Data-Based Instruction
Project Summer 1997Teacher: Debbie Lupnacca
Philosophy: All interactions with children incorporate respect for the individual. Teachers and students alike work together to make experiences positive in the classroom. The effective teaching practices we use include positive interactions, positive feedback, point systems, adaptations in work assigned and work environments. The effective teaching practice of explicitly teaching study skills is very important, along with celebrating progress. Children are taught to encourage, compliment, speak honestly with each other. Explicit teaching of exercises to increase brain function and to strengthen bodies were also included. In addition, fruit snacks were provided if students showed symptoms of hunger or low blood sugar.
School: The school was located in a neighborhood of a large metropolitan city in the southwestern United States. Many of the children came from troubled families who could offer little support at home for academic learning.
Class/Age/Grade: This DBI Project took place in a First grade classroom with 18 students at the beginning of the year and grew to 24 students! I was supported by an excellent aide and a student teacher who had already worked as my intern the year before. This enabled me to provide the individualized and small group teaching that is so important when children are acquiring new skills.
Description of Setting: Because so many of the children (18) were of average to low abilities, we emphasized basic skills, repetition, and behavior management designed for the whole child. At the end of May 1997 , our Kindergarten teachers identified a large number of children who were at risk for various reasons. Teachers , the LD teacher and the Psychologist were each talking to me about placing many of the more challenging ones in my class. I could see I had my hands full.
I proposed to the principal at that time that we place a large amount of these children in my class, lower the numbers and give me the aide that one child had assigned. Sean was one of these children who the Team wanted to see succeed but he needed many adaptations. The class emphasized repetition, small group instruction with the aide or myself or my saintly mother helper, and lots of solid basic skills. Each child was encouraged to progress and push himself up to his own abilities. Children were often doing different varieties of the same assignment.
Description of Learner: "Sean" was one of a group of children (6 girls and 12 boys) with average to low abilities. Sean was a child who easily became emotional. He came to first grade with few skills and little confidence. It seemed every task would bring him to angry bitter tears. Two to three times a week the outburst escalated to Sean needing to be restrained. Sean appeared to think the world was against him and often in anger would talk of violence.
Sean was a child whose emotions ruled his world. He rarely was happy or proud of himself. He needed large amounts of time and attention to get through Kindergarten skills. He had a single mother who seemed to sabotage any progress. Sean often would try to bolt from class or become completely combative. He at times needed two people to restrain him. Successful behavior interventions were our number one goal.
Academic Behaviors: It was difficult to know what his real skills were. Any attempt to assess him would result in o anger. He needed to build on his math skills and begin language skills. Sean was a perfectionist who was upset he couldn't write the way he felt he should and would often become frustrated from his penmanship alone (which after all was at a level expected for his grade level.)
Although there was no Individual Education Plan for Sean to improve his academics per se, our basic goals were to
Measuring and Monitoring the Learner's Progress: We logged Sean's behavior trying to be fair to write good as well as poor choices. We used 1 warning for off-task behaviors. And took away points if he did not comply. We also taught him to move away from other children if needed.
We used a visual point system to help him see what he was achieving. When he received five 10-point days he earned a visit to the treasure box. If he had an exceptionally good day, I often surprised him with a visit to the treasure box.
Instructional System (Antecedents/Consequences of the Academic Behavior): The classroom environment is created to provide children with a belief in themselves. We cheer for each child who reaches their points. We make compliments to one another as we read our journals. We are allowed to see ourselves reflected in the room.
Activities are designed to provide appropriate learning experiences . Adaptations are a regular part of their lives. The consequence of negative choices are time to reflect away from the group, possible loss of points, or loss of free choice in the day. Personally , I need to watch for unnecessary distractions. I have a tendency to want to fill up the space or quiet with music, art, stimulation. I am learning to stop, put less on the walls, let it be quiet, to be more quiet at appropriate times. I have watched children who were previously working become distracted because I just was oohing and aaahing over another child too loudly!
Antecedents: I need to make sure the tasks are appropriate and explained ined well. I design seating to give each child the best view and workspace for t hem. I create areas where children work by themselves if needed by their request or mine. I can also be provide quick , direct feedback
Consequences: I think consequences must change as needed for individual. Sometimes what is negative for one is positive for another. Some children need different kinds of praise. I even feel there are those rare children who don't like praise or (should I say) they are uncomfortable. For them I need something different.
I am going to try to make happy faces by the correct answer more. We hit upon the effects of using happy faces at the end of last year. I really noticed that children liked it when I would let them know "this row is correct" by putting a happy face. This technique seemed to increase their confidence especially math facts.
Error Correction Procedures: My error correction procedures are redirection. feedback, reteach and 1 warning if needed. If possible I like to bring the students into the loop of checking what they do themselves. If behavior was inappropriate, we remind Sean of the things he did right, revisited the task, and gave any additional help and gave him a warning to make good choices.
Intervention System (ANY CHANGES in Antecedents/Consequences OR Error Correction Procedure):
We set Sean up to succeed. We broke down tasks, provided time warnings, adapted work, used praise and class recognition for good choices. Exceptional great days might include visits to play with aim teacher, telling the office staff or nurse about his day, or an extra visit to the treasure box.
We changed the point system to losing less points and being able to gain points back. We sat down with the aim teacher who suggested that Sean threw in the towel if he felt he lost half his points in one shot. We agreed.
Summary: It was with great sadness that I recommended Sean being place in a self contained class for behavior. In January our numbers had to go up; our awesome aide couldn't work anymore; and Sean was demanding more and more with his behavior. Fewer of the positive interventions worked if there wasn't standing close to catch him when he falls emotionally. Sean will come and visit me after school . He stands quietly at the door to a see him and give him the biggest hug.
Recommendations: I would do everything the same as long as I could for Sean. He received unconditional love and care for his needs. I feel that it is so important. I had to watch that Sean's needs didn't override my other students who needed us/me. The best time for Sean were the days when we had 18 children, three adults and beginning the year.
Overall Reflections of My Progress in Implementing and Monitoring Data Based Instruction: I feel really excited to put into practice what I have learned about DBI. I will be using it for academics and behavior. I really see this as powerful tool with parents primarily. I find so often they look at you blankly as you try to express what is going on.