Seminar in Psychoeducational Seminar in Psychoeducational Consultation in the SchoolsConsultation in the Schools::

Case Study Presentation Case Study Presentation

V. Paige Harrison, M.S.V. Paige Harrison, M.S.

University of KentuckyUniversity of Kentucky

EDP 671EDP 671

Referral Problem.Referral Problem.• ‘‘Michael’ is a 7-year-old second-grade male from a Michael’ is a 7-year-old second-grade male from a

regular education classroom.regular education classroom.

• He was struggling in all subject areas. His teacher He was struggling in all subject areas. His teacher identified off-task behavior as the primary area of identified off-task behavior as the primary area of concern. She felt that increasing his time on-task would concern. She felt that increasing his time on-task would help him succeed in the classroom.help him succeed in the classroom.

• He was identified after being referred to the school He was identified after being referred to the school psychologist for an evaluation. The current study aimed psychologist for an evaluation. The current study aimed to assess and address his off-task behaviors before any to assess and address his off-task behaviors before any formal assessments (i.e., IQ & Achievement testing) formal assessments (i.e., IQ & Achievement testing) were conducted.were conducted.

Referral Problem.Referral Problem. Michael’s off-task behavior occurred in all Michael’s off-task behavior occurred in all

settings throughout the school day.settings throughout the school day.

It took on various forms including: staring off, It took on various forms including: staring off, being out of his seat, playing with his school being out of his seat, playing with his school supplies, talking to peers, making supplies, talking to peers, making inappropriate hand motions and verbalizations, inappropriate hand motions and verbalizations, etc.etc.

Background Information Background Information Michael lives with his mother and older sister (4Michael lives with his mother and older sister (4 thth

grade). His mother is very involved with his grade). His mother is very involved with his education and reports working with him at home education and reports working with him at home (especially on his reading) and talking to him about (especially on his reading) and talking to him about the importance of paying attention and staying on the importance of paying attention and staying on task.task.

Mrs. O’Neal described him as a ‘good-natured’ kid Mrs. O’Neal described him as a ‘good-natured’ kid whose behaviors were not necessarily disruptive to whose behaviors were not necessarily disruptive to the class as a whole but hurt him more than anyone the class as a whole but hurt him more than anyone else. This was consistent w/ my own observations and else. This was consistent w/ my own observations and interactions w/ him.interactions w/ him.

Background Information (cont.)Background Information (cont.)

Mrs. O’Neal also stated that his 1Mrs. O’Neal also stated that his 1stst grade grade teacher had reported many of the same off-task teacher had reported many of the same off-task behaviors when she taught him last year.behaviors when she taught him last year.

Attendance was not a problem for him, since Attendance was not a problem for him, since his mother is an employee of the school his mother is an employee of the school district. No medical problems were reported, district. No medical problems were reported, and Michael had many friends.and Michael had many friends.

Context & Setting Information.Context & Setting Information.• The consultation, data collection, and intervention were The consultation, data collection, and intervention were

conducted in the student’s regular education classroom conducted in the student’s regular education classroom during his morning mathematics lesson. This time was during his morning mathematics lesson. This time was chosen because it was convenient for the teacher and chosen because it was convenient for the teacher and she felt it would be a good time for her to observe and she felt it would be a good time for her to observe and document the off-task behavior.document the off-task behavior.

• Students were seated at tables arranged in a large, open Students were seated at tables arranged in a large, open rectangle so that everyone could been seen and no one rectangle so that everyone could been seen and no one had his/her back turned. This allowed the teacher to had his/her back turned. This allowed the teacher to walk around the perimeter as well as teach from inside walk around the perimeter as well as teach from inside the tables.the tables.

Context & Setting Info (cont.)Context & Setting Info (cont.)

• The room was bright and full of colorful The room was bright and full of colorful decorations and learning materials. decorations and learning materials. Mathematics lessons varied each day. Mathematics lessons varied each day. Activities included brief lecture to present new Activities included brief lecture to present new materials, worksheets, open-response materials, worksheets, open-response assignments, group work, etc. assignments, group work, etc.

• There were 26 students in the classroom (15 There were 26 students in the classroom (15 girls, 11 boys).girls, 11 boys).

Consultation Services Provided.Consultation Services Provided.• As previously mentioned, Michael and his teacher were As previously mentioned, Michael and his teacher were

identified as consultation candidates after he was identified as consultation candidates after he was referred to the school psychologist for an evaluation. referred to the school psychologist for an evaluation.

• A permission slip was sent home with Michael and A permission slip was sent home with Michael and signed prior to the commencement of consultation.signed prior to the commencement of consultation.

• Michael’s teacher agreed to work with the school Michael’s teacher agreed to work with the school psychology practicum student in hopes of increasing his psychology practicum student in hopes of increasing his time on task and, subsequently, his success in the time on task and, subsequently, his success in the classroom and beyond.classroom and beyond.

Session 1: EntrySession 1: Entry During this phase, the teacher and I engaged in a During this phase, the teacher and I engaged in a

dialogue about what was expected from the consultation dialogue about what was expected from the consultation progress as well as the time commitment involved. progress as well as the time commitment involved.

I believe that his was a key element to my having a I believe that his was a key element to my having a teacher that stuck with me throughout this process.teacher that stuck with me throughout this process.

Our respective roles & professional contributions (our Our respective roles & professional contributions (our different backgrounds and expertise) were discussed. It different backgrounds and expertise) were discussed. It was really important to me to be seen as more than ‘just was really important to me to be seen as more than ‘just a student’ trying to fulfill a requirement for a class.a student’ trying to fulfill a requirement for a class.

Session 1: EntrySession 1: Entry I also made it clear that she would be collecting I also made it clear that she would be collecting

data, and that we’d work together to find a data, and that we’d work together to find a method that was easy for her but yielding the method that was easy for her but yielding the information we needed.information we needed.

The concerns of Michael’s mom as well as The concerns of Michael’s mom as well as confidentiality were also discussed.confidentiality were also discussed.

We also set up our next meeting time and talked We also set up our next meeting time and talked about any reservations she might have about the about any reservations she might have about the process.process.

Session 2: Problem IdentificationSession 2: Problem Identification This session ran more smoothly and rapport This session ran more smoothly and rapport

was well-established by this point. I had was well-established by this point. I had stopped in and talked with the teacher several stopped in and talked with the teacher several times to ‘touch base’ by this point as well.times to ‘touch base’ by this point as well.

I had also done some additional classroom I had also done some additional classroom observations prior entering this stage, so that observations prior entering this stage, so that I’d be prepared to discuss his behaviors.I’d be prepared to discuss his behaviors.

Session 2: Problem Identification Session 2: Problem Identification (continued)(continued)

Together, Mrs. O’Neal and I decided upon an Together, Mrs. O’Neal and I decided upon an operational definition. Specifically, we set out operational definition. Specifically, we set out to define ‘on-task’ behavior.to define ‘on-task’ behavior.

It was operationally defined as ‘having his It was operationally defined as ‘having his eyes on the teacher while she was talking, eyes on the teacher while she was talking, pencil in hand w/eyes on the assignment, or pencil in hand w/eyes on the assignment, or other task appropriate behavior’. other task appropriate behavior’.

Session 2: Problem IdentificationSession 2: Problem Identification(Continued)(Continued)

This definition was concrete enough, yet allowed This definition was concrete enough, yet allowed for flexibility since the activities in the math class for flexibility since the activities in the math class varied from day to day.varied from day to day.

The discussion of his behaviors across settings as The discussion of his behaviors across settings as well as deciding on an operational definition of well as deciding on an operational definition of on-task behavior paved the way for the next stage.on-task behavior paved the way for the next stage.

We also set the lofty goal of increasing his time We also set the lofty goal of increasing his time on-task to 80%.on-task to 80%.

Session 3: Problem AnalysisSession 3: Problem Analysis During this session, we further appraised During this session, we further appraised

Michael’s problem behaviors in terms of Michael’s problem behaviors in terms of ABCs and discussed ways to measure them.ABCs and discussed ways to measure them.

This was done through observations. Both This was done through observations. Both Mrs. O’Neal and I observed that Michael’s Mrs. O’Neal and I observed that Michael’s off-task behaviors often occurred after a new off-task behaviors often occurred after a new assignment was given and/or during a long assignment was given and/or during a long activity. We also noted that a consequence to activity. We also noted that a consequence to his behavior was him not having to do/finish his behavior was him not having to do/finish the assignment/activity.the assignment/activity.

Sesson 3: Problem Analysis (cont.)Sesson 3: Problem Analysis (cont.)

Because of these observations, we both agreed that one Because of these observations, we both agreed that one function of his off-task behavior was escape. He was function of his off-task behavior was escape. He was also observed asking things like “are we almost also observed asking things like “are we almost finished’, so an intervention targeted at helping him finished’, so an intervention targeted at helping him gauge how long he needed to work before a break, was gauge how long he needed to work before a break, was discussed.discussed.

When discussing intervention options, Mrs. O’Neal When discussing intervention options, Mrs. O’Neal mentioned that a timer that she had used with a student mentioned that a timer that she had used with a student in the past. This option was considered because it was in the past. This option was considered because it was acceptable to her and she felt comfortable with it.acceptable to her and she felt comfortable with it.

Session 3: Problem Analysis (cont.)Session 3: Problem Analysis (cont.)

She also expressed interest in setting whatever She also expressed interest in setting whatever intervention up so that it would target the intervention up so that it would target the whole class.whole class.

Upon our decision to use the timer, I consulted Upon our decision to use the timer, I consulted research that stated that its use has been research that stated that its use has been documented to increase self-management and documented to increase self-management and promote on-task behaviors. This suggested that promote on-task behaviors. This suggested that its use would be empirically sound.its use would be empirically sound.

Session 3: Problem Analysis (cont.)Session 3: Problem Analysis (cont.) Her idea to use the timer was also adopted Her idea to use the timer was also adopted

because it would help to ensure that no because it would help to ensure that no unnecessary attention was placed on Michael unnecessary attention was placed on Michael and would also have the potential to increasing and would also have the potential to increasing on-task behavior for the entire class.on-task behavior for the entire class.

We next developed a plan for implementing it We next developed a plan for implementing it which included the ‘Motivaider’ as a prompt which included the ‘Motivaider’ as a prompt for recording data for both Michael and his for recording data for both Michael and his classmates (more detailed procedures will classmates (more detailed procedures will follow).follow).

Session 4: Session 4: Implementation/EvaluationImplementation/Evaluation

I met with Mrs. O’Neal prior to the first day of I met with Mrs. O’Neal prior to the first day of data collection to go over procedures. She data collection to go over procedures. She instructed on how to use the motivator and instructed on how to use the motivator and record the data correctly.record the data correctly.

I checked in with her at least twice per week in I checked in with her at least twice per week in addition to the days I was collecting addition to the days I was collecting interobserver agreement data. She didn’t seem to interobserver agreement data. She didn’t seem to have any concerns, and was comfortable with have any concerns, and was comfortable with the procedures.the procedures.

Session 4: Session 4: Implementation/Evaluation (cont.)Implementation/Evaluation (cont.)

We are still in the ‘Evaluation’ portion of this We are still in the ‘Evaluation’ portion of this stage.stage.

Michael’s on-task behavior is increasing, but we Michael’s on-task behavior is increasing, but we

have chosen to collect a few more data points to have chosen to collect a few more data points to be sure.be sure.

For now, though, it looks like our original goal of For now, though, it looks like our original goal of 80% for Michael might be a little high, and we 80% for Michael might be a little high, and we are shifting our focus to making maintaining any are shifting our focus to making maintaining any incremental gains.incremental gains.

Session 4: Session 4: Implementation/Evaluation (Cont.)Implementation/Evaluation (Cont.)

The timer isn’t dramatically changing the The timer isn’t dramatically changing the percentage of time on-task of Michael’s percentage of time on-task of Michael’s classmates, but it isn’t hurting either. We are classmates, but it isn’t hurting either. We are considering tweaking the intervention in hope of considering tweaking the intervention in hope of maximizing its effects for both groups.maximizing its effects for both groups.

Mrs. O’Neal and I have also discussed Mrs. O’Neal and I have also discussed collecting data for this intervention during collecting data for this intervention during different subjects/times of the day to gauge different subjects/times of the day to gauge generalization and to also see if it might be generalization and to also see if it might be beneficial to use it all day long.beneficial to use it all day long.

Data Collection Procedures:Data Collection Procedures:• On-task behavior was assessed by the On-task behavior was assessed by the

classroom teacher using a ‘Motivaider’ worn classroom teacher using a ‘Motivaider’ worn on her belt set to vibrate every 3 minutes as a on her belt set to vibrate every 3 minutes as a reminder to record the students’ behavior. reminder to record the students’ behavior.

• When the ‘Motivaider’ vibrated, the teacher When the ‘Motivaider’ vibrated, the teacher was instructed to look at the student, mark a was instructed to look at the student, mark a plus sign if he was on-task and a minus sign if plus sign if he was on-task and a minus sign if not. She was to then immediately look at a not. She was to then immediately look at a different same-sex peer do the same ‘+/-’ different same-sex peer do the same ‘+/-’ recording procedure.recording procedure.

Data Collection Procedures (cont.)Data Collection Procedures (cont.)

• The number of observations varied on the length and The number of observations varied on the length and nature of the mathematics lesson.nature of the mathematics lesson.

• For each observational day, the total of ‘+’ signs For each observational day, the total of ‘+’ signs recorded were totaled and then divided by the total recorded were totaled and then divided by the total number of observations, ‘+’ and ‘-’ to come up with number of observations, ‘+’ and ‘-’ to come up with the percent of time on-task.the percent of time on-task.

• This procedure yielded a percentage for both the This procedure yielded a percentage for both the student and class. 4 days of baseline and 3 days of student and class. 4 days of baseline and 3 days of intervention data were collected.intervention data were collected.

Data Collection Procedures (cont.)Data Collection Procedures (cont.) To test our original hypothesis that his off-task To test our original hypothesis that his off-task

behavior was escape-maintained, we chose to behavior was escape-maintained, we chose to provide a task during one of the intervention provide a task during one of the intervention days during which Michael and the class were days during which Michael and the class were explicitly told how much time they had to explicitly told how much time they had to complete it (i.e. “when the hand touches the 4”, complete it (i.e. “when the hand touches the 4”, etc.) etc.) manipulation check.manipulation check.

This continued throughout the activity, so the This continued throughout the activity, so the students weren’t left guessing how much time students weren’t left guessing how much time would pass before they could start the next would pass before they could start the next activity.activity.

Data Collection Procedures (cont.)Data Collection Procedures (cont.)• It is also important to mention that interobserver It is also important to mention that interobserver

agreement data was collected during three of the sessions agreement data was collected during three of the sessions (2 baseline/1 intervention). (2 baseline/1 intervention).

• Because this study wasn’t looking at a single, specific, Because this study wasn’t looking at a single, specific, discreet behavior, traditional agreement procedures discreet behavior, traditional agreement procedures weren’t employed (i.e., calculating it by dividing the weren’t employed (i.e., calculating it by dividing the number of agreements by the number of agreements plus number of agreements by the number of agreements plus disagreements times 100.) For the purpose of this study, disagreements times 100.) For the purpose of this study, agreement was calculated by determining the average agreement was calculated by determining the average percentage difference in their observations of on-task percentage difference in their observations of on-task behavior. behavior.

Intervention Procedures.Intervention Procedures.• At the conclusion of the baseline data collection, the At the conclusion of the baseline data collection, the

teacher wanted an intervention that would help the teacher wanted an intervention that would help the student manage his behavior and be aware of how much student manage his behavior and be aware of how much time he had to complete an assignment. time he had to complete an assignment.

• The teacher had used the timer several years before, and The teacher had used the timer several years before, and reported that it was very easy and worked out well for the reported that it was very easy and worked out well for the student. The previous time, though, it sat on the student’s student. The previous time, though, it sat on the student’s desk. This time we chose not to put any undue attention desk. This time we chose not to put any undue attention on the student, and felt that placing it for all to see had on the student, and felt that placing it for all to see had the potential of helping other students develop self-the potential of helping other students develop self-management skills as well.management skills as well.

Intervention Procedures (cont.)Intervention Procedures (cont.)• The timer was made for students who cannot tell time—The timer was made for students who cannot tell time—

which is perfect for many second graders. It had a red which is perfect for many second graders. It had a red and white face. The red portion demonstrated the time and white face. The red portion demonstrated the time left, and the teacher could set it to the length of the left, and the teacher could set it to the length of the assignment. This was helpful since the lessons and assignment. This was helpful since the lessons and activities varied from day to day.activities varied from day to day.

• When introducing the timer, the teacher explained it’s When introducing the timer, the teacher explained it’s purpose on a level that the students could understand. purpose on a level that the students could understand. She also pointed to it and reminded the kids of its She also pointed to it and reminded the kids of its presence before each assignment or activity transition presence before each assignment or activity transition during the math class. She would alert the students to during the math class. She would alert the students to look at it was the time was running out to remind them look at it was the time was running out to remind them to attend to the timer. to attend to the timer.

Intervention Procedures (cont.)Intervention Procedures (cont.)• The timer was placed conspicuously for all to see, and The timer was placed conspicuously for all to see, and

the students seems excited by it and proud when they the students seems excited by it and proud when they could finish before time ran out. The students were also could finish before time ran out. The students were also observed looking up from their assignments to check observed looking up from their assignments to check their progress against the timer.their progress against the timer.

• The teacher continued the same data collection The teacher continued the same data collection procedures when the timer was present. She commented procedures when the timer was present. She commented liking the timer, because it freed her to teach and liking the timer, because it freed her to teach and engaged the students to monitor their own behaviors. engaged the students to monitor their own behaviors. She also stated that she could see herself continuing it in She also stated that she could see herself continuing it in the future if successful.the future if successful.

Session 5: Termination.Session 5: Termination. We have not yet terminated our consultation for We have not yet terminated our consultation for

the reasons previously discussed.the reasons previously discussed.

This will probably occur once we are both This will probably occur once we are both convinced that the intervention is working to its convinced that the intervention is working to its fullest potential. fullest potential.

Mrs. O’Neal is already confident in Mrs. O’Neal is already confident in implementation and data collection procedures.implementation and data collection procedures.

Consultation Outcome Data.Consultation Outcome Data.Time On-Task

0

10

20

30

40

50

60

70

80

90

100

Sessions

%

Series1 84.6 82.3 76.9 85.7 100 86.6 82.3 85

Series2 46.1 35.2 69.2 50 50 33.3 52.9 65

1 2 3 4 5 6 7 8

Baseline 1InterventionB-2

M.C

Consultation Outcomes.Consultation Outcomes. Michael’s on-task behavior has not increased Michael’s on-task behavior has not increased

significantly in response to the intervention.significantly in response to the intervention.

The two most recent data points, though, show an The two most recent data points, though, show an upward trend in Michael’s on-task behavior. The on-upward trend in Michael’s on-task behavior. The on-task behavior of his classmates has increased slightly as task behavior of his classmates has increased slightly as wellwell

Because of these, Mrs. O’Neal and I have chosen to Because of these, Mrs. O’Neal and I have chosen to record some more data before overhauling the record some more data before overhauling the intervention or making any drastic changes.intervention or making any drastic changes.

Consultation Outcomes (cont.)Consultation Outcomes (cont.) Overall, a strong consultative relationship has Overall, a strong consultative relationship has

been forged with Michael’s teacher, and as a been forged with Michael’s teacher, and as a result, we committed to work together until we result, we committed to work together until we find something that really works for him.find something that really works for him.

We are at a point where some aspects of the We are at a point where some aspects of the intervention may need tweaked, or we may intervention may need tweaked, or we may eventually need to try another intervention. eventually need to try another intervention. Right now, we have decided to monitor the Right now, we have decided to monitor the results of the current intervention for a little results of the current intervention for a little while longer to see if his on-task behavior while longer to see if his on-task behavior continues to increase.continues to increase.

Evaluation.Evaluation. The teacher has given me good ratings and positive The teacher has given me good ratings and positive

feedback on efforts, my guidance, and the results thus far. feedback on efforts, my guidance, and the results thus far. I would not be surprised if we work together on another I would not be surprised if we work together on another consultation case before the end of the school year.consultation case before the end of the school year.

I feel that we chose an intervention that was acceptable to I feel that we chose an intervention that was acceptable to her and hand a real opportunity to positively affect her and hand a real opportunity to positively affect Michael’s behavior—even though we need to make some Michael’s behavior—even though we need to make some slight adjustments.slight adjustments.

I feel that I have done a good job in guiding the Mrs. I feel that I have done a good job in guiding the Mrs. O’Neal but giving her the reigns. She was not shy about O’Neal but giving her the reigns. She was not shy about contributing and speaking up when she felt something contributing and speaking up when she felt something would not work.would not work.

Evaluation.Evaluation.

The best evaluation, though, will come as The best evaluation, though, will come as Michael’s percentage of behavior of on-task Michael’s percentage of behavior of on-task behavior continues to increase.behavior continues to increase.

For my first ‘real’ consultation case, I am very For my first ‘real’ consultation case, I am very pleased with the role I played and the progress pleased with the role I played and the progress I have made since the entry session.I have made since the entry session.

Recommendations.Recommendations. One recommendation I have for myself is to One recommendation I have for myself is to

what the words I use more closely. I need to what the words I use more closely. I need to continue to cut out phrases like: “maybe, um, continue to cut out phrases like: “maybe, um, sort of, kind of, and might”.sort of, kind of, and might”.

Another challenge is to keep it formal. It is Another challenge is to keep it formal. It is easy to get to know your teacher so well that easy to get to know your teacher so well that you start of converse about personal things. I you start of converse about personal things. I think I did a good job of steering clear of this, think I did a good job of steering clear of this, but I can see how it could go downhill and I but I can see how it could go downhill and I could come off as more of a student than a could come off as more of a student than a fellow professional.fellow professional.

Recommendations.Recommendations. To further keep Michael’s mom in the loop, I To further keep Michael’s mom in the loop, I

wish that I would have devised a way to send wish that I would have devised a way to send home a report of his progress. As his numbers home a report of his progress. As his numbers continue to increase, I might still do this.continue to increase, I might still do this.

I might also suggest additional alterations in I might also suggest additional alterations in the intervention as results from his formal the intervention as results from his formal evaluation trickle in. This way, we can better evaluation trickle in. This way, we can better account for skill deficits and other special account for skill deficits and other special needs he might have.needs he might have.

Any Questions??Any Questions??

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