities Computer, center time (spelling stamps, listening center, computer, listen and learn), math Classroom arrangement Teacher proximity (close by)
School: Cotton Candy
Date: 2/26/06
Teach Data Get attention from any peer or any adult Structured activities—wanting to terminate (incomplete work or illegible); wants to be ‘done’; Transition: Wanting to rush to next task; terminate reading and writing to go to centers
Desired Skills to be taught Social skills Problem solving Getting attention in appropriate ways Asking questions when appropriate Staying on task and completing work Complying with instructions
Reinforce Data Redirection or reminders Gets reactions from peers) Seat location changed (moved away from other students) Stays in from preferred activities (specials, recess) to complete work
Social time with teacher and staff Computer Playing games Outside activities
8
Step 3: Activity Hypothesis for Paris
Possible Hypotheses He/she will…..
As a result, he/she ……
Call out
Replacement Behavior
Problem Behavior
When….
9
PTR Functional Behavior Assessment Summary Table: Cheat Sheet Student: ____________________________ School: ___________________________________ Date: _____________________
Name of problem behavior Name of pro-social or replacement behavior
Appropriate behavior
Problem behavior
Behavior
Prevent Data Teach Data Reinforce Data Include information from the Include information from the Include information from the Prevent component of the PTR Teach component of the PTR Reinforce component of the PTR assessment (items #1a, 2a, 3a, 4, 5, assessment (items #1 through #6) assessment (items #1 & 4) 6)
Include information from the Include information from the Include information from the Prevent component of the PTR Teach component of the PTR Reinforce component of the PTR assessment (items #1b, 2b, 3b) assessment (items #7 through #9) assessment (items #2, 3, & 5)
Possible Hypotheses
Replacement Behavior
Problem Behavior
When….
He/she will…..
Include the relevant data from the problem Behavior being evaluated behavior prevent data above
As a result, he/she …… Function (from problem behavior teach data)
Copy what you have in the row above (problem Write in the new behavior/skill or, Copy what you have in the row behavior when) replacement behavior above (problem behavior function).
PTR Form 4b
10
11 Activity Step 4: PTR Behavior Intervention Plan—Paris
Hypothesis: __________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ TEACH Behavior Interventions
Intervention Prevention Approach
Specific Steps
Teach Replacement Behavior
Reinforce Replacement Behavior
11
12 PTR Plan Assessment Teacher:
Student:
Paris
Interventions PREVENT
Date: Implemented
Impact
Y / N / NA
1 2 3 4 5
Y / N / NA
1 2 3 4 5
Y / N / NA
1 2 3 4 5
TEACH Replacement behavior
REINFORCE Reinforce replacement behavior
Behavior Plan Assessment: Y/Y + N total
12
2
Step 1 Activity—Mike Teacher - Paraeducator Work Style Survey Summary Scale: 1= Strongly Disagree; 2= Disagree; 3 = Neutral; 4 = Agree; 5= Strongly Agree Item Responses Teacher – Paraeducator
Teacher
Para
1. I supervise paraeducators closely. I like to be supervised closely. 2. I like a flexible work schedule. 3. I let paraeducators know exactly what is expected. I want to know exactly what is expected. 4. I provide (or at least determine) all the materials that will be used. I prefer to decide which material to use. 5. I provide a written work schedule. I like having a written work schedule. 6. I expect the paraeducator to think ahead to the next task. I need time to think ahead to the next task. 7. I determine the instructional methods that will be used. I like to determine the instructional methods to use. 8. I encourage the paraeducator to try new activities independently. I like to try new activities independently. 9. I give explicit directions for each task. I like to be told how to do each task. 10. I always do several things at one time. I like to do several things at a time. 11. I like working with aides who are willingly take on new challenges. I like to take on challenges and new situations. 12. I like taking care of details. 13. I require the paraeducator to be very punctual. I like to be very punctual. 14. I like to get feedback on how I can improve as a supervisor. I like to give feedback on how I prefer to be supervised. 15. I like to bring problems out in the open. 16. I like to give performance feedback to the paraeducator. I like to get frequent feedback on my performance. 17. I like to discuss activities that do not go well. 18. I like working with other adults. 19. I encourage paraeducators to think for themselves. I like to think things through for myself. 20. I am a morning person.
5
3, 4
4 5
4, 5 5, 5
5
3, 3
5
5, 5
3
3, 3
5
N/A, N/A
4
4, 5
4
1, 2
5
2, 3
5
5, 5
4 4
5, 5 5, 5
4
5, 5
5 4
5, 5 5, 5
5 4 4
5, 5 4, 5 4, 4
4
3, 5
21. I speak slowly and softly.
2
4, 5
22. I work best alone with little immediate interaction.
2
2, 3
23. I need a quiet place to work without distractions.
2
3, 3
24. I prefer that no one else touches my things.
3
4, 4
25. I prefer to work from a written plan.
3
4, 4
Comments
3
PTR Classroom Team Survey for Mike School: Orange Juice Elementary
Student: Mike
Please complete the following statements to help us better understand your classroom team and how you work together: 1.
2.
Our team meets for planning purposes: Rarely Monthly Bimonthly 0 1 2 – 1 response
Weekly 3 – 2 responses
Our team plans daily classroom activities collaboratively: Rarely Frequently Occasionally 0 2 1 – 1 response
Almost Always 3 – 2 responses
3.
Our team plans collaboratively around implementing IEP objectives and making adaptations and modifications for children in the classroom: Rarely Frequently Occasionally Almost Always 0 2 1 – 1 response 3 – 2 responses
4.
Our team communicates well and problem solves collaboratively: Strongly Disagree Disagree Neutral Agree 0 1 2 3–1 response
Strongly Agree 4–2 responses
5.
We interact and work with children across developmental domains and disciplines: Rarely Occasionally Frequently Almost Always 0 1 2 3- 3 responses
6.
The professional roles and responsibilities in the classroom are shared across all team members: Strongly Disagree Disagree Neutral Agree Strongly Agree 0 1 2 3–1 4 – 2 responses response
7.
Parents play an active role on their child’s team regarding the identification of goals, supports and services, modifications and adaptations. Strongly Disagree Disagree Strongly Agree Neutral Agree 0 1 4 2 – 2 responses 3–1 response
4
8.
9.
Our team actively engages in role release and role acceptance. Strongly Disagree Disagree Neutral Agree 0 1 2 3–3 responses
Strongly Agree 4
Our team has access to additional resources (e.g., technology, personnel, classroom materials, etc.) to help us work with children in the classroom. Limited Adequate Excellent Good 0 1 3 2 – 3 responses
Please answer the following questions: What are your strengths as a Team? Open to new ideas and challenges Good communication Work well together as a team & help each other
What challenges your Team?
As a Team what do you feel are your most pressing needs (if any)? Having good behaviour plans in place Teaching students to communicate without aggression
What do you feel would enhance the productivity of your team? Increase communication Good plan of action 100% positive reinforcement from all staff Everyone (subs) on the same page with respect to interacting with the students
5
PTR Step 2: Developing Short Term Goals for Paris
Decrease Decrease
Identify and operationalize (clearly define) one problem behavior:
Increase
Broad Goals
Behavior
Identify and operationalize (clearly define) one replacement behavior
6
7
Step 3: Activity PTR Functional Behavior Assessment Summary Table Student: Paris
Pro-social
Call-outs
Behavior
Prevent Data Tasks Independent work, teacher led lessons, nonpreferred activities Given demands/requests to start working During transitions between activities Setting events: When Paris is fatigued (sleep deprived), behavior more likely to occur Activities Computer, center time (spelling stamps, listening center, computer, listen and learn), math Classroom arrangement Teacher proximity (close by)
School: Cotton Candy
Date: 2/26/06
Teach Data Get attention from any peer or any adult Structured activities—wanting to terminate (incomplete work or illegible); wants to be ‘done’; Transition: Wanting to rush to next task; terminate reading and writing to go to centers
Desired Skills to be taught Social skills Problem solving Getting attention in appropriate ways Asking questions when appropriate Staying on task and completing work Complying with instructions
Reinforce Data Redirection or reminders Gets reactions from peers) Seat location changed (moved away from other students) Stays in from preferred activities (specials, recess) to complete work
Social time with teacher and staff Computer Playing games Outside activities
8
Step 3: Activity Hypothesis for Paris
Possible Hypotheses He/she will…..
As a result, he/she ……
Call out
Replacement Behavior
Problem Behavior
When….
9
PTR Functional Behavior Assessment Summary Table: Cheat Sheet Student: ____________________________ School: ___________________________________ Date: _____________________
Name of problem behavior Name of pro-social or replacement behavior
Appropriate behavior
Problem behavior
Behavior
Prevent Data Teach Data Reinforce Data Include information from the Include information from the Include information from the Prevent component of the PTR Teach component of the PTR Reinforce component of the PTR assessment (items #1a, 2a, 3a, 4, 5, assessment (items #1 through #6) assessment (items #1 & 4) 6)
Include information from the Include information from the Include information from the Prevent component of the PTR Teach component of the PTR Reinforce component of the PTR assessment (items #1b, 2b, 3b) assessment (items #7 through #9) assessment (items #2, 3, & 5)
Possible Hypotheses
Replacement Behavior
Problem Behavior
When….
He/she will…..
Include the relevant data from the problem Behavior being evaluated behavior prevent data above
As a result, he/she …… Function (from problem behavior teach data)
Copy what you have in the row above (problem Write in the new behavior/skill or, Copy what you have in the row behavior when) replacement behavior above (problem behavior function).
PTR Form 4b
10
11 Activity Step 4: PTR Behavior Intervention Plan—Paris
Hypothesis: __________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ TEACH Behavior Interventions
Intervention Prevention Approach
Specific Steps
Teach Replacement Behavior
Reinforce Replacement Behavior
11
12 PTR Plan Assessment Teacher:
Student:
Paris
Interventions PREVENT
Date: Implemented
Impact
Y / N / NA
1 2 3 4 5
Y / N / NA
1 2 3 4 5
Y / N / NA
1 2 3 4 5
TEACH Replacement behavior
REINFORCE Reinforce replacement behavior
Behavior Plan Assessment: Y/Y + N total
12
