A Note from the Director:

How do we measure student success? No Child Left Behind mandates that we measure academic success by improvements in testing scores. Behavioral success can be measured on a school-wide basis by reductions in office discipline referrals and suspensions, and fewer students in highly restrictive environments. Individual student behavioral success can also be measured by fewer suspensions, but some students who have not received suspensions are also in need of behavioral improvements. Success for these students can be measured by reductions in the frequency, duration, or magnitude of the behaviors. In this issue of ISRC Review, we are pleased to share with you some stories of student behavioral success. ISRC team members work with both educational teams and families to support the behavioral needs of students in Illinois who are Deaf and Hard of Hearing. With some students we celebrate success, even when the changes are small. For other students, small changes in the environment can lead to bigger changes in student behavior, which is something we can all celebrate.

Cheri Sinnott, LCSW

ISRC Director

Illinois Service Resource Center Serv ing Deaf/ Hard of Hear ing S tudent Behav iora l Needs

A T e c h n i c a l A s s i s t a n c e C e n t e r o f t h e I l l i n o i s S t a t e B o a r d o f E d u c a t i o n 8 4 7 - 5 5 9 - 8 1 9 5 V o i c e 8 4 7 - 5 5 9 - 9 4 9 3 T TY 8 0 0 - 5 5 0 - 4 7 7 2 H e l p l i n e ( 2 4 H o u r )

Em a i l : i s r c@ i s r c . u s I n t e r n e t s i t e : www . i s r c . u s

Winter 2009 Edition

Review

Data Collection, Graphing Templates On ISRC Website

Behavioral data collection can be both a frustration and a challenge for many educators. First there is the issue of actually collecting the data. For many educators it is challenging to collect data and teach at the same time. Next is the issue of what to actually do with the data once it is collected, that is, turn it into something meaningful. Behavioral specialists recommend a variety of means for data collection. To begin with, be very specific in defining the target behavior. Three different observers should all be able to agree on whether or not the behavior occurred. Next is the issue of recording the behavior. If it is too challenging to mark on paper while teaching, some teachers put some coins or small items in a pocket and move one of the items to another pocket each time the behavior is observed. At the end of the period the information can be transferred to the data collection form. ISRC has provided a data collection template which will help educators identify the days and times in which the target behavior is present. Rather than allowing these pages to accumulate week after week, the data can be entered in the ISRC Behavioral Data Graphing Template, and converted into graphs depicting the days and times when the behaviors were present. Both the ISRC Behavioral Data Collection Template and the ISRC Behavioral Data Graphing Template are available on the downloads page of the ISRC website at www.isrc.us For students who are deaf or hard of hearing, ISRC is available at no cost for onsite Data Collection Coaching.

In This Issue Page 2. Teachers Shares Story Of Student Success Page 3. TeMPR Leads To Behavioral Improvement Page 3. ISRC Posts Second Online Training Module

“I have a student who is very impulsive and it is quite difficult to manage his behavior. My teaching team uses a check-in and check-out plan for this student. He has a chart of behavior rules which we read together every morning at check-in time. There is a point system box on the bottom of the chart. His interpreter brings a copy of the rules to all of his mainstream classes, in case he needs a reminder during the day. Then before he leaves for home, the interpreter and I go over the check-out sheet with all the rules listed again, and a place for us to give him the points he has earned for the day. He tells us how many points he deserves, and he is usually pretty honest about it. I keep a record of his daily points, and we send the check-out sheet home to mom every day. He receives a prize when he has earned 100 points. I won't say things are perfect yet, but I do feel like we are seeing some improvement in his behavior.”

Kathy’s story reminds us that a successful intervention can result in a decrease in behavior, but may not eliminate the behavior entirely. A member of the ISRC technical assistance team provided coaching in the development of this student’s intervention. Check In Check Out is considered a Tier 2 intervention in the Response to Intervention model. For additional information, see the book The

Behavior Education Program: A Check-

In, Check-Out Intervention for Students

at Risk by Leanne Hawken, available from the ISRC library.

Number Of Days Per Week That

Student Met Behavioral Expectations

0

1

2

3

4

5

6

Week 1

Week 3

Week 5

Week 7

**

Week 9

Week 1

1**

*

Week 1

3

MetExpectations

* = Number ofAbsences

- ISRC Review Page 2 -

Teacher Shares Story Of Successful Student Improvement The following story was shared with ISRC by Kathy Condron, Teacher of Deaf and Hard of Hearing 2nd, 3rd, and 4th graders for Eisenhower Special Education Cooperative:

Days Per Week That Student

Displayed Inappropriate Behavior

0

1

2

3

4

5

6

Week 1

Week 3

Week 5

Week 7

**

Week 9

Week 1

1**

*

Week 1

3

OneWarning

More than 2Times

* = Numberof Absences

Use Of TeMPR Leads To Behavioral Improvement The Illinois Service Resource Center provides individual student technical assistance at no cost for students who are deaf and hard of hearing. The Teach, Model, Prompt and Reinforce (TeMPR) model has been effective with many students. One student who demonstrated behavioral improvement with this model was spitting, biting, and grabbing other students and staff. Also, he was frequently rolling himself on the floor and refusing to get up. The team determined that attention was the primary function of the student’s behavior, and a plan was implemented to teach an alternate behavior of vocalizing for the spitting. The student was taught to use his voice and touch his throat when requesting attention. Team members understood that the vocalizations could be louder in the beginning than would be acceptable in the future. After the behavior was initially taught, the student was shown a picture of himself spitting with an X over it. This was discontinued after a few days. The replacement behavior was modeled and practiced by using voice and touching the throat. The student was prompted hourly with reminders. The student was reinforced frequently with High Fives for intervals of no spitting. After each activity, if there was no spitting, the student was allowed to select from his choice menu After two weeks, ISRC received the following e-mail from the teacher: “During workshop 8th period, (the student)’s job is to collect the recycling. I was doing (the student)’s job with him on Friday and he was upset that he was not working with his one on one. When we reached the elevator, he dropped to the floor. Fortunately, it was the middle of a period and there was no one in the hall. For a bit I ignored him and simply pressed my own hand to my throat without looking at him. After about 10 minutes he started vocalizing more, so I went over and said, "I heard you!" and modeled the throat touching behavior. We did that back and forth for about a minute and then I asked if he was ready to stand up. He said yes and he did! The whole episode took no more than 15 minutes, which is a drastic change from before.”

- ISRC Review Page 3 -

New Online Training Module Available The Illinois Service Resource Center has posted a second online training module for educators and parents interested in Autism Spectrum Disorders and Deafness. The first module, Classroom Accommodations for Students Who Are Deaf and

Hard of Hearing, is also available. Both training modules include a quiz and a selection of CPDU activities. Participants can earn between 3 and 5 CPDUs, depending on the number of activities they complete. “Autism” includes a video and “Accommodations” includes a voice-over PowerPoint with a script to read along. The training modules are free. For more information visit www.isrc.us and select Training.

Trivia Question

Who was the most recent Deaf

scientist to win a Nobel Prize?

The first person to respond correctly via phone at 847-559-8195 or via e-mail at isrc@isrc.us will win a $25 gift certificate to Walmart for educational materials

***Congratulations to Mary Lidster of Welsh School in Rockford for being the first to respond correctly to the Fall 2008 trivia question:

Who was the first Deaf president of a University in the United States?

I. King Jordan was the first deaf president of a U.S. University in 1988 at Gallaudet University, following the Deaf President Now movement initiated by students.

ISRC Team Cheri Sinnott, LCSW Director Dr. Steve Vaupel HI Behavior Specialist Dr. Daniel Friedman HI Behavior Specialist Raven Emeritz HI Behavior Specialist Dr. Jim Vanderbosch Consulting Psychologist

Ellen Kaiser Librarian

Josh Pryor Data Specialist Tracy Masri Admin. Assistant Barbara Sims ISBE Consultant

ISRC fiscal agent - Center on Deafness

Data Graphing ServiceNow

Available For Deaf Students The Illinois Service Resource Center, as part of the Data Collection Coaching service, is now able to create graphs of behavioral data collected on students with a hearing loss. Often, collected data is compiled in a folder or binder, and is not aggregated in a meaningful way. By creating graphs which depict behavioral changes, educators, students, and families can track student progress and make data based decisions on the appropriateness of interventions. For more information contact ISRC at 847-559-8195.

Learn more about services and resources available from the ISRC www.isrc.us

Behavioral Data Graphing Template

• Go to www.isrc.us, select Downloads, and select Data Graphing Template.

• Select Total Incidents Per Week, Incidents by Day, or Incidents by Time.

• When the graph is open, double click on the graph and a data entry screen will appear.

• Replace “Behavior 1” with the name of the behavior being tracked. The second behavior could be the number of times the student utilized a replacement behavior. If there is no data collected on replacement behaviors, Behavior 2 can be deleted.

• Enter data collected each week from the form on the reverse side of this pinup.

• Enter correct Start and End Dates.

• Enter Student Name.

• Use the customized data graphs for data-based decision making.

Total Incidents Per Week

Student Name

012345678

Week

1

Week

2

Week

3

Week

4

Week

5

Behavior 1

Behavior 2

Number of Incidents by Day

(Start Date – End Date)Student Name

012345678

Mond

ay

Tuesday

Wed

nesd

ay

Thurs

day

Frida

y

Behavior 1

Behavior 2

Number of Incidents by Time (Start Date – End Date)

Student Name

0123

456

8:00

-9:0

0

9:00

-10:

00

10:0

0-11:

00

11:0

0-12

:00

12:0

0-1:

00

1:00

-2:0

0

2:00

-3:0

0

Behavior 1

Behavior 2

Functional Behavioral Assessment – Data Collection

Student Name_______________ Date Started____________ Target Behavior Definition (include description, magnitude and duration) ___________________________________________________________________________________________________________________________________________________________________________ _________________________________________________________ Monday Tuesday Wednesday Thursday Friday 8-9

9-10

10-11

11-12

12-1

1-2

2-3

3-4

Provided by the Illinois Service Resource Center

Serving deaf/hard of hearing student behavioral needs

A Technical Assistance Center of the Illinois State Board of Education