Paris Opera4onal Defini4ons Call-outs: Any 4me Paris talks out - PDF document

Paris Opera4onal Defini4ons • Call-outs: Any 4me Paris talks out loudly (to whole class or nearby peer) or makes loud noises (everyone in the classroom can hear) without raising her hand Answer Slides for PTR • Engaged Time: In her seat and ac4vely working (eyes and/ or hands on materials) on her assigned task or ac4vely par4cipa4ng in group instruc4on (orally answering ques4ons or wri4ng responses related to the lesson • Complete assignments: Assignments completed and done accurately and legibly (Standard—any adult would be able to correctly decipher Amanda’s wri4ng and marks) • Raising hand: Raising her hand to ask for help and wai4ng for the teacher/adult to respond without making loud noises or calling out Paris Behavior Ra-ng Scale Given 60 seconds, use 4 straight lines to Behavior connect all of the dots without lifting Call-Outs >1 per assignment 5 5 5 5 5 5 5 5 5 5 5 5 your pen 1 per assignment 4 4 4 4 4 4 4 4 4 4 4 4 1 assignment with 0 3 3 3 3 3 3 3 3 3 3 3 3 2 assignments with 0 2 2 2 2 2 2 2 2 2 2 2 2 No callouts 1 1 1 1 1 1 1 1 1 1 1 1 Engagement 80-100% 5 5 5 5 5 5 5 5 5 5 5 5 (Independent 60-79% 4 4 4 4 4 4 4 4 4 4 4 4 work time & 50-59% 3 3 3 3 3 3 3 3 3 3 3 3 math) 25-49% 2 2 2 2 2 2 2 2 2 2 2 2 <25% 1 1 1 1 1 1 1 1 1 1 1 1 Work 100% 5 5 5 5 5 5 5 5 5 5 5 5 Completion 51-99% 4 4 4 4 4 4 4 4 4 4 4 4 50% 3 3 3 3 3 3 3 3 3 3 3 3 25-49% 2 2 2 2 2 2 2 2 2 2 2 2 <25% 1 1 1 1 1 1 1 1 1 1 1 1 Raising Hand to 100% 5 5 5 5 5 5 5 5 5 5 5 5 Ask for Help 51-99% 4 4 4 4 4 4 4 4 4 4 4 4 (post- 50% 3 3 3 3 3 3 3 3 3 3 3 3 intervention) 1-49% 2 2 2 2 2 2 2 2 2 2 2 2 0% 1 1 1 1 1 1 1 1 1 1 1 1 Case Study—Step 4: PTR Interven4on Paris—Step 3: PTR Assessment Possible Hypotheses Prevent Specific Strategy steps When … . Student will … . As a result … Strategies Environmental Paris will be provided a visual checklist that will list her tasks Paris is (a) working on Call out, become Paris gets: (a) attention Support needing to be completed during independent work time. Paris will independent and/or non- disengaged, and from peers and adults check off (a) completion, and (b) neatness. preferred tasks that involve not complete her (b) expedites the end of Inappropriate Before independent work time, the teacher will give Paris a choice of vis- 1. paper-pencil (b) transitioning to work (or rushes a non-preferred activity à-vis color pen to write down her tasks a non-preferred activity, and (c) through task) to gain access to a The teacher will review “Complete” and “Neat” tasks with Paris and how 2. involved in large or small group preferred one Paris will self-evaluate. teacher led instruction. This is The teacher and Paris will determine the number of checks Paris will 3. more likely to occur when Paris need to have to earn her choice reinforcer activity. is fatigued. The teacher will review with Paris how to determine she is finished and 4. use her vis-à-vis pen to check that the task is complete and neat. Paris is (a) working on Raise her hand for Paris gets: (a) attention The teacher will review how Paris will first make eye contact with the 5. independent and/or non- attention, be from peers and adults teacher and then raise her hand after she has completed all tasks.. preferred tasks that involve engaged, and (b) expedites the end of The teacher will indicate that she has seen her hand (hold up popsicle 6. paper-pencil (b) transitioning to complete work a non-preferred activity Appropriate stick) and either go over immediately or indicate to Paris to ‘wait’. a non-preferred activity, and (c) to gain access to a The teacher will provide Paris feedback on her self-evaluations of 7. involved in large or small group preferred one completeness and neatness, and if the teacher agrees with the feedback, teacher led instruction. This is release Paris to a chosen reinforcer activity more likely to occur when Paris is fatigued