ACTION RESEARCH PLAN

Ariana Linger

Marcela Andrea Diaz

Gigi Anabel Mejia

Odette Rumie

Ana Maria Carvajal

Introduction

• Name: “Maria Josefina” -• Age: 12 Grade: 7th

• Diagnose: ADHD combined (co-morbid)

• Problem:

– Verbal outbursts

– Not aware of consequences

– Excluded by peers

– Behavior affects academic performance

Needs Assessment

• To design and implement an intervention strategy that will decrease verbal outburst while increasing on-task behavior.

Analysis of Current Policy -

Mission

• MISSION: Educational communitywhose mission is to educate itsstudents in a bilingual, democraticenvironment to be autonomous, andto demonstrate a spirit of inquiry andcollaboration, a commitment toexcellence, and the highest aspirationsfor the welfare of both the individualand society.

Analysis of Current Policy –

Principles

• Democratic practice is a guiding ideal that fosters dialogue, respect and community.

• The school has a responsibility to meet the needs and support the talents of individual students.

• Community is built by fostering relationships based on care and trust among all of its members.

Proposed Solution

• Design and implement an intervention strategy that will decrease verbal outbursts while increasing on-task behavior.

• Implement Applied Behavior Analysis (ABA) strategies: changing criterion design

Literature Review

“Children with ADHD typically have difficultywith making and keeping friends,primarily because of their high levels ofverbal and physical aggression. Familyrelationships also can becomeproblematic because youngsters with thisdisorder are less likely to follow parentaldirectives and are more likely to arguewith adults”

(Dupaul & White, March 2006, p-58).

Literature Review

• “Research also suggests that children with ADHD are more likely than typically developing classmates to be rejected socially and to have greater difficulties with their peers”

(Dupaul et al. 2011, p.35 as cited in Hinshaw, 2002).

Literature Review

• “The changing criterion design evaluates the effectiveness of an independent variable by demonstrating that a behavior can be incrementally increased or decreased toward a terminal performance goal.”

Literature Review

Two major phases:

• The first phase (as in all single-subject research designs) is baseline.

• The second phase is intervention

Literature Review

• Each sub phase has an interim criterion toward the terminal goal.

• Each sub phase requires a closer approximation of the terminal behavior or level of performance than the previous one.

• The student´s performance thus moves incrementally from the baseline level to the terminal objective.

Literature Review

Recommended Interventions

• Medication

• Behavioral

• Academic

Literature Review

Behavioral Interventions: Antecedent-based strategies

• Posting rules• Modifying the length of assignment• Giving Choices for task completion• Peer tutoringBehavioral Interventions: Consequent-based

procedures • Point or reward systems • Daily report cards• Time out from positive reinforcement

Literature Review

Academic Interventions:

• Peer tutoring

• Computer-assisted instruction (e.g. use of Ipod Touch)

• Individualized, direct instruction in specific academic skills

Method

1. Functional Assessmenta. Define the target behavior (ABC

Observation Form)

b. Determine the contextual factors affecting the behavior (Interview the student and her parents)

c. Define the function of the behavior / form a hypothesis

2. PD Training a. Define intervention strategy

Method

3. Behavior Support Plana. Single-subject design - Changing criteria

design

b. Collect data under baseline conditions - five random class periods over one week (Event Recording form)

c. Determine terminal goal

d. Define the level of performance at each interim level (set at, and then increased by, the amount equal to the mean) – 5 consecutive measurements (Baseline data 1, 2, 3, 4 and 5) for a total of six weeks

Method

Self-monitoring intervention strategy a. Set terminal goal and performance goal –

revise if necessaryb. Decide on rewards to be granted when

goals are met c. Instruct the student in the use of data

collection system d. Teach student to discriminate target

behavior e. Use visual cues to help the student to self-

monitor target behaviorf. Meet on a weekly basis to assess progress

Multidisciplinary Team

Middle school principal

Parents

Counselor

General ed

teachers

Special ed teacher

Other members of the community

Assessment

• Weekly meetings and evaluation of goal – necessary modifications on the intervention

• Maintenance plan

• Follow-up monthly meetings

• Annual revision – IEP Meetings

Impact

• Increased self-confidence as a learner

• Improved social relationships with peers

• Optimized learning environment

• Enhanced and increased PD opportunities

• Renewed perception of LD students

• Set a precedent for future interventions

• Stepping stone for PBIS

YOU Can Make a Difference!

Thank You!