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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.cpsk12.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.
Aspects of Classroom and Learners
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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
his head, chin and ears; I am hoping that the stretching and relaxation techniques will prove beneficial
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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
may be inherently motivating and naturally reinforcing to individuals with autism by virtue of the visual
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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 minilessons. 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
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
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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
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
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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
Student 1
Student 2
Student 3
Student 4
Student 5
Self-Stimulatory/Aggressive Behaviors Observed

Physically aggressive when upset

Hits and slaps instructional assistants and teacher

Shouts “No” when being told what to do

Limited eye contact

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

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

Sudden verbal outbursts

Manipulates schedule so that he can get on computer

Screams/bangs on floor when he does not get computer

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.
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.
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Standard - Reading: Reading Process: Concepts of Print, Comprehension Strategies and SelfMonitoring 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
behavior and decrease off-task and aggressive behaviors. In addition to the physical activity,
students will also be taught alternatives to aggressive behavior.)
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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
Student 1
Student 2
Student 3
Student 4
Performance
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.
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 participated independently Monday-Friday without any assistance. Does
require some prompting to get back on task and stay focused.
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
Verbal
Bullying
Covert
Examples















Hurtful statements
Calling names/insulting
Verbally teases
Verbally threatens
Breaks things
Takes things from others
Crowds others
Charges at others
Hits others with objects
Shoves or pushes others
Makes faces
Broods or pouts
Denies bad behavior
Makes excuses
Glares at others
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Hostility
Physical
Non-algorithm




















Resentful
Hot-headed
Shouts at others
Gets mad when caught
Reacts impulsively
Pinches others
Bites others
Scratches others
Trips others
Head-butts others
Hits others
Pulls others hair
Inappropriate touching
Intimidates others
Headlocks
Threatening gestures
Takes offense easily
Spits
Chokes others
No care for others’ feelings
Behaviors Displayed by student (remember to note the aggressive
behavior and brief description
Table 3: Data Collection Sheet used to Record Aggressive Behaviors
Student Name: __________________________________________________
Week
_____
1.
2.
3.
4.
5.
6.
7.
8.
9.
Monday
Tuesday
Wednesday
Thursday
Friday
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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
Student 1
Student 2
Student 3
Student 4
Performance
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.
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.
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.
This student has shown an overall decrease in the amount of selfstimulation 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:
Exceeding Standard
Follow simple directions
in daily routines using
text or picture symbol
sequences. (A, E)
Student 1, Student 2,
Student 4
Student 3
Goal 2: Decrease in Aggressive Behavior (after one week of intervention)
Far Below Standard
Approaching Standard
Meeting Standard:
Exceeding Standard
Decrease in overall
aggressive behaviors
exhibited throughout
the day.
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
Student 1
Student 2
Student 3
Student 4
Student 5
Self-Stimulatory/Aggressive Behaviors Observed

Physically aggressive when upset

Hits and slaps instructional assistants and teacher

Shouts “No” when being told what to do

Limited eye contact

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

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

Sudden verbal outbursts

Manipulates schedule so that he can get on computer

Screams/bangs on floor when he does not get computer

Apraxic, has difficulty finding words to convey message

Puts hand down his pants as self-stimulator behavior
14

Inappropriate touching of student teachers and IA’s
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 easyto-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
1 “Stretch and
Warm Up ” - standing
Activities within Module
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)
15
2. Sit and bounce on large medicine ball (x 5)
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)
16
Group 1: Jay and Timmy
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
Expectations
Actions
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
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.
Assist students
with logging
onto assigned
website for the
day. Make sure
that students
remain on
chosen website.
Transition
students off of
computer.
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.
Work with
student 1:1
on creating
sight words
with
magnetic
letters, read
through
words with
student.
Move onto AZ leveled
reading
books.
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.
17
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.
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.
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.
Prompting
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.
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.
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.
18
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
Student 1
Student 2
Student 3
Student 4
Performance
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.
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 participated independently Monday-Friday without any assistance.
Does require some prompting to get back on task and stay focused.
Student momentarily focuses on video; does not seem interested in completing
the exercises. This student also requires physical prompting from behind to
complete activity.
The following table will outline behaviors seen over the duration of the first week of intervention:
Student
Student 1
Student 2
Student 3
Student 4
Performance
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.
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.
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.
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
19
Student
Student 1
Student 2
Student 3
Student 4
Performance
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.
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 participated independently Monday-Friday without any assistance. Does require
some prompting to get back on task and stay focused.
Student momentarily focuses on video; does not seem interested in completing the
exercises. This student also requires physical prompting from behind to complete activity.
Week 2 – Intervention Phase
Student
Student 1
Student 2
Student 3
Student 4
Performance
Monday – student does not participate at all, only wants to bounce on ball
Tuesday and Wednesday – student participates independently without any prompting or
redirection
Thursday – only wants to complete activities on ball
Friday – somewhat independent, needed prompting
Monday-Thursday – student needs constant prompting, teacher has to provide physical
prompting from behind for this student
Friday – student participates independently for the first time, student did require some
prompting and redirection but he tuned into the video for its duration
Student participated independently Monday-Friday without any assistance. Does require
some prompting to get back on task and stay focused.
Monday - student did not participate because he came into school giggling and screaming
which is an antecedent behavior to a meltdown
Tuesday – came into school giggling again, needed adult supervision to participate, adult
provided constant physical support from behind
Wednesday – student is independent with some adult supervision
Thursday – student participates independently
Friday – 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
20
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
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
Student 1
Student 2
Student 3
Student 4
Performance
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.
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 participated independently Monday-Friday without any assistance. Does
require some prompting to get back on task and stay focused.
Student momentarily focuses on video; does not seem interested in completing the
exercises. This student also requires physical prompting from behind to complete
activity.
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
Student 1
Student 2
Student 3
Student 4
Performance
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.
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.
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.
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
Student 1
Student 2
Student 3
Student 4
Performance
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. WednesdayFriday 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.
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 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 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
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 during the final (fourth) week of
intervention:
Student
Student 1
Student 2
Student 3
Student 4
Performance
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.
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.
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 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
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
25
Student 1, Student 2,
Student 4
Student 3
Goal 2: Decrease in Aggressive Behavior (after one week of intervention)
Far Below Standard
Approaching Standard
Meeting Standard:
Exceeding Standard
Decrease in overall
aggressive behaviors
exhibited throughout
the day.
Student 1
Student 4, Student 3,
Student 2
Analysis of Student Work Related to Academic Content Standards (Post-Assessment)
Goal 1: Participating in PAR
Far Below Standard
Approaching Standard
Meeting Standard:
Exceeding Standard
Follow simple directions
in daily routines using
text or picture symbol
sequences. (A, E)
Student 2, Student 4,
Student 1
Student 3
Goal 2: Decrease in Aggressive Behavior (after one week of intervention)
Far Below Standard
Approaching Standard
Meeting Standard:
Decrease in overall
aggressive behaviors
exhibited throughout
the day.
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.
27
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)
Goal 1: Participating in PAR
Far Below Standard
Approaching Standard
Meeting Standard:
Exceeding Standard
Follow simple directions
in daily routines using
text or picture symbol
sequences. (A, E)
Student 2, Student 4,
Student 1
Student 3
Goal 2: Decrease in Aggressive Behavior (Post-Assessment)
Far Below Standard
Approaching Standard
Meeting Standard:
Exceeding Standard
Decrease in overall
aggressive behaviors
exhibited throughout
the day.
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.
Date
4/29/2011
4/28/2011
4/27/2011
Baseline
4/26/2011
50
4/25/2011
4/24/2011
4/23/2011
4/22/2011
4/21/2011
4/20/2011
4/19/2011
4/18/2011
4/17/2011
4/16/2011
4/15/2011
4/14/2011
4/13/2011
4/12/2011
4/11/2011
4/10/2011
4/9/2011
4/8/2011
4/7/2011
4/6/2011
4/5/2011
Number of Aggressive Behaviors Exhibited (per school day)
29
Table 7: Student 1 Progress Toward Goal
Student 1 Aggressive Behavior Chart
45
Intervention
40
35
30
25
Goal 20 by 4/29
20
15
Student 1 Baseline
10
Student 1 Goal Line
Student 1 Intervention
5
Linear (Student 1 Aimline)
0
30
Table 8: Student 2 Progress Toward Goal
Student 2 Aggressive Behavior Chart
Number of Aggressive Behaviors Exhibited (per school day)
35
Interventio
Baseline
30
25
Goal of 10 by 4/29
20
Student 2 Baseline
15
Student 2 Goal Line
Student 2 Intervention
10
Linear (Student 2 Aimline)
5
4/29/2011
4/28/2011
4/27/2011
4/26/2011
4/25/2011
4/24/2011
4/23/2011
4/22/2011
4/21/2011
4/20/2011
4/19/2011
4/18/2011
4/17/2011
4/16/2011
4/15/2011
4/14/2011
4/13/2011
4/12/2011
4/11/2011
4/10/2011
4/9/2011
4/8/2011
4/7/2011
4/6/2011
4/5/2011
0
Date
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 evidencebased 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.
31
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
32
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
33
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!
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