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Results Presentation
11
NJ's Result Presentation
Morgane Rainwater
INED 7776
Kennesaw State University
Introduction
NJ is a 4th grade male student at Promise Elementary School. He is 9 years of age. NJ is currently receiving Special Education Services and has been diagnosed with High Spectrum Autism, Emotionally Behavior Disorder (EBD).
NJ's Goal
Goal
By the end of the IEP cycle, NJ will solve 2-step word problems with 60% accuracy in 3 out of 5 trials. This includes identifying the information needed to correctly solve the equation and write the correct operation to solve the equation.
Teaching Strategies
Writing and multi-step word problems are a trigger for NJ. The task analysis created for NJ is about following 2-step directions and remaining calm when redirected when completing activities that includes multi-steps and writing in reading and math.
Task Analysis
Timeline
Results & Analysis
Student Selection
Baseline Data
Timeline
Bi-weekly Intervention
Interviews
Key Results
Results
NJ showed progressive growth on 80% of the probes, probes 3-10. After probe five, the data shows NJ’s performance increased with 80% and above accuracy. The growth is attributed to the task analysis routine that gives him calming cues such as pausing and taking deep breathes, when completing assignments, which he now does independently with little to no redirection. This task analysis provided a visual support in which NJ is accustomed to when completing tasks.
Analysis
Data collections started September 1st, starting with collecting baseline data and was progress monitored throughout October 6th.
Analysis
Goal Line
Goal Line
As shown in the data, NJ’s data points were above the goal line, the data decision rule of goal line was not changed during the intervention, because it was based on his IEP goal. Also, I did not alter the intervention because we wanted substantial growth of the CBM and task analysis to ensure future success. We wanted to establish a routine to measure the reliability and validity of the intervention.
Self-Regulation
With progress of NJ’s CBM probes, we are continuing to still work on NJ’s ability to self-regulate emotions when completing tasks and following directions.
Continued Progress
Trendline
The trendline is showing steady and adequate progress as NJ continues to show proficiency in his progress with the completing 2-step word problems with little to no intervention from the teacher with 60% accuracy with 3/5 opportunities which he completed 6 out of 10 opportunities.
Forward Progress
Conclusion
This project stretched me as an educator. I felt like the outcome of this project will be impactful not only for NJ but his parents, the development of the special education program, and the implications it had on inclusivity.
The interventions and tools that I gained from working with NJ will help me be a better resource to the teachers that I support.
What’s next
Data was collected to show the amount of times NJ completed task independently and completing with 60% accuracy with 3/5 opportunities. Due to the positive trend in data, it has been recommended that NJ moves to the next instructional skill while continuing to use the behavioral task analysis.