1) The author's case study work was complicated by changing students midway through and by the school year being cut short due to COVID-19.
2) With his initial student, the author's behavior intervention plan did not seem to be effective as the student became more distracted over time. It became clear the student had underlying psychological issues.
3) The author then worked with a second student who was disruptive when finished with classwork early. Their plan was to create a "cheat sheet" of extra work for the student, but they were not able to fully implement and assess the plan due to school closure.
1) The author's case study work was complicated by changing students midway through and by the school year being cut short due to COVID-19.
2) With his initial student, the author's behavior intervention plan did not seem to be effective as the student became more distracted over time. It became clear the student had underlying psychological issues.
3) The author then worked with a second student who was disruptive when finished with classwork early. Their plan was to create a "cheat sheet" of extra work for the student, but they were not able to fully implement and assess the plan due to school closure.
1) The author's case study work was complicated by changing students midway through and by the school year being cut short due to COVID-19.
2) With his initial student, the author's behavior intervention plan did not seem to be effective as the student became more distracted over time. It became clear the student had underlying psychological issues.
3) The author then worked with a second student who was disruptive when finished with classwork early. Their plan was to create a "cheat sheet" of extra work for the student, but they were not able to fully implement and assess the plan due to school closure.
1) The author's case study work was complicated by changing students midway through and by the school year being cut short due to COVID-19.
2) With his initial student, the author's behavior intervention plan did not seem to be effective as the student became more distracted over time. It became clear the student had underlying psychological issues.
3) The author then worked with a second student who was disruptive when finished with classwork early. Their plan was to create a "cheat sheet" of extra work for the student, but they were not able to fully implement and assess the plan due to school closure.
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Adam Gullen
ED 619 4/6/2020
Case Study: Behavior Intervention
My Case Study work was complicated by two factors; the first of which is that about a month into the project, I changed students. This will be discussed further in a moment. The second reason is that our school year was cut short due to the Coronavirus, which has hampered my ability to work with my second student. The student I was initially working with was changed because it became increasingly apparent to me that the student was suffering from psychological issues that were hampering his ability to focus and participate in school. My IOSIE plan for the initial student was: I: student has a severe difficulty focusing and following along in class O: student should be able to record teacher work during math class, and attempt some problems on his own S: I will sit at his table and help redirect him when he got off-task, and if need be move him to the back where we can work if he is still distracted I: my host teacher was informed of my work with the student, and the parent thanked me for working with her son E: lead to me stopping my work with the student As the weeks went on and I worked with my student, it became clear that it wasn’t a simple issue where I could effectively redirect his attention and help him with his work. It seemed the more I tried to help him, the less focused he became. Initially when I started working with him, he went from not having any of the teachers work recorded in his book, to being able to copy down maybe one problem. Quickly however, he reverted back and even with my assistance would not be able to follow along in class. He’d get agitated and want to return to playing or daydreaming, and would become unresponsive or agitated. It was clear I wasn’t helping him learn. I discussed my concerns with my host teacher, and she agreed I should change students, and we selected a different pupil for me to work with. The second student I worked with had this IOSIE plan: I: student is disruptive to class, especially when she has limited work to do O: student should have a plan for what to do when finished with classwork early S: I will redirect student and have two-way conversations with her about her behavior. I will develop a cheat sheet she can use to find work when she’s done early I: host teacher suggested the cheat sheet idea, and in discussion with the student she showed buy-in with ideas on helping to create the sheet E: I was unable to finish work due to the school closure I was excited to have a good plan in place to help my new student with her behavior. She is a very bright pupil, but can very easily make the learning environment difficult for those around her. I spent a lot of time pulling her aside to discuss her behavior when she was distracting her tablemates, and made some progress on this end. It helped that we already knew each other and had a strong rapport. Before school was closed, the student and myself were working on creating a cheat sheet that would include good options for her to work on when she finished her assignments early. She seemed excited about this, but unfortunately, we weren’t able to implement it because of the school closure. Even though my work was cut short, I do feel that the student had some improvements in her behavior. She became more aware of how her outbursts affected those around her, and it seemed that she had more “good days” where she didn’t disrupt her classmates as often. My interactions with both students were consistent with my personal philosophy. I always strove to intervene in a respectful manner that included a two-way conversation with the student. I tried my hardest not to have a “me-vs-you” situation, and really tried to create an environment that was a partnership of learning between us. With the second student I worked with, she was very much involved with planning and participating in the project, and I think both students appreciated being taken as a serious partner in their own education.
