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f.1 Examples of impact on student learning

Teacher Work Sample April 10, 2011

Contextual Factors

Aspects of Community, District and School

Hoffman School is a Cincinnati Public School that houses students from pre-school to eighth grade. Cincinnati Public School District serves a total of 34, 680 students from preschool to twelfth grade, student ethnicities within the district range as follows: 68.8% African American, 0.1% American Indian, 0.8% Asian, 23.7% Caucasian, 1.9% Hispanic, and 4.6% Multiracial. Of all Cincinnati Public School students, 68.7% of them participate in the free/reduced lunch program. The Cincinnati Public School District covers an area of 90 square miles which includes all of the City of Cincinnati. There are 58 total schools within the Cincinnati Pubic School; 16 high schools and 42 elementary schools, (www.cps-k12.org).

Hoffman School is located in the Cincinnati neighborhood known as Walnut Hills. Walnut Hills is considered to be one of the oldest neighborhoods in Cincinnati. Several Cincinnati landmarks are located in Walnut Hills; Cincinnati Play House in the Park, Krohn Conservatory, and the Cincinnati Art Museum. Hoffman School is currently housed in the original building on Durrell Avenue directly off of Victory Parkway. Hoffman School is technically known as Hoffman-Parham School since it is comprised of students from both schools. Parham School was also housed in nearby Walnut Hills, when it shut down the students began attending Hoffman School. Next school year the students will all attend classes in a newly built location just minutes away. The new Hoffman School is part of the Cincinnati Public School District’s renovation project.

Aspects of School

Hoffman School has an average daily enrollment of 417 students. According to the 2009-2010 State of Ohio Report Card, 94.8% of the school’s population is African American (no other information is listed regarding student ethnicities). About 90% of the student population is considered to be Economically Disadvantaged, which makes these students eligible for the Free and/or Reduced Lunch Program. Hoffman School was ranked as an Effective School for the 2009-2010 school year. Hoffman met five out of fifteen state indicators to receive the designation of Effective, these indicators were: Attendance (96.7%), Third Grade Reading (79.3%), Third Grade Math (86.2%), Sixth Grade Reading (79.4%), and Eighth Grade Reading (81.4%). Overall, Hoffman School’s Improvement was considered “ok” and their Adequate Yearly Progress Goal was considered “Met”. Hoffman has a relatively high percentage of students with disabilities at 26.8%. Hoffman School was designated by Cincinnati Public School District as a school that would serve children with autism. There are three Autism Units at Hoffman: Primary, Intermediate and Upper level. Each classroom houses approximately six students with autism.

There are many community partners that work directly with the staff and students of Hoffman School. Western Southern Financial Group is a corporate sponsor in education providing services such as: Hoffman Bank, Job Shadowing Day, and tutoring. Families Forward is a resource housed within Hoffman School that provides after-school care for students. St. Al’s is a direct support service that provides school-based therapy to Hoffman students. Hoffman is also a recipient of the Fresh Fruits and Vegetables Grant that provides a piece of fresh fruit to students and teachers during the school week.

http://www.cps-k12.org/


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Aspects of Classroom and Learners

Within the realm of “regular education” at Hoffman, there are approximately two teachers per grade level. The students are in classrooms that have an average of twenty-five students. The current school building is very large with plenty of classrooms. The rooms are not utilized to their full potential; many rooms are empty within the main building. The Autism Units and sixth, seventh, and eighth grades are housed in “mods” or trailers that sit behind the actual building. The exact reasoning for the introduction of the mods is unclear. Each Autism classroom contains one special educator and two instructional assistants. All of the units have between 6-8 students with autism. The students within the autism units have direct bus to classroom service each day. The majority of their school day is spent within the classroom; students leave the room for the following activities: breakfast, lunch, specials, and recess. The instruction is very individualized and the students have plenty of adult support throughout the day.

Pre-Instructional Status of Learners

My current setting is within the Intermediate Autism Unit located in a mod behind the school. Our mod is shared with the primary autism classroom; our students spend time in the front half of the mod which is separated from the back half of the mod by a door. The students in both primary and intermediate classrooms share the same bathroom. Before this spring placement began, our classroom consisted of six students: five boys and one girl. I was informed that one of our students had passed away two weeks before my official start date. I did have the opportunity to meet this student on two different observations during the winter quarter. We will not acquire any new students due to this loss; our classroom will consist of five boys. We have one boy in second grade, one in third, one in fourth, and two in the fifth grade. Next year the two boys in the fifth grade will move up to the Upper level Autism Unit. The two fifth grade students are getting ready to transition before the end of this school year. Our students remain in the classroom for the duration of the school day; they eat lunch and breakfast with grade level peers. Students attend specials (gym, music and computer) with students from the primary or upper level autism units.

Due to the range of grade levels in our classroom, I have found that my students have an array of mastered and emergent skills. One fifth grade student who will be transitioning next year possesses many advanced skills. He is excellent at reading in terms of word recall but has difficulty with comprehension questions. This student is highly verbal and enjoys interacting with teachers; he does not seem as motivated to interact with classmates. It is obvious that this student has a great deal of potential, he is completely independent in terms of following his schedule, completing his work, personal hygiene, toileting, mobility, and communicating. On the other hand, we have a third grade student who is highly dependent on adult support (one instructional assistant in particular). It appears that this student may have grown comfortable with this IA and now uses her presence as a crutch. At the beginning of the year my mentor teacher had successfully toilet trained this student; he has since regressed back to infrequent success in the restroom. This student now needs someone holding onto him at all times because he attempts to run out the classroom door. We hope to wean this student off of the one-on-one support and towards greater independence.

The remaining three students are someone in the middle of these two extremes. Only one student needs help with toilet-training, the other four are independent in this respect. One student is learning to use his DynaVox (which has been unsuccessful to this point) and one student uses a fidget to hold his attention during transitions. The fifth student should greatly benefit from the Physical Activity Regiment I will be implementing over the next several weeks. This student needs constant pressure on

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his head, chin and ears; I am hoping that the stretching and relaxation techniques will prove beneficial for this student. Overall, there is a wide range of ability in this room and I look forward to working with all five boys until the end of the school year.

References to Evidence Based Practices

My mentor teacher currently uses a variety of strategies that are very closely related to the TEACCH structured teaching strategies. TEACCH (Treatment and Education of Autistic and Communication related handicapped Children) strives to provide various elements of visual structure to translate the expectations and opportunities of the environment into concepts that people with ASD can understand, master, and enjoy (Mesibov, Shea, & Schopler, 2004). The TEACCH program utilizes structured teaching and visual schedules to prepare students with autism to work in various environments. The TEACCH program, specifically structured teaching, is an evidence-based practice that has been proven effective; Schopler, Brehm, Kinsbourne & Reichler (1971) demonstrated that children with autism displayed more appropriate behavior in structured environments than in unstructured environments. Individual schedules are displayed near each student’s independent work station. The student teachers have implemented a large classroom schedule on the classroom door; students are able to look at this schedule throughout the day. The students all know how to manipulate their individual schedules and follow their own personal rotation. This method makes the teacher a guide to instruction rather than “the mode” of instruction. My students work much better when they are able to discover things for themselves. Lecturing has no place in our classroom.

Similar to my fall placement, this classroom also utilizes center-based learning. Rather than having students go to centers in small groups, my mentor teacher plans for enough centers so that one student will be at each one. We now have five adults in our classroom which allows for one-on-one instruction during center time. Some students have “break time” built into their individual schedules during center time, others do not. Many of our students are able to complete all centers with only one break at the very end. Other students need more redirection in the form of work-break-work-break. Center time lasts for a majority of the morning since our students work much better independently, as opposed to small group or whole group instruction.

As part of my Master’s Research Project, I will be implementing a Physical Activity Regiment every day. This PAR (as I call it) was planned as an intervention to address aggressive behaviors in the classroom. Each morning would begin with the stretching, yoga, aerobic, and relaxation exercises as a type of calming routine. To implement this routine I have recorded a video model to play for students on the Smart Board. The students will watch the video as they participate. The concept of modeling was introduced by Bandura (1977) as part of his work on social learning theory (Bellini & Akullian, 2007). Bandura (1977) found that children acquire a vast array of skills by observing other people perform the skills, rather than just through personal experience. Several studies cite the positive effects of the video modeling strategy when used with students on the autism spectrum (Charlop & Milstein, 1989; Charlop & Walsh, 1986; Haring, Breen, Weiner, & Kennedy, 1995). Charlop & Walsh (1986) used video modeling to teach children with autism how to make affectionate statements to a familiar person, such as a parent. The authors found that the video modeling strategy led to students making spontaneous verbalizations of affection (I Love You), in response to a familiar person (Charlop & Walsh, 1986). Charlop & Milstein (1989) proved that video modeling could be used to help students acquire and generalize conversational skills. The three children with autism included in the study viewed scripted conversations on the topic of “toys” and later acquired basic conversational skills following exposure to the modeling video. Finally, Haring et al., (1995) utilized video modeling to effectively promote the generalization of shopping skills in young adults with autism. Researchers suggest that video modeling

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may be inherently motivating and naturally reinforcing to individuals with autism by virtue of the visual medium (Charlop-Christy & Daneshvar, 2002; Charlop-Christy, Le, & Freeman, 2000; Corbett, 2003; D’Ateno, Mangiapenello, & Taylor, 2003; Wert & Neisworth, 2003).

Formative Decision Making

Instructional decision making in our classroom is based off of several factors: teacher observation, teacher anecdotal notations, and student’s classroom progress. Very little emphasis is placed on standardized and district assessments when it comes to instructional planning. All five of our students are assessed using Ohio Alternate Assessment standards each year. To plan instruction based on their grade-level or district assessments would be detrimental to these students. Our students do not possess all of the knowledge and/or skills to successfully pass this type of assessment. This is not to say that our students do not possess knowledge and skills (because they possess plenty)! I am amazed each and every day by how much my students really do know and understand. Several of my students have an incredible working knowledge of numbers and memorization; to harness these abilities would be amazing! I just think of the myriad of opportunities these students would have if they were not viewed as “outsiders” by our very close-minded society. I often think that we miss out on the most brilliant minds because we deem them “uncommon” or “unnatural” rather than viewing their genius and ability for what it truly is. To categorize and “norm-standardize” these students would be a disservice apart from being extremely frustrating for the student. While they may feel like they have made progress, the standardized test would only cut them back down.

My teacher uses daily observation to set instructional goals and to plan centers and small mini-lessons. As students master a skill they are introduced to a new center to explore and master. This system works well for our students who do need a bit of extra time to make transitions from an old activity to a new activity. Additional support from instructional assistants makes this transition process easier. Apart from academics, my mentor teacher also focuses on social interactions during lunch, breakfast, and snack time. Students are expected to communicate their requests using their most comfortable method. Three of our students are very comfortable verbalizing requests while two students prefer to use the PECS board. We are slowly introducing one-word phrases to these students during these interactions.

Thus far I am very pleased with the strategies and activities implemented within our classroom. My mentor teacher has an excellent grasp on the abilities of the students and is able to plan meaningful and engaging lessons. I am hoping that my students will respond positively to the Physical Activity Regiment I will be implementing in the next several weeks!

Learning and Achievement Goals

Discussion of Rationale for Unit Goals

Autism spectrum disorders, though prevalent, remain a mystery to researchers and educators alike. According to the Diagnostic and Statistical Manual of Mental Disorders, autism, also known as a pervasive developmental disorder (PDD) or an autism spectrum disorder (ASD), occurs when a child has a severe qualitative impairment in reciprocal social interaction and communication skills and a restricted range of activities and interests (DSM-IV-TR, 2000). The characteristics and tendencies of an individual diagnosed with an autism spectrum disorder were more readily classified than the specific cause or causes of such disorders. Specifically, the child with autism does not appear to have the intuitive ability to socialize, has difficulty with verbal and nonverbal communication, and demonstrates a tendency to

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engage in unusual interests and ways of playing (Attwood, 2008). By analyzing the specific tendencies of children and adults with autism; researchers determined the most effective instructional practices for this group of students. The educational program for children with autism spectrum disorders should include the following: “(1) Individualized supports and services for students and families, (2) systematic instruction, (3) comprehensible and/or structured environments, (4) specialized curriculum content, (5) a functional approach to problem behaviors, and (6) family involvement” (Iovannone, Dunlap, Huber, & Kincaid, 2003). These six guiding principles may be used as a foundation upon which to build a cohesive classroom structure.

Classroom and behavior management were defined as critical components of the teacher’s work day. To assist with management, a structured teaching approach such as the Treatment and Education of Autistic and Communication related handicapped Children (TEACCH) program, could be implemented. The TEACCH program focuses on structured teaching, which uses the various elements of visual structure to translate the expectations and opportunities of the environment into concepts that people with ASD can understand, master and enjoy (Mesibov, Shea, & Schopler, 2004). The TEACCH program, specifically structured teaching, is an evidence-based practice that has been proven effective; Schopler, Brehm, Kinsbourne & Reichler (1971) demonstrated that children with autism displayed more appropriate behavior in structured environments than in unstructured environments.

In light of what is known of autism; its causes, signs, and specific tendencies; this study (my Master’s Research Project) attempted to determine what could be done for the most aggressive of behaviors exhibited by students with autism. The following questions were addressed by the article: Can routine physical exercise/activity reduce the occurrence of aggressive behaviors in children with autism spectrum disorders? What options does the teacher have once structured teaching, visual schedules, and direct staff support are not enough?

A further review of the research shed light on several other studies which tested the effects of contingent and/or non-contingent physical activity on children with autism (Kern, Koegel, Dyer, Blew & Fenton, 1982; Nicholson, Kehle, Bray & Van Heest, 2011). Kern et al., (1982) found that a daily jogging routine yielded improvements in correct responding and general academic interests. The authors of this study implemented non-contingent jogging sessions over a period of twenty-one days for children diagnosed with autism. Data was collected to determine the influence of jogging on three separate dependent variables: (1) self-stimulation, (2) ball-playing, and (3) academic responding (Kern et al., 1982). The results of the study showed a decrease in self-stimulatory behavior and an increase in appropriate play and academic responding during the jogging intervention (Kern et al., 1982). Physical activity has been proven to increase time on task and decrease disruptive and inappropriate classroom behaviors. The current study attempted to determine whether or not a regiment of physical activity could decrease the most aggressive of behaviors (hitting, kicking, biting, aggressive verbal behavior, etc…).

Student’s Previous Experiences

Five students, all male, who had all been diagnosed with autism, participated in this study. The students’ grades ranged from second grade to fifth grade; one male was in second grade, one male was in third grade, one male was in fourth grade, and two males were in fifth grade. Within this group of five students there were two students, in particular, that displayed the most aggressive behaviors. The intervention was designed specifically for these two students. The remaining three students exhibited a great deal of sensory related behavior, such as: banging on desks, flipping books and magazines, quick echolalic outbursts, and aversion to certain foods (see Table 1 for comprehensive list of observed

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behaviors). The intervention aimed to target these behaviors as well as the physically and verbally aggressive behaviors. The goal was for all five students to benefit from the daily physical activity regiment. The intervention took place each day in the gross motor/sensory area of the classroom. This area was separated from the rest of the classroom by two large file cabinets and a small bookcase. There was a rug on the floor and several large medicine balls in place already.

To determine the type and duration of student aggressive behavior, I collected baseline data for the first two weeks of the quarter. The following table explains the aggressive behaviors displayed by each student:

Table 1. List of Self-Stimulatory and aggressive behaviors exhibited by six students participating in study.

Student Self-Stimulatory/Aggressive Behaviors Observed

Student 1 Physically aggressive when upset

Hits and slaps instructional assistants and teacher

Shouts “No” when being told what to do

Limited eye contact

Student 2 Flips books, magazines and papers

Flicks hand back and forth in quick movements

Constantly in motion

Short screaming outbursts when beginning new activity

Shouts streams of numbers and letters

Student 3 Repeats phrases and songs heard at home

Likes to work in close proximity to teacher or IA

Chews on clothing

Forces himself to burp when he does not complete a task

Student 4 Sudden verbal outbursts

Manipulates schedule so that he can get on computer

Screams/bangs on floor when he does not get computer

Student 5 Apraxic, has difficulty finding words to convey message

Puts hand down his pants as self-stimulator behavior

Inappropriate touching of student teachers and IA’s

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Measureable Goals

Student 1 will participate in the Physical Activity Regiment on a daily basis for three weeks. The Physical Activity Regiment lasts approximately 5-6 minutes and is presented via video model. (Participation involves watching and engaging in each component of the Physical Activity Regiment [PAR]. The following are included in the PAR: stretching, relaxation, yoga, and physical exercise. After several sessions with the video model and teacher support; Student 1 should be able to successfully complete the PAR independently. The video will be provided throughout the duration of the intervention.)

The number of aggressive behaviors exhibited by Student 1 will decrease after participating in the PAR. The daily physical activity will aid in the decrease of the aggressive behaviors associated with Student 1: hitting, kicking, slamming chairs, and spitting. (Participation in the PAR may or may not decrease aggressive behaviors; the intervention is the focus of my Master’s Research Project. It is my hope that a daily physical activity regiment will increase on-task behavior and decrease off-task and aggressive behaviors. In addition to the physical activity, students will also be taught alternatives to aggressive behavior.)

Connection of Goals to State Academic Content Standards

The following Ohio Academic Content Standards can be located in the Ohio Alternate Assessment Content Standards for Grade 5:

Standard - Reading: Reading Applications: Informational, Technical and Persuasive Text

Students gain information from reading for purposes of learning about a subject, doing a job, making decisions and accomplishing a task. Students need to apply the reading process to various types of informational texts, including essays, magazines, newspapers, textbooks, instruction manuals, consumer and workplace documents, reference materials, multimedia and electronic resources. They learn to attend to text features, such as titles, subtitles and visual aids, to make predictions and build text knowledge. They learn to read diagrams, charts, graphs, maps and displays in text as sources of additional information. Students use their knowledge of text structure to organize content information, analyze it and draw inferences from it. Strategic readers learn to recognize arguments, bias, stereotyping and propaganda in informational text sources.

Alternate Assessment Applications

168. Follow multi-step instructions using text or picture symbols. (A, E)

177. Follow simple directions in daily routines using text or picture symbol sequences. (A, E)

Benchmark:E. Explain the treatment, scope and organization of ideas from different texts to draw conclusions about a topic.

Indicator:6. Clarify steps in a set of instructions or procedures for proper sequencing and completeness and revise if necessary.

Benchmark:A. Use text features and graphics to organize, analyze and draw inferences from content and to gain additional information.

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Indicator:1. Use text features such as chapter titles, headings and subheadings; parts of books, including the index and table of contents and online tools (search engines) to locate information.

Standard - Reading: Reading Process: Concepts of Print, Comprehension Strategies and Self-Monitoring Strategies

Students develop and learn to apply strategies that help them to comprehend and interpret informational and literary texts. Reading and learning to read are problem solving processes that require strategies for the reader to make sense of written language and remain engaged with texts. Beginners develop basic concepts about print (e.g., that print holds meaning) and how books work (e.g., text organization). As strategic readers, students learn to analyze and evaluate texts to demonstrate their understanding of text. Additionally, students learn to self-monitor their own comprehension by asking and answering questions about the text, self-correcting errors and assessing their own understanding. They apply these strategies effectively to assigned and self-selected texts read in and out of the classroom.

Alternate Assessment Applications: 149. Follow a schedule based on daily routine or activity. (B)

Benchmark: B. Apply effective reading comprehension strategies, including summarizing and making predictions and comparisons, using information in text, between text and across subject areas.

Indicators:2. Predict and support predictions with specific references to textual examples that may be in widely separated sections of text. 4. Summarize the information in texts, recognizing that there may be several important ideas rather than just one main idea and identifying details that support each. 5. Make inferences based on implicit information in texts, and provide justifications for those inferences.

Plan for Assessment

I have previously outlined my plan for assessment in Teacher Work Sample 2. I am attaching those measurable goals to Teacher Work Sample 3 so I can tie instruction to said goals. I collected data on student performance through anecdotal notation and observation during my moderate to intense internship in the spring of 2011. **A note: one student was absent the entire first week of the intervention and has been removed from the Master’s Project data collection. This student’s information will no longer be included in my Master’s Project or Teacher Work Sample.**

Measureable Goals

1. Student 1 will participate in the Physical Activity Regiment on a daily basis for three weeks. The Physical Activity Regiment lasts approximately 5-6 minutes and is presented via video model. (Participation involves watching and engaging in each component of the Physical Activity Regiment [PAR]. The following are included in the PAR: stretching, relaxation, yoga, and physical exercise. After several sessions with the video model and teacher support; Student 1 should be able to successfully complete the PAR independently. The video will be provided throughout the duration of the intervention.)

2. The number of aggressive behaviors exhibited by Student 1 will decrease after participating in the PAR. The daily physical activity will aid in the decrease of the aggressive behaviors associated with Student 1: hitting, kicking, slamming chairs, and spitting. (Participation in the PAR may or may not decrease aggressive behaviors; the intervention is the focus of my Master’s Research Project. It is my hope that a daily physical activity regiment will increase on-task

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behavior and decrease off-task and aggressive behaviors. In addition to the physical activity, students will also be taught alternatives to aggressive behavior.)

Goal 1 Pre-Assessment Students were directed to the sensory area every morning to participate in the Physical Activity Regiment (PAR). Students were placed in small groups to watch the video model and participate in the activity. Teachers and paraprofessionals provided minimal prompting to students during this time. The following table describes the students’ performance during the first week:

Student PerformanceStudent 1 Monday-Wednesday student did not participate in activity, only bounced on large

ball. On Thursday he began participating independently without prompting from teacher. Continued into Friday with some resistance.

Student 2 Did not focus on video model or teacher during activity. Student only wanted to bounce on ball and flip objects. Student needs physical prompting from behind to complete activity.

Student 3 Student participated independently Monday-Friday without any assistance. Does require some prompting to get back on task and stay focused.

Student 4 Student momentarily focuses on video; does not seem interested in completing the exercises. This student also requires physical prompting from behind to complete activity.

Formative Assessment during Physical Activity Regiment and Throughout Day

The following data collection sheet was prepared for student teachers, paraprofessionals, and classroom teachers as a way to collect information on aggressive behaviors. A table explaining aggressive behaviors was also distributed to adults in the classroom. This ensured that adults were recording the appropriate targeted behaviors. Behaviors were to be recorded before, during, and after the PAR. The following data collection sheet and Table of Aggressive Behaviors was used during intervention:

Table 2: Determination of an Aggressive Behavior (Based on Farmer & Aman, Table 2, 2011).

Type of Aggression

Examples

Verbal Hurtful statements Calling names/insulting Verbally teases Verbally threatens

Bullying Breaks things Takes things from others Crowds others Charges at others Hits others with objects Shoves or pushes others

Covert Makes faces Broods or pouts Denies bad behavior

Beha

vior

s Disp

laye

d by

stud

ent (

rem

embe

r to

note

the

aggr

essiv

e be

havi

or a

nd b

rief d

escr

iptio

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Makes excuses Glares at others

Hostility Resentful Hot-headed Shouts at others Gets mad when caught Reacts impulsively

Physical Pinches others Bites others Scratches others Trips others Head-butts others Hits others Pulls others hair

Non-algorithm Inappropriate touching Intimidates others Headlocks Threatening gestures Takes offense easily Spits Chokes others No care for others’ feelings

Table 3: Data Collection Sheet used to Record Aggressive Behaviors

Student Name: __________________________________________________

Week_____

Monday Tuesday Wednesday Thursday Friday

1.

2.

3.

4.

5.

6.

7.

8.

9.

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The PAR intervention will last for approximately three weeks, during which time data will be collected and uploaded to a Microsoft Excel Sheet. Following the three week long intervention, a Results and Discussion section will be formulated based on student performance. Within these sections of the final Master’s Research Project, the overall participation of students will be outlined as well as the effect on aggressive behaviors.

Goal 2 Pre-Assessment

The data collection sheet will provide information to the researcher regarding the effect of the physical activity on the overall aggressive behaviors displayed by students. In particular, Student 1 displays the most aggressive behaviors: spitting, hitting, kicking, and slamming chairs. The adults in the classroom are decreasing the amount of verbal prompting provided for this student; seeing that verbal prompting is an agitation for student 1. There are many other behaviors, some aggressive and some self-stimulatory, displayed by the remaining three students which were also targeted by the intervention. The following table will outline behaviors seen over the duration of the first week of intervention:

Student PerformanceStudent 1 Displayed a greater number of aggressive behaviors this week due to the

change in schedule employed by the student teachers. An overwhelming amount of spitting and swatting at teachers. As well as kicking and slamming chairs throughout the day.

Student 2 This student was initially confused by the change in schedule which caused an excessive amount of screaming and grabbing at teachers. On Thursday the student had a very loud day and grabbed at several teachers.

Student 3 On Monday this student was very frustrated with the change in routine employed by the student teachers. He did participate in the PAR but was defiant the remainder of the day.

Student 4 This student has shown an overall decrease in the amount of self-stimulation and inappropriate touching. The student teachers have been in the room for three weeks now and it appears that he has finally grown used to the idea.

Formative Assessment during PAR and Throughout the Day

The same data collection sheet and table of aggressive behaviors was used to determine whether or not student aggressive behaviors were increasing, decreasing, or remaining the same.

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Analysis of Student Work Related to Academic Content Standards

Goal 1: Participating in PAR

Far Below Standard Approaching Standard Meeting Standard:

Follow simple directions in daily routines using text or picture symbol sequences. (A, E)

Exceeding Standard

Student 1, Student 2, Student 4

Student 3

Goal 2: Decrease in Aggressive Behavior (after one week of intervention)


Decrease in overall aggressive behaviors exhibited throughout the day.

Exceeding Standard

Student 1 Student 4, Student 3, Student 2

Design for Instruction

The Physical Activity Regiment (PAR) is the focal point of my Master’s Applied Project; the design for instruction was based on the guidelines and specifications set forth by the study. This study took place over a period of six weeks, approximately thirty school days, during the fourth quarter of the school year. The first two full weeks of the quarter were spent making observations of each student’s self-stimulatory, sensory, and aggressive behaviors. These observations were recorded on a checklist created by the teacher. The next three weeks were devoted to implementing the daily Physical Activity Regiment with each student. The final week was spent fading out the intervention and documenting student follow-up behaviors. Due to the scope and limited time frame; this study only observed and documented behaviors during baseline and intervention phases.

All students were explicitly taught how to perform each of the components of the Physical Activity Regiment (PAR) through video modeling and direct modeling. The teacher created a video model that showed the appropriate way to complete each step. The students were also briefed at the beginning of each regiment on how to complete the steps. The teacher completed the PAR with each student to maintain student engagement.

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The classroom in which the intervention took place was an Intermediate Autism Unit. There were five male students in grades two through five that participated in the activity. Within this group of five students there were two students, in particular, that displayed the most aggressive behaviors. The intervention was designed specifically for these two students. The remaining three students exhibited a great deal of sensory related behavior, such as: banging on desks, flipping books and magazines, quick echolalic outbursts, and aversion to certain foods (see Table 1 for comprehensive list of observed behaviors). The intervention aimed to target these behaviors as well as the physically and verbally aggressive behaviors. The goal was for all five students to benefit from the daily physical activity regiment.

Table 1. List of Self-Stimulatory and aggressive behaviors exhibited by six students participating in study.

Student Self-Stimulatory/Aggressive Behaviors Observed

Student 1 Physically aggressive when upset

Hits and slaps instructional assistants and teacher

Shouts “No” when being told what to do

Limited eye contact

Student 2 Flips books, magazines and papers

Flicks hand back and forth in quick movements

Constantly in motion

Short screaming outbursts when beginning new activity

Shouts streams of numbers and letters

Student 3 Repeats phrases and songs heard at home

Likes to work in close proximity to teacher or IA

Chews on clothing

Forces himself to burp when he does not complete a task

Student 4 Sudden verbal outbursts

Manipulates schedule so that he can get on computer

Screams/bangs on floor when he does not get computer

Student 5 Apraxic, has difficulty finding words to convey message

Puts hand down his pants as self-stimulator behavior

Inappropriate touching of student teachers and IA’s

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Baseline Phase

The first two weeks of the school’s fourth quarter were spent observing the students and taking anecdotal notes of their daily behaviors. The records of these observations were kept on the pre-made data collection sheets. At the end of each week the data was input into a Microsoft Excel spreadsheet to document weekly progress. The baseline data provided a means of comparison; once the intervention started the author could refer back to the child’s baseline to see if they had progressed or regressed during the Intervention Phase.

Intervention Phase

The PAR, author-created intervention, was implemented at the beginning of the third week of the quarter. Each student entered the gross motor/sensory area during the first half of the school day. Based on the classroom schedule, the author decided that the most appropriate time to implement the intervention would be in the morning. The students were the most alert during this time. The morning routine consisted of independent work time, leisure time, group time, and time set aside for the intervention. The students worked on a rotating schedule; each student entered the PAR individually.

The PAR consisted of five different modules of activities; all activities were low impact and easy-to-learn. The PAR was designed to last approximately five minutes; this allowed enough time for all students to participate daily. All five modules and subsequent activities found within each module can be located in Table 4. The students were guided through the routine by the video model, created by the teacher. This model played while the students followed along with the movements to the best of their ability. The video model was utilized as an evidence based practice to use with students on the autism spectrum; “Visually cued instruction restricts the field of focus while not imposing too much demand on social attention or interaction” (Corbett & Abdullah, 2005). A teacher was present at all times, working side-by-side with the student and providing verbal prompting if necessary. All students were verbally praised upon successful completion of the PAR. The teacher helped all students transition to their next station following the activity.

Table 4: Physical Activity Regiment (PAR)

Module Activities within Module

1 “Stretch and Warm Up ” - standing

1. Arm stretches, horizontal across body – 10 seconds per arm

2. “Touch your toes” – 10 seconds

3. Wall push-ups (x10)

2 “Stretch and Warm Up” – sitting

1. Sit on floor - Arms circles (x 10)

2. Bend knees into chest – bear hug – 10 seconds

3. Sit on floor – feet out straight – grab your feet – 10 seconds

3 “Have a Ball” 1. Roll on large medicine ball – lay body flat (x 5)

2. Sit and bounce on large medicine ball (x 5)

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3. Roll on large medicine ball – lay body flat (x 5)

4 “Cool down with Yoga”

1. Downward Dog Pose – 5 seconds

2. Hero’s Pose (sit on feet) – 5 seconds

3. Child’s Pose (curl up in ball) – 5 seconds

5 “Transition Time”

1. Sit with feet crossed and watch video to determine how to transition appropriately.

2. Follow directions of video and move to next center.

Transitions throughout the Day

Together with another student teacher, a center-based schedule was created for the morning routine in the classroom. Students transition into the classroom by coming to the designated wait area located at the central table. All students take a “table” icon from the door and walk to the table. All transitions are made by directing students to their schedules by using their name tags. Once they have completed an activity the student is redirected to the wait area at the central table via Boardmaker picture.

In the morning students begin with two small group activities; the two younger students are paired together and the three older students are paired together. The younger students start at the Calendar small group center with one student teacher and paraprofessional while the older students start at the Exercise small group center with one student teacher and paraprofessional. After completion of the small group, students transition to the table and then to the next small group. Small group work takes approximately twenty-thirty minutes. Following this activity, students are redirected to their schedules and they immediately start their center time rotations. There are six centers in all: computer, writing, reading, math/puzzles, independent work, and listening. Each center is occupied by one student at a time; centers last approximately thirteen minutes each. After completing two centers, the students are given a break time of their choosing. After completing two more centers, it is designated snack time and students take a short walk around the school building. After two more centers, students have completed their schedules and it is time for lunch.

When devising this morning routine, the student teachers took into account that some centers would need 1:1 support while others may need only supervision. An adult schedule is adapted each week to accommodate the needs of the students. An adult is present 1:1 at the reading center, computer center, and math/puzzle center to support student learning. A “facilitator” is assigned to move about the room each week and keep all other students on task; this person does not sit down with students one-on-one, but redirects students back to activities and keeps the centers running smoothly. The following is an example of a weekly adult schedule:

ADULT SCHEDULE: WEEK 6

Small Group Activities (Morning)

Group 1: Jay and Timmy

16

Ms. Washington follows Jay and Timmy to Calendar and Sensory Group

Group 2: Korry, Cody, & Damien

Ms. Williams follows Cody, Korry, and Damien to Sensory and Calendar Group

Center Time Cycle 1 & 2

Math/Puzzles Writing Listening Ind. Work Reading Computer

Ms. Williams Facilitator(Ms. M)

Facilitator (Ms. M)

Facilitator (Ms. M) Ms. L Ms. Washington

Actio

ns

Assist students with a matching magnetic 100’s board and review a variety of numbers with the student..Students will complete the race to 100 game with the facilitator .Students will complete a puzzle after competition of other

Assist students with typing information about their day. If student finishes, get sight words out for student to practice typing.

Start cassette tape for student and open book to first page. When student finishes book on tape, put in CD and get out puzzle.

Make sure students complete all work at independent work station. If student finishes early, transition to table to work on short activity.

Work with student 1:1 on creating sight words with magnetic letters, read through words with student. Move onto A-Z leveled reading books.

Assist students with logging onto assigned website for the day. Make sure that students remain on chosen website. Transition students off of computer.

Expe

ctati

ons

Student is expected to participate in the math game. They may need a brief introduction to math game prior to playing. Allow student to ask for help if needed, do not provide support until student asks. Once student has finished the magnetic game begin the race to 100 game and conclude with a puzzle.

Most students will be able to complete the writing activity independently. Timmy and Jay may need 1:1 assistance. Check on these two students and assist them if necessary. You may need to sit with them as they type. Switch students to sight words when they are finished.

Students should all be able to work independently at the listening station. The facilitator should set the tape up and open the book to the first page. The tape lasts approximately five minutes, after this time the facilitator should put a CD in and get out a puzzle.

All students are expected to complete their independent work at their work space without assistance. Choose activities that students have already mastered.

Damien, Korry, and Cody will be able to spell out sight words with magnetic letters. Jay and Timmy will need prompting. Read leveled Reading A-Z books with each student.

Students are expected to remain on the chosen website for the duration of the center. The adult should only have to assist them with logging in and finding the activity. Adult should sit at the computer area to ensure that students remain on website.

17Pr

ompti

ng

Always use least intrusive prompting methods first: refer back to student’s schedule, using picture icons, physical prompting from behind, and signs. Please use verbal prompting minimally and as a last resort.






Student Break Time (Approximately 10 minutes)

Ms. Williams – Assist students at computer station

Ms. Washington – Assist students at break area

Whole Group Read Aloud (After lunch/recess and before specials)

Assist students at table, help everyone participate – least intrusive prompting

Whole Group Interactive Lesson/Daily Journaling (after specials and before dismissal)

Assist students at table, help everyone participate – least intrusive prompting

Instructional Decision Making

Ongoing Analysis of Student Work

This intervention did not involve any type of formal assessment to guide instruction. Instead, the teacher recorded whether or not the student participated as well as the number of aggressive behaviors exhibited throughout the day. Data was collected each day following the PAR. During the first two weeks of the quarter, the author anecdotally recorded the occurrence of students’ aggressive behaviors each day. In order to do this, the author asked that each professional and instructional assistant working with a student to assist in recording any such behaviors. Beginning the third week of the quarter, the author began recording the student’s level of participation during the PAR as well as the occurrence of aggressive behavior following the intervention.

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A data collection sheet designed by the author was used to record any observations of aggression throughout the four week period. This data collection sheet held records for one week. Every week a new data sheet was filled out for each student. Overall data was presented based on the occurrence of aggressive behaviors per week.

Reference to TWS 3 – Plan for Assessment

The following tables were taken directly from TWS 3 to show the levels of participation and number of aggressive behaviors exhibited during the first week of Baseline Phase.

The following table describes the students’ performance during the first week:

Student PerformanceStudent 1 Monday-Wednesday student did not participate in activity, only bounced on

large ball. On Thursday he began participating independently without prompting from teacher. Continued into Friday with some resistance.




The following table will outline behaviors seen over the duration of the first week of intervention:

Student PerformanceStudent 1 Displayed a greater number of aggressive behaviors this week due to the change

in schedule employed by the student teachers. An overwhelming amount of spitting and swatting at teachers. As well as kicking and slamming chairs throughout the day.



Student 4 This student has shown an overall decrease in the amount of self-stimulation and inappropriate touching. The student teachers have been in the room for three weeks now and it appears that he has finally grown used to the idea.

Reference to TWS 4 – Daily Lesson Plan Format

The following tables were taken directly from TWS 4 to explain the performance levels during Intervention Phase.

Week 1 – Intervention Phase

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Student PerformanceStudent 1 Monday-Wednesday student did not participate in activity, only bounced on large ball.

On Thursday he began participating independently without prompting from teacher. Continued into Friday with some resistance.




Week 2 – Intervention Phase

Student PerformanceStudent 1 Monday – student does not participate at all, only wants to bounce on ball

Tuesday and Wednesday – student participates independently without any prompting or redirectionThursday – only wants to complete activities on ballFriday – somewhat independent, needed prompting

Student 2 Monday-Thursday – student needs constant prompting, teacher has to provide physical prompting from behind for this studentFriday – student participates independently for the first time, student did require some prompting and redirection but he tuned into the video for its duration


Student 4 Monday - student did not participate because he came into school giggling and screaming which is an antecedent behavior to a meltdownTuesday – came into school giggling again, needed adult supervision to participate, adult provided constant physical support from behindWednesday – student is independent with some adult supervisionThursday – student participates independentlyFriday – student participates independently

Revisit Goals set in TWS 2

1. Student 1 will participate in the Physical Activity Regiment on a daily basis for three weeks.

2. The number of aggressive behaviors exhibited by Student 1 will decrease after participating in the PAR.

Modifications based on Anecdotal Notations of Student Participation and Progress

Modification 1

Connection to Goals

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1. Student 1 participates in the portion of the PAR involving the wall push-ups and large medicine ball exercises. The student does not seem interested in the rest of the activities and he does not watch the video during these portions. If the teacher gives a verbal prompt to redirect the student to the video, the student begins spitting, kicking, and screaming.

Modification

I decided to reduce the amount of verbal prompting given for all students. I wanted my instructions, verbalizations and gestures to be uniform so that I could get a clear picture of what was not working. Student 1 does not like verbal prompts and in response he often spits, kicks or hits the instructor. At the beginning of the second week of intervention I began only using gestural or visual prompts. I entered the break area with the students, turned on the video and began exercising. The students began independently following along with the video. I also had to make sure to turn the video model volume up high enough so that students in the area could hear the speaker. If students were not paying attention or engaging in a different activity I simply said their name and pointed to the computer screen. The minimal amount of verbal prompting used during Week 2 allowed students to actually hear the video and follow along independently.

Modification 2

Connection to Goals

2. Students have been very agitated the past two weeks due to the change in routine employed by the student teachers. This has translated into a skew in my data collection. Students have been displaying behaviors not seen before and typical aggressive behaviors at a higher frequency. It is still unclear whether or not student aggressive behaviors have decreased due to the PAR. I do not think I will be able to determine this for several more weeks of implementing the PAR. Student 1 has spit more times than normal during the past two weeks, which is the opposite of the hypothesized results. I do believe that the behaviors are in response to the change in schedule that took place two weeks ago. I hope to see a significant reduction in these behaviors as the weeks continue.

Modification Due to the time constraints of my Master’s Project I only had two weeks allotted for implementation of my intervention. Unfortunately, I did not see a significant change in student behavior within this time period. I do believe that the new aggressive behaviors displayed by students were in direct result of the change in schedule that was devised by the student teachers. Toward the end of the second week of intervention, most students started participating independently in the PAR. Instead of discontinuing the intervention after two weeks I have decided to continue through the end of the school year. The students will get at least ten additional days to work on the PAR. I hope that this extension of time allows students to feel comfortable with the expectations of the PAR. I also hope to see a decrease in the amount of aggressive behaviors in the upcoming week. I still believe that my students are capable of reducing these behaviors so I want to give them a significant amount of time in which to do so. Two additional weeks does not seem like much, but it could produce a slight decrease in overall aggressive behaviors.

Rationale for Modifications

Since the PAR is the focal point of my Master’s Research Project there was not much that I could modify for students, given the nature of the experiment. However, I have collected all of my data for this project and from this point on will be measuring aggressive behaviors for my own personal use and

21

for the Teacher Work Sample assignments. I chose to decrease verbal prompting during the PAR because I knew it to be a distracter for most of my students. The video model was used precisely for this reason: “The video model was utilized as an evidence based practice to use with students on the autism spectrum; ‘Visually cued instruction restricts the field of focus while not imposing too much demand on social attention or interaction’ (Corbett & Abdullah, 2005).” (Excerpt from TWS 1 & 2). Using the least restrictive form of prompting is component of the TEACCH method used with students diagnosed with autism. The following excerpt was taken from Teaching Exceptional Children:

TEACCH requires that the child receive explicit instruction on how to maximize the use of the physical work space through either physical or visual prompts. The adult supervisor may model how the organized space is used to cue different performance steps and monitor the individual as these steps are being mastered. Staff should prompt and reward the student as necessary, decreasing prompts as the student become more self-sufficient and requires less adult supervision, (Ryan et al., 2011).

I do believe that the increase in aggressive behaviors happened as a result of the routine change. It is widely known that individuals with autism prefer schedules and structured environments over chaos and no direction. The TEACCH program, specifically structured teaching, is an evidence-based practice that has been proven effective; Schopler, Brehm, Kinsbourne & Reichler (1971) demonstrated that children with autism displayed more appropriate behavior in structured environments than in unstructured environments. Components of the TEACCH method were put in place by my mentor teacher after she attended a seminar. We entered a very structured and organized classroom on our first day of internship. We wished to keep the routines and class schedules the same, but to change the activities. As noted previously, the students did not respond well to the change in schedule. We were observing many new aggressive behaviors during the first week. I decided that students would need more than two weeks of intervention to become comfortable with the structure and organization of the environment. Toward the end of the second week students became more independent and motivated to complete the PAR. I hope that this continues into the next two weeks of instruction and intervention!

The modifications mentioned in TWS 5 all pertain to the information gleaned from my graduate coursework, specifically: Autism Spectrum Disorders, Instructional Strategies Moderate to Intense, and Reading and Writing II. Both modifications mentioned were implemented for the entire class. In order to keep routine in the classroom (and uniformity in my Master’s Project); it was imperative that I implement modifications and adaptations for all students. For the duration of the school year (approximately ten days of instruction), I will continue to monitor the students’ level of participation and number of aggressive behaviors displayed each day. The levels of participation and number of aggressive behaviors will be recorded on the data collection sheets devised for the purpose of the Master’s Research Project. Anecdotal notation will be taken alongside of any new developments in terms of participation or aggressive behaviors.

22

Analysis of Student Learning

Pre-Assessment Data as Reported in TWS 3


Students were directed to the sensory area every morning to participate in the Physical Activity Regiment (PAR). Students were placed in small groups to watch the video model and participate in the activity. Teachers and paraprofessionals provided minimal prompting to students during this time. The following table describes the students’ performance during the first week:

Student PerformanceStudent 1 Monday-Wednesday student did not participate in activity, only bounced on large ball.

On Thursday he began participating independently without prompting from teacher. Continued into Friday with some resistance.





The data collection sheet will provide information to the researcher regarding the effect of the physical activity on the overall aggressive behaviors displayed by students. In particular, Student 1 displays the most aggressive behaviors: spitting, hitting, kicking, and slamming chairs. The adults in the classroom are decreasing the amount of verbal prompting provided for this student; seeing that verbal prompting is an agitation for student 1. There are many other behaviors, some aggressive and some self-stimulatory, displayed by the remaining three students which were also targeted by the intervention. The following table will outline behaviors seen over the duration of the first week of intervention:

Student PerformanceStudent 1 Displayed a greater number of aggressive behaviors this week due to the change in

schedule employed by the student teachers. An overwhelming amount of spitting and swatting at teachers. As well as kicking and slamming chairs throughout the day.



Student 4 This student has shown an overall decrease in the amount of self-stimulation and

23

inappropriate touching. The student teachers have been in the room for three weeks now and it appears that he has finally grown used to the idea.

Goals that were developed for the unit for individual students in TWS 4

Measureable Goals

3. Student 1 will participate in the Physical Activity Regiment on a daily basis for three weeks. The Physical Activity Regiment lasts approximately 5-6 minutes and is presented via video model. (Participation involves watching and engaging in each component of the Physical Activity Regiment [PAR]. The following are included in the PAR: stretching, relaxation, yoga, and physical exercise. After several sessions with the video model and teacher support; Student 1 should be able to successfully complete the PAR independently. The video will be provided throughout the duration of the intervention.)

4. The number of aggressive behaviors exhibited by Student 1 will decrease after participating in the PAR. The daily physical activity will aid in the decrease of the aggressive behaviors associated with Student 1: hitting, kicking, slamming chairs, and spitting. (Participation in the PAR may or may not decrease aggressive behaviors; the intervention is the focus of my Master’s Research Project. It is my hope that a daily physical activity regiment will increase on-task behavior and decrease off-task and aggressive behaviors. In addition to the physical activity, students will also be taught alternatives to aggressive behavior.)

Post-Assessment Data

Goal 1 Post-Assessment

Students were directed to the sensory area every morning to participate in the Physical Activity Regiment (PAR). Students were placed in small groups to watch the video model and participate in the activity. Teachers and paraprofessionals provided minimal prompting to students during this time. The following table describes the students’ performance during the final week of intervention:

Student PerformanceStudent 1 On Monday, Student 1 needed several visual cues to get motivated to work. On Tuesday

he did not participate in the activity at all, needed constant redirection. Wednesday-Friday the student was mostly independent throughout the entire video. Did need several visual or gestural cues for redirection. Was able to quickly get back on task.

Student 2 On Monday and Wednesday, student 2 started the activity without prompting. Halfway through the activity he became upset and wanted to hang onto the teacher. On Tuesday and Thursday he needed constant redirection. He only participated independently during the ball portion on these days. Friday is the first day that he participated independently, without needing the physical prompting from behind!

Student 3 Student 3 continues to complete the activity independently. On Wednesday he suggested stretches to do to finish out the exercise activity. During this final week he was self-correcting himself throughout the video. He quickly noticed if he was working on the wrong exercise and fixed the problem.

Student 4 Student 4 did not get to participate in the activity on M, W,or F because he was absent. On Tuesday and Thursday he needed constant verbal and physical redirection.

24


The data collection sheet will provide information to the researcher regarding the effect of the physical activity on the overall aggressive behaviors displayed by students. In particular, Student 1 displays the most aggressive behaviors: spitting, hitting, kicking, and slamming chairs. The adults in the classroom are decreasing the amount of verbal prompting provided for this student; seeing that verbal prompting is an agitation for student 1. There are many other behaviors, some aggressive and some self-stimulatory, displayed by the remaining three students which were also targeted by the intervention. The following table will outline behaviors seen during the final (fourth) week of intervention:

Student PerformanceStudent 1 Overall student aggressive behaviors began to decrease this week! The student had been

reacting aggressively to the new routine implemented by student teachers. Even though the student did not meet my initial goal, he did decrease from an average of 45-55 aggressive behaviors a day to about 20-30! Is doing much less hitting and kicking at adults. He continues to spit, but without actually releasing anything from his mouth.

Student 2 The aggressive behaviors displayed by Student 2 continue to decrease. He met the goal set out for him in my Master’s Project and continues to improve. The only behaviors that remain are the screaming and occasional grabbing at adults when excited, tired, or hungry.

Student 3 After beginning the PAR and a new behavior plan; Student 3 has shown a significant decrease in aggressive behaviors. He gets one “reminder” a day about following directions. If he does not follow directions after the reminder, he is not allowed to choose computer during break time. I have found that this behavior plan has positively affected his performance in the PAR.

Student 4 Student 4 has almost completely stopped the inappropriate touching and self-stimulation as noted at the beginning of the quarter. He continues to have occasional laughing/screaming fits when it is difficult to get him calmed down. As long as the behavior is caught before he gets too excited; it is manageable. There has been an overall decrease in this type of behavior as well.

Analysis of Student Work Related to Academic Content Standards (Pre-Assessment) – TWS 3




Exceeding Standard

25


Student 3




Exceeding Standard

Student 1 Student 4, Student 3, Student 2

Analysis of Student Work Related to Academic Content Standards (Post-Assessment)




Exceeding Standard


Student 3




Exceeding Standard

26

Student 1 Student 2, Student 3 Student 3

Discussion of Goals and Student Progress

Effectiveness of Modifications (TWS 5)

1. Using less verbal prompting with all students.

This goal was initially set for Student 1 who does not like verbal prompting of any kind (even compliments – I have found)! Over the four weeks of intervention I found that all students benefitted from the decrease in verbal prompting and conversations taking place in the classroom. We increased the amount of visual and gestural prompting, as well as redirection to their individual schedule. Even though Student 1 did not reach his goal in terms of decreasing aggressive behaviors; there was a noticeable decline in his daily aggressive behaviors. By saying “Video” and pointing to the computer screen each morning; I was able to get the attention of all students. I left students alone while participating in the PAR; I merely participated alongside of them. This worked very well and allowed students to be more independent. All four students participated in the PAR, some closer to independence than others, while also decreasing the amount of aggressive outbursts each day.

2. Extending the PAR Intervention for two more weeks.

All students benefitted from the extended time allotted to intervention. Even though my Master’s Research was due, I decided to continue the intervention for two more weeks. By this time, students were comfortable with the change in routine and were having far fewer outbursts. Students were able to verbalize, “Time to exercise”, when I revisited the Class Schedule. They now associate “Group Time” with Calendar and Exercise and are able to independently walk to each activity. I am glad I chose to extend the intervention because I have seen a great amount of growth over the past two weeks. Student 3 is now exceeding expectations because he is self-monitoring and suggesting additional activities! Student 2 is able to stand independently while participating without physical support. Student 4 is far more controlled in the break area and Student 1 participates with minimal visual prompting!

Evidence Based Practices Utilized: TEACCH method, visual prompting, visual schedules, small group instruction, video modeling

valuation and Reflection

Effects of teaching on learning

I had the opportunity to implement the Physical Activity Regiment (PAR) for four full weeks after collecting baseline data for two weeks. As addressed by TWS 6, the following results were found based on modifications:

3. Using less verbal prompting with all students. Over the four weeks of intervention I found that all students benefitted from the decrease in verbal prompting and conversations taking place in the classroom.

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4. Extending the PAR Intervention for two more weeks. Student 3 is now exceeding expectations because he is self-monitoring and suggesting additional activities! Student 2 is able to stand independently while participating without physical support. Student 4 is far more controlled in the break area and Student 1 participates with minimal visual prompting!

In terms of actual goals set, the following results were yielded by the intervention:

Analysis of Student Work Related to Academic Content Standards (Post-Assessment)




Exceeding Standard


Student 3

Goal 2: Decrease in Aggressive Behavior (Post-Assessment)



Exceeding Standard

Student 1 Student 2, Student 3 Student 3

Following the intervention, no students were “far below the standard” and all students were making gains toward meeting the standard. By the end of the fourth week of intervention, Student 3 began verbalizing “Is it time for exercise?” every morning. The students were finally able to adapt their routines to coordinate with the overall class schedule. Even though some aggressive behaviors remained; there was an overall decrease in the amount exhibited each day. In contrast, there was an overall increase in the amount and level of participation in the PAR each day. I was very impressed by Student 2 who began standing and participating independently during the fourth week of intervention. The adults in the classroom had to make changes to their schedules as well (which is more difficult than expected)! The experience impacted the learning of both students and adults and allowed everyone to

28

grow as a community. My mentor teacher has stated that she would like to continue the PAR or some type of video model with her students next year. It was enlightening to see that, with a little extra time the students exhibited fewer outbursts and greater participation.

Discussion of Informal and Formal Assessment

I decided upon the topic of exercise used to decrease aggressive behaviors while researching strategies to use with students with autism. I happened upon several articles addressing contingent or non-contingent physical activity playing a role in decreasing aggressive behaviors and increasing on-task behaviors. Within my current classroom, the best way to gage student baseline performance was through observation and the analysis of data input on observation sheets. This informal assessment was utilized each day to track pre and post-assessment results. The following excerpt highlights the reasons for choosing this particular research topic:

This study was based on the past research efforts in the realm of contingent vs. non-contingent physical activity (Gordon et al., 1986). The current study found little or no change in aggressive behaviors; while past research by Gordon et al. (1986) found that jogging exercises actually resulted in an overall decrease in out-of-seat behavior. The current study did not attempt to narrow down aggressive behaviors into categories; all behaviors were categorized as “aggressive” and placed in the daily totals. Several past research efforts targeted a specific aggressive or inappropriate behavior as the focus of the study (Gordon et al., 1986, Kern, Koegel, Dyer, Blew & Fenton, 1982; Nicholson, Kehle, Bray & Van Heest, 2011). These earlier studies targeted the following aggressive behaviors: out of seat behaviors (Gordon et al., 1986), appropriate responding (Kern et al., 1982) and academic engagement (Nicholson, Kehle, Bray & Van Heest, 2011). The current study attempted to decrease behaviors that were categorized as “aggressive” without targeting specific behaviors.

Following the four weeks of intervention, I compiled all anecdotal data and began analyzing overall changes in behavior and participation. Data was recorded using teacher-made data collection sheets. All adults were given a briefing on the types of behaviors to record each day. The data was then compiled into a graphical representation to determine whether or not students actually met their goals. The following graphs were created based on the aggressive behaviors exhibited by Students 1 and 2 over the first two weeks of intervention. These graphs were used in my Master’s Applied Project to show the fluctuation of student behaviors and progress toward a decreased number of aggressive outbursts.

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Table 7: Student 1 Progress Toward Goal

4/5/2

011

4/6/2

011

4/7/2

011

4/8/2

011

4/9/2

011

4/10/2

011

4/11/2

011

4/12/2

011

4/13/2

011

4/14/2

011

4/15/2

011

4/16/2

011

4/17/2

011

4/18/2

011

4/19/2

011

4/20/2

011

4/21/2

011

4/22/2

011

4/23/2

011

4/24/2

011

4/25/2

011

4/26/2

011

4/27/2

011

4/28/2

011

4/29/2

0110

5

10

15

20

25

30

35

40

45

50Student 1 Aggressive Behavior Chart

Student 1 Baseline

Student 1 Goal Line

Student 1 Intervention

Date

Num

ber o

f Agg

ress

ive

Beha

vior

s Exh

ibit

ed (p

er sc

hool

day

)

Baseline Intervention

Goal 20 by 4/29

30

Table 8: Student 2 Progress Toward Goal

4/5/2

011

4/7/2

011

4/9/2

011

4/11/2

011

4/13/2

011

4/15/2

011

4/17/2

011

4/19/2

011

4/21/2

011

4/23/2

011

4/25/2

011

4/27/2

011

4/29/2

0110

5

10

15

20

25

30

35

Student 2 Aggressive Behavior Chart

Student 2 BaselineStudent 2 Goal LineStudent 2 Intervention

Date

Num

ber o

f Agg

ress

ive

Beha

vior

s Exh

ibit

ed (p

er sc

hool

day

)

Baseline Interven-tion

Goal of 10 by 4/29

Teaching Practices and Examination of Existing Practices and Beliefs

This quarter I have come to find out that visual schedules and routines are a critical classroom component when working with students with autism. My mentor teacher currently uses the TEACCH strategies, such as: visual schedules, work stations, and structured teaching within her classroom. It made perfect sense to create my Physical Activity Regiment based on these premises. The following excerpt from my Master’s Applied Project explains the TEACCH method in more detail:

Classroom and behavior management were defined as critical components of the teacher’s work day. To assist with management, a structured teaching approach such as the Treatment and Education of Autistic and Communication related handicapped Children (TEACCH) program, could be implemented. The TEACCH program focuses on structured teaching, which uses the various elements of visual structure to translate the expectations and opportunities of the environment into concepts that people with ASD can understand, master and enjoy (Mesibov, Shea, & Schopler, 2004). The TEACCH program, specifically structured teaching, is an evidence-based practice that has been proven effective; Schopler, Brehm, Kinsbourne & Reichler (1971) demonstrated that children with autism displayed more appropriate behavior in structured environments than in unstructured environments.

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Another important component of this unit was the use of a video model. This was my first video model and I was a bit apprehensive about showing it. However, students took to it immediately and began completing the steps of the exercise routine without my assistance. The following can be said about video modeling:

Researchers suggest that video modeling may be inherently motivating and naturally reinforcing to individuals with autism by virtue of the visual medium (Charlop-Christy & Daneshvar, 2002; Charlop-Christy, Le, & Freeman, 2000; Corbett, 2003; D’Ateno, Mangiapenello, & Taylor, 2003; Wert & Neisworth, 2003).

Review of TWS 5 and Modifications Made

Modification 1 (taken from TWS 5)

Connection to Goals

3. Student 1 participates in the portion of the PAR involving the wall push-ups and large medicine ball exercises. The student does not seem interested in the rest of the activities and he does not watch the video during these portions. If the teacher gives a verbal prompt to redirect the student to the video, the student begins spitting, kicking, and screaming.

Modification I decided to reduce the amount of verbal prompting given for all students. I wanted my instructions, verbalizations and gestures to be uniform so that I could get a clear picture of what was not working. Student 1 does not like verbal prompts and in response he often spits, kicks or hits the instructor. At the beginning of the second week of intervention I began only using gestural or visual prompts. I entered the break area with the students, turned on the video and began exercising. The students began independently following along with the video. I also had to make sure to turn the video model volume up high enough so that students in the area could hear the speaker. If students were not paying attention or engaging in a different activity I simply said their name and pointed to the computer screen. The minimal amount of verbal prompting used during Week 2 allowed students to actually hear the video and follow along independently.

Post-Assessment Review of Modification (TWS 7)

Decreasing the amount of verbalization significantly impacted the behaviors of Student 1 while also positively impacting the rest of the class. Students responded very well to gestural, visual, and physical prompting without the verbal reinforcement. The only verbalization made by the teacher was to say “video” when beginning the activity. I had to make sure the volume was turned up loud enough for all students to hear. Decreasing verbal prompting and directions made all students more independent and confident in their abilities.

Modification 2 (Taken from TWS 5)

Connection to Goals

4. Students have been very agitated the past two weeks due to the change in routine employed by the student teachers. This has translated into a skew in my data collection. Students have been displaying behaviors not seen before and typical aggressive behaviors at a higher frequency. It is still unclear whether or not student aggressive behaviors have decreased due to the PAR. I do not think I will be able to determine this for several more weeks of implementing the PAR. Student 1 has spit more times than normal during the past two weeks, which is the opposite of

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the hypothesized results. I do believe that the behaviors are in response to the change in schedule that took place two weeks ago. I hope to see a significant reduction in these behaviors as the weeks continue.

Modification Due to the time constraints of my Master’s Project I only had two weeks allotted for implementation of my intervention. Unfortunately, I did not see a significant change in student behavior within this time period. I do believe that the new aggressive behaviors displayed by students were in direct result of the change in schedule that was devised by the student teachers. Toward the end of the second week of intervention, most students started participating independently in the PAR. Instead of discontinuing the intervention after two weeks I have decided to continue through the end of the school year. The students will get at least ten additional days to work on the PAR. I hope that this extension of time allows students to feel comfortable with the expectations of the PAR. I also hope to see a decrease in the amount of aggressive behaviors in the upcoming week. I still believe that my students are capable of reducing these behaviors so I want to give them a significant amount of time in which to do so. Two additional weeks does not seem like much, but it could produce a slight decrease in overall aggressive behaviors.

Post-Assessment Review of Modification (TWS 7)

After the first two weeks of intervention I was extremely discouraged. I would not be able to report positive findings for my Master’s Applied Project. For the purposes of TWS, I decided to continue the intervention for two more weeks. I had a feeling that students were responding negatively to the change in schedule and not the intervention. It turns out that I was correct! I am glad to see students continually showing progress toward their overall aggressive behavior daily goals. My mentor teacher has even requested a copy of the PAR for her classroom next year!

Connects Assessment Results to State Goals

The following Ohio Academic Content Standards can be located in the Ohio Alternate Assessment Content Standards for Grade 5:

Standard Reading: Reading Process: Concepts of Print, Comprehension Strategies and Self-Monitoring Strategies

Alternate Assessment Applications 149. Follow a schedule based on daily routine or activity. (B)

Benchmark B. Apply effective reading comprehension strategies, including summarizing and making predictions and comparisons, using information in text, between text and across subject areas.

Indicators 2. Predict and support predictions with specific references to textual examples that may be in widely separated sections of text.

4. Summarize the information in texts, recognizing that there may be several important ideas rather than just one main idea and identifying details that support each.

5. Make inferences based on implicit information in texts, and provide justifications for those inferences.

Since my students are evaluated based on Alternate Assessment applications; my response will be geared toward the AA application linked to the standard. Slowly over the four week period of intervention, I worked to embed the PAR into the daily routine. At first students were averse to the entire activity; they did not even want to come to the break area in the morning. During the second

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week, students began to check their schedules and come to the break area with some redirection. Beginning on week 3, students checked their schedules walked to the break area and turned their eyes to the video screen. Week 4 was a major turning point; one student began saying “time for exercise” when we would refer to the overall class schedule in the morning. When I said “video” all students knew to turn their head toward the computer screen to begin their work. Students even began memorizing the order of exercises; they knew when to sit and stand and when to get an exercise ball. In terms of following a schedule based on a daily routine or activity; I would have to say that all students are now proficient.

Future Lesson Plans Based on Performance Data

After yielding such positive results with my first video model, I definitely intend to continue using video modeling as an instructional strategy. I will continue the current PAR intervention until the end of the school year. The students have adopted it as part of their routine and they now have fun participating each day. In my own classroom I would like to use the same model but with a few alternate exercises. There is one section of the PAR that involves yoga poses; though simple, they are still too difficult for some younger students. Depending on the age of the students in my classroom, I may need to alter the video to accommodate older or younger students. I would also like to create a video model that students in wheelchairs can participate in as well. It would be possible to plan exercises and stretches that can take place sitting or standing to make sure to accommodate all physical ability levels. I hope to continue adapting my current video model to meet the physical and sensory needs of the students in my classroom. I know that I need a little bit of exercise to keep me motivated each day and I consider the students to be no different!

References

American Psychiatric Association. (2000). Diagnostic and statistical manual of mental disorders. Fourth edition, text revision. Washington, DC: Author.

Attwood, T. (2008). An overview of autism spectrum disorders. In K. Buron (Ed.), Learners on the autism spectrum: preparing highly qualified educators (pp. 19-43). Shawnee Mission, KS: Autism Asperger Publishing Co.

Bandura, A. (1977). Social Learning Theory. Englewood Cliffs, NJ: Prentice-Hall.

Bellini, S. & Akullian, A. (2007). A meta-analysis of video-modeling and video self-modeling interventions for children and adolescents with autism spectrum disorders. Exceptional Children, 73(3), 264-287. Retrieved from http://vsmproject.pbworks.com/f/videometa.pdf

Charlop-Christy, M.H. & Daneshvar, S. (2002). Using video modeling to teach perspective taking to children with autism. Journal of Positive Behavior Interventions, 5, 12-21.

Charlop-Christy, M.H., Le, L., & Freeman, K.A. (2000). A comparison of video modeling with in vivo modeling for teaching children with autism. Journal of autism and Developmental Disorders, 30, 537-552. doi: 10.1023/A:1005635326276

Cincinnati public schools. (2010). Retrieved from www.cps-k12.org

Corbett, B.A. (2003). Video modeling: a window into the world of autism. The Behavior Analyst Today, 4, 367-75.


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D’Ateno, P., Mangiapanello, K., & Taylor, B.A. (2003). Using video modeling to teach complex play sequences to a preschooler with autism. Journal of Positive Behavior Interventions,5, 5-11. doi: 10.1177/10983007030050010801

Farmer, C.A., & Aman, M.G. (2011). Aggressive behavior in a sample of children with autism spectrum disorders. Research in Autism Spectrum Disorders, 5, 317-323. doi:10.1016/j.rasd.2010.04.014

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Haring, T.G., Breen, C.G., Weiner, J., & Kennedy, C.H. (1995). Using videotape modeling to facilitate generalized purchasing skills. Journal of Behavioral Education, 5, 29-53. doi: 10.1007/BF02110213

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Kern, L., Koegel, R., Dyer, K., Blew, P., & Fenton, L. (1982). The effects of physical exercise on self-stimulation and appropriate responding in autistic children. Journal of Autism and Developmental Disorders, 12, 399 – 419. doi: 10.1007/BF01538327

Mesibov, G.B, Shea, V., & Schopler, E. (2004). The teacch approach to autism spectrum disorders (issues in clinical child psychology). New York, NY: Springer Science + Business Media, Inc.

Nicholson, H., Kehle, T.J., Bray, M.A., & Van Heest, J. (2011). The effects of antecedent physical activity on the academic engagement of children with autism spectrum disorder. Psychology in the Schools, 48(2), 198-213. doi: 10.1002/pits.20537

Ryan, J.B., Hughes, E.M., Katsiyannis, A., McDaniel, M., & Sprinkle, C. (2011) Research-based educational practices for students with autism spectrum disorders. TEACHING Exceptional Children, 43(3), 55-64.

Schopler, E., Brehm, S.S., Kinsbourne, M., & Reichler, R.J. (1971). Effect of treatment structure on development in autistic children. Archives of General Psychiatry , 24, 415-421.

Wert, B.Y. & Neisworth. J.T. (2003). Effects of video self-modeling on spontaneous requesting in children with autism. Journal of Positive Behavior Interventions, 5, 30-36. doi: 10.1177/10983007030050010501

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