Answer Slides for PTR
Paris Operational Definitions
• Call-outs: Any time Paris talks out loudly (to whole class or
nearby peer) or makes loud noises (everyone in the
classroom can hear) without raising her hand
• Engaged Time: In her seat and actively working (eyes
and/or hands on materials) on her assigned task or actively
participating in group instruction (orally answering
questions or writing responses related to the lesson
• Complete assignments: Assignments completed and done
accurately and legibly (Standard—any adult would be able
to correctly decipher Amanda’s writing and marks)
• Raising hand: Raising her hand to ask for help and waiting
for the teacher/adult to respond without making loud
noises or calling out
Paris Behavior Rating Scale
Behavior
Call-Outs
>1 per assignment
1 per assignment
1 assignment with 0
2 assignments with 0
No callouts
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
Engagement
(Independent
work time &
math)
80-100%
60-79%
50-59%
25-49%
<25%
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
Work
Completion
100%
51-99%
50%
25-49%
<25%
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
Raising Hand to
Ask for Help
(postintervention)
100%
51-99%
50%
1-49%
0%
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
Given 60 seconds, use 4 straight lines to
connect all of the dots without lifting
your pen
Appropriate
Inappropriate
Paris—Step 3: PTR Assessment Possible Hypotheses
When….
Student will….
As a result…
Paris is (a) working on
independent and/or nonpreferred tasks that involve
paper-pencil (b) transitioning to
a non-preferred activity, and (c)
involved in large or small group
teacher led instruction. This is
more likely to occur when Paris
is fatigued.
Call out, become
disengaged, and
not complete her
work (or rushes
through task)
Paris gets: (a) attention
from peers and adults
(b) expedites the end of
a non-preferred activity
to gain access to a
preferred one
Paris is (a) working on
independent and/or nonpreferred tasks that involve
paper-pencil (b) transitioning to
a non-preferred activity, and (c)
involved in large or small group
teacher led instruction. This is
more likely to occur when Paris
is fatigued
Raise her hand for
attention, be
engaged, and
complete work
Paris gets: (a) attention
from peers and adults
(b) expedites the end of
a non-preferred activity
to gain access to a
preferred one
Case Study—Step 4: PTR Intervention
Prevent
Strategies
Specific Strategy steps
Environmental Paris will be provided a visual checklist that will list her tasks
Support
needing to be completed during independent work time. Paris will
check off (a) completion, and (b) neatness.
1.
2.
3.
4.
5.
6.
7.
Before independent work time, the teacher will give Paris a choice of visà-vis color pen to write down her tasks
The teacher will review “Complete” and “Neat” tasks with Paris and how
Paris will self-evaluate.
The teacher and Paris will determine the number of checks Paris will
need to have to earn her choice reinforcer activity.
The teacher will review with Paris how to determine she is finished and
use her vis-à-vis pen to check that the task is complete and neat.
The teacher will review how Paris will first make eye contact with the
teacher and then raise her hand after she has completed all tasks..
The teacher will indicate that she has seen her hand (hold up popsicle
stick) and either go over immediately or indicate to Paris to ‘wait’.
The teacher will provide Paris feedback on her self-evaluations of
completeness and neatness, and if the teacher agrees with the feedback,
release Paris to a chosen reinforcer activity
Prevent
Strategies
Choicemaking
Specific Strategy steps
Paris will be provided choices of reinforcers to work toward and choice
of vis-à-vis pen for writing down her tasks.
1.
2.
3.
4.
5.
6.
7.
A choice-board will be made from which Paris will select her preferred
reinforcing activities.
Each morning, upon entering the room, The teacher will show Paris pictures
of five preferred activities: (a) Computer in Mrs. S’s room; (b) Listening
center; (c) Reading or helping the kindergarten class; (d) Visit the office; (e)
Play literacy game with peer
The teacher will ask Paris to select the 2 activities that she would like to
have placed on her personal choice board kept near her desk-”Which two
do you like today?”
Before independent work time, the teacher will ask Paris “Which color vis-àvis pen do you want?”.
The teacher will give Paris her checklist and ask Paris to write her tasks
down on the checklist using the vis-à-vis pen.
After Paris writes her tasks, the teacher will present the two activities Paris
selected earlier and ask, “Which one do you want to earn for doing
complete and neat work?”
The teacher will prompt Paris to place the picture on her check-sheet and
remind her that this will take the place of one non-preferred activity for 20
minutes, “Show me where you will put your picture. You can do this instead
of ____.”
Teach
Strategies
Replacement
Behavior:
Alternate
Skill-Raising
Hand
Specific Strategy Steps
Replacement behavior: Raising hand to ask for help or attention
Paris will be taught how and when to raise her hand. The
teacher will visually scan the room once every 10 seconds to
make sure she notices when Paris raises her hand.
A. Independent Work Time—Pre-implementation (Pre-teaching)
1.
Initially (first couple of days implementing the intervention), the teacher will
review with Paris when and how to raise her hand during independent work
time. The teacher will instruct Paris how to determine she needs help and
how to raise her hand to get help. “Paris, when you come to a problem that
you are not sure how to do or you need help to find the answer, you will first
look to see where I am and look in my direction being very quiet. Let me
show you how I do it. (model). Now you practice.” (have Paris practice and
verbally praise accurate performance or provide another change to model
and practice if Paris does not do it correctly). “I am going to be looking over
around the room a lot so that I will see you. As soon as you see me looking
your way, you will raise your hand straight up in the air and no sounds/wordslike this (model). “Let me see you do it.” (Have Paris demonstrate-praise for
correct performance. If Paris does it incorrectly, model again and provide
another practice opportunity). **This step can be gradually faded after the
first few days.
Teach
Strategies
Replacement
Behavior:
Alternate
Skill-Raising
Hand
Specific Strategy Steps
Replacement behavior: Raising hand to ask for help or attention
Paris will be taught how and when to raise her hand. The
teacher will visually scan the room once every 10 seconds to
make sure she notices when Paris raises her hand.
A.
Independent Work Time—Pre-implementation (Pre-teaching)
2.
When pre-teaching, explain to Paris when to raise her hand, how she will raise
her hand, and what will happen when she raises her hand.
The teacher will explain/demonstrate to Paris what will happen immediately
after Paris raises her hand. “When I see your hand is raised, I will let you know
how long it will be until I can get over to you. If it is one minute, I will raise one
finger up like this. If it is 2 minutes, I will raise 2 fingers up like this. Let’s
practice. Show me again how you will look over at me and raise your hand. (let
Paris demonstrate). Respond with one or two fingers up in the air. “How much
time does that mean?” Wait for Paris to respond. Provide a positive comment
if Paris responds correctly, “That’s right. What can you do quietly for one
minute/two minutes until I get over to you?” If Paris does not provide an
acceptable response, give her choices (e.g., “Could you sit quietly or draw
something while you were waiting?”
Provide one more opportunity to practice using the checklist and choices. Tell
Paris, “We’re going to pretend it is really class time. Let’s practice doing all of
this. You can earn X (choice) today!”
3.
4.
Teach
Strategies
Replacement
Behavior:
Alternate
Skill-Raising
Hand
Specific Strategy Steps
Replacement behavior: Raising hand to ask for help or attention
Paris will be taught how and when to raise her hand. The
teacher will visually scan the room once every 10 seconds to
make sure she notices when Paris raises her hand.
B. Small Group Instruction—Pre-implementation/pre-teaching
1.
2.
During Pre-teaching, the teacher will say, “When we are in reading or math
group, let’s practice how you will raise your hand. When I ask a question,
you will raise your hand like this (model hand raised straight in air, no
sounds). Your turn. (have Paris practice & provide positive comment or
model and practice again if an error is seen).
After practicing how to raise her hand, the teacher will say, “When you raise
your hand, I may not always call on you. Raising your hand is very important
even if I don’t call on you. This is what we will do. Each time you raise your
hand, I will either call on you or I will let you know that I see your hand by
moving a popsicle stick from one pocket to another in my apron, like this.
Let’s practice. I’m going to ask a question. Show me how you will raise your
hand.” As soon as Paris raises her hand, call on her and wait for her to
answer the question. Next say, “Let’s do it again. I’m going to ask you a
question. Show me how you will raise your hand.” AS soon as Paris raises
her hand, move a popsicle stick from one pocket to another and call on
another student (pretend student).
Teach
Strategies
Replacement
Behavior:
Alternate
Skill-Raising
Hand
Specific Strategy Steps
Replacement behavior: Raising hand to ask for help or attention
Paris will be taught how and when to raise her hand. The
teacher will visually scan the room once every 10 seconds to
make sure she notices when Paris raises her hand.
Implementation-Independent Work Time
1.
The first couple of days, at the beginning of the day go over
to Paris and review hand raising behavior.
2.
Tell Paris that you will help her remember to raise her hand.
If she calls out or makes a noise, you will hold up a popsicle
stick. You won’t say anything.
3.
Tell Paris that when she sees you hold up the popsicle
stick, she will show that she saw it by raising her hand.
4.
Tell her that the next time she raises her hand without
having to remind her with a popsicle stick, she will earn that
popsicle stick.
5.
Continuously scan the room (every 10 seconds) to make
sure that Paris’ hand raising will be seen.
Teach
Strategies
SelfManagement
Specific Strategy Steps
Paris will be taught to monitor her hand-raising behaviors.
1. A bar chart will be given to Paris to keep in a folder.
2. The teacher and Paris will talk about Paris’ hand-raising goal
that will earn her a reinforcer. Initially, it will be set at 25 hand
raises.
3. Explain to Paris that at certain times of the day, the teacher
and Paris will count her popsicle sticks. (This can be faded to
the teacher giving Paris a prompt-verbal/gesture/picture-to
count and graph her popsicle sticks independently).
3. After counting the popsicle sticks, the teacher will help Paris
(initially) graph the number of popsicle sticks she has earned.
4. At the end of the day, the teacher and Paris will review the
final number of hand raises and determine whether Paris met
her daily goal.
Reinforce
Strategies
Replacement
Behavior:
Raising Hand
Specific Strategy Steps
1.
2.
3.
4.
5.
When Paris raises her hand, the teacher will either recognize
Paris and have her ask her question, answer a question, or
make her comment.
If the teacher is teaching a group, she will indicate with her one
or two fingers how long it will be before she gets over to Paris.
Each time Paris raises her hand, she will get a popsicle stick
and verbal praise or positive gesture from the teacher.
The teacher will wear an apron (and Paris’ job will be to remind
her to wear the apron). Popsicle sticks will be kept in one
pocket. Each time Paris raises her hand and the teacher is
unable to get to Paris or have her make a comment, the teacher
will move one popsicle stick out of the holding pocket over to
another pocket in which the ‘earned’ popsicle sticks will be kept.
At the end of instructional blocks, the teacher will have Paris
count her popsicle sticks and arrange for Paris to trade them for
orange cones (magnets) to be put on the board. Each 5
popsicle sticks will earn Paris a cone.
Reinforce
Strategies
Specific Strategy Steps
Group
Contingency
1. For each 5 popsicle sticks earned, the teacher will ask Paris to trade
them in for an orange cone symbol that will be placed on the white
board visible for the entire class.
2. After 5 cones get on the board (indicating 25 hand raises), the entire
class will earn free time at the end of the day. They can go outside, see
a movie, go to the library or play games.
3. The class will be prompted to praise Paris for helping them earn free
time.
Self-Management
1. At the end of the day, Paris will record the number of popsicle sticks she
earned for her hand raising behavior.
2. If she meets her goal (25), a good note will go home to her
grandmother.
Environmental
Support
(completing task)
1. After Paris raises her hand indicating her work is completed and her
checklist is filled in, the teacher will walk over to Paris’ desk.
2. The teacher will praise Paris for completing her checklist.
3. The teacher will provide feedback on Paris’ self-evaluation.
4. If Paris meets her goal, she will be praised and released to her selected
reinforcing activity.
5. If Paris did not meet her goal, the teacher will verbally praise her for
trying and have Paris say how she could meet her goal the next day.
Reinforce
Strategies
Discontinue
Reinforcement
of Problem
Behavior
Specific Strategy Steps
If Paris calls out, the teacher will:
1.
2.
3.
4.
If Paris is looking at the teacher, the teacher will hold up a
popsicle stick as a visual cue to remind her of her hand
raising behavior. No verbal redirects will be given.
If Paris is not looking at the teacher, the teacher will say
“Paris” in a flat affect. When Paris looks at the teacher, the
teacher will hold up a popsicle stick as a cue.
The popsicle stick being held up moves into the ‘oops I
forgot’ apron pocket. Initially, Paris will be allowed 10 oops
popsicle sticks before they are subtracted from her total
earned.
If during the next opportunity, Paris raises her hand
unprompted after getting the oops stick, the teacher will
move the oops stick into the ‘earned’ popsicle pocket.
Jeff’s PTR Case
Appropriate
Inappropriate
Jeff Hypothesis
When….
he will
As a result…
Jeff is presented with demands to
start non-preferred academic
tasks, specifically independent
writing,
Walk around the He avoids/delays
room, talk to
non-preferred
and touch
tasks
peers, put his
head down, tap
his pencil, and
not initiate
writing
Jeff is presented with demands to
start non-preferred academic
tasks, specifically independent
writing
Be academically He avoids/delays
engaged and
non-preferred
independently
tasks
complete tasks
within the time
assigned
Jeff: PTR Intervention Plan Prevent
Prevent
Strategies
Description
Choice-Making Using a choice matrix, decide upon the choice that will be offered to
Jeff each day with his writing assignment. The following choices will
be rotated: (a) Within—writing tool to use (pen/pencil), color
notebook paper, color of eraser, topic; (b) Who—peer for writing
partner; (c) Where—Robin’s room, round table, desk; (d) When—
part now, part later, whole task now
Steps:
1.Right before giving the writing assignment to Jeff, decide upon
the choice to be offered.
2.Once the choice is determined, present it to Jeff by saying, “What
do you want to use for writing today? The pen or the pencil?”
3.Praise Jeff for making the choice—”Thank you for making a
choice.” and honor the choice
Jeff—Intervention Plan Prevent
Prevent
Strategies
Description
Environmental
Support
Visual Timer: Set a visual timer for the amount of time agreed upon
with Jeff to complete the writing assignment.
Steps:
1.
At the beginning of the writing period and while reviewing Jeff’s
self-management writing chart for the day, and before providing
Jeff a choice, either call Jeff to the teacher’s desk or go over to
Jeff.
2.
Discuss the goal for completing the writing assignment. Say, “I
think you can complete the assignment in ___ minutes. What
do you think?”
3.
Set the timer by saying, “Jeff, let’s see if you can beat the timer.
Today, you have ___ minutes (time from step 1) to complete the
writing. Ready, set, go.”
Jeff— Teach Intervention Plan
Teach
Strategies
Description
Incompatible
Replacement
Behavior—
Academic
Engagement
Jeff will be taught how to remain engaged on a writing assignment.
Engagement is defined as: working on a task without disrupting
by raising hand to speak, keeping pencil upright, and letting
neighbors work
Steps:
1.
Each day, divide Jeff’s writing task into 3 major sections—
starter, details, conclusion
2.
Initially, tell Jeff that for each section completed, he earns a
“dot” that he should place in the envelope hanging at the side of
his desk.
3.
Inform him that he can use the dots later to get out of work and
to get special rewards for himself and the rest of the class.
4.
Each day after giving the writing assignment to Jeff, review his
self-management checklist/dot total sheet. Review each
section of the writing assignment (step 1), his goal (time for
completion), and the academic engaged behaviors.
5.
On Monday, a weekly goal should be discussed and set.
6.
Immediately after reviewing Jeff’s goals and expected
behaviors, provide him a choice and set the timer.
Jeff—Reinforce Intervention Plan
Reinforce
Strategies
Description
Reinforce Proacademic
Replacement
Behavior—
Academic
Engagement
Jeff will be reinforced for academic engagement and meeting his daily goal
with allowable/earned escape represented by the dots. Jeff can use
his dots to get out of doing work/problems during independent work
times.
Steps:
1.
At the end of the writing period or when Jeff completes his writing
(whichever event occurs first), review Jeff’s self-management
checklist.
2.
For each behavior on the checklist, discuss with Jeff whether he
performed the activity. If yes, place a check in the box. If no, place
an “x” in the box. For each check, Jeff should be given a dot. When
reviewing, say, “Jeff, did you write a starter sentence?”… Did you
stay on task? Did you meet your goal?” When giving dots, say “Jeff,
how many checks do you have today? How many dots do you earn?”
3.
Jeff uses dots by sticking it over a problem/question he doesn’t want
to do and showing the teacher when he uses a dot. He can escape
as long as he has dots in his envelope.
4.
If Jeff uses a dot to get out of work, immediately say “You used a dot
to get out of ____. You earned it!”
5.
If Jeff meets his weekly goal, he can go to his brother’s kindergarten
class and read a book to them.
Jeff—Reinforce Intervention Plan
Reinforce
Strategies
Description
Group
Contingency
(Modified)
If Jeff meets his daily (time) goal for completing his writing
assignment within the time agreed upon, the class earns a
bonus letter toward the mystery reinforcer of the week. When
Jeff earns the class this letter, the class provides attention to
Jeff by thanking him and celebrating (clapping hands, saying
“Yeah”.
Steps:
1.
After reviewing Jeff’s self-management sheet, ask him, “Did you
meet your goal today?”
2.
If yes, “You did meet your goal. Let’s tell the class they’ve
earned a letter for the mystery reinforcer.”
3.
Tell the class, “Jeff met his goal today. We get another letter on
the board.”
4.
Prompt the class to thank Jeff (if they haven’t done so
spontaneously).
5.
If no, “You worked hard and tried. You’ll do it tomorrow!”
Jeff—Reinforce Intervention Plan
Reinforce
Strategies
Description
Discontinue
reinforcement
of problem
behavior
If Jeff gets disruptive (disengaged) during academic tasks, redirect
him to his replacement behavior.
Steps:
1.
At the first sign of Jeff starting to get disengaged, calmly walk
over to Jeff and gesture to his self-management chart by
pointing to it. Provide no or minimal verbal comments.
2.
If Jeff continues to be disengaged, calmly redirect him to use
one of his dots (if he has any) to escape. Say “Jeff, it looks as if
you need to use one of your dots to get out of some work.”
3.
If Jeff continues to be disengaged and doesn’t use one of his
dots, walk over to his desk, pick out one of his dots out of his
envelope, and say “It looks as if you need to use one of your
dots to get out of some work. Where should I put the dot?”
4.
Continue to use dots if Jeff continues to be disengaged.
5.
If all of the dots are used, calmly remind Jeff how he will earn
dots to get out of work.
Jeff Coaching/Fidelity Plan
Jeff Data