Pit Stop – Schedule

Pit Stop

Pit Stop

Pit Stop

Pit Stop

Break System – “Pit Stop” Access to the Pit Stop Built into schedule Student Request - presenting a yellow flag to any staff person Staff Prompt Length of Pit Stop Remainder of the lap Key Phrases “I hate school.” “I don’t care.” “____ is for losers.”

Time Away - Garage Tickling/touching/ scratching the necks of other students results in an immediate trip to the garage. Four step process for the garage. Provide a verbal prompt Provide a visual prompt (Garage Card) Contact the school principal Parents will be contacted by the principal.

Returning to the Schedule Pit Stop and Garage last until the next item on the schedule. Does not need to finish what he was working on when Pit Stop/Garage was initiated No post-incident processing Including: “What could you have done differently?” “Do you know how that makes others feel?” “Instead of _______, what could you do next time?” Etc…

Post Implementation Data Collection

Entire Plan Makes this Work One aspect of this plan would not change the behavior Inter-reliance of the components Working in interest area to all aspects of the educational plan

What student says/does Developing the Script Level 4: Recovery What student says/does What staff says/does

FOR THE STUDENT OR THE ADULT??? EXAMPLE REPONSE PLAN / Script FOR THE STUDENT OR THE ADULT??? R’s Goes to the Floor Flowchart C’s Scripts: Stage 1 Stage 2 Stage 3 Stage 4

Reading to Younger Students

Student’s Name. Student Ownership of Schedule Date for Data Collection and Data Analysis Purposes. Is the Self Management System working for Jana?

Jana’s 3rd Grade Daily Schedule - Independently Carry With Her Each Class Activity or Subject was divided into 2 Sections. The Class Activity or Subject for 20 Minutes and for a Computer Break or Video Break for 10 Minutes. Jana was driven to create Video’s on the Computer and then Watch the Video Jana fed the Guinea Pigs In the Kindergarten Class Every Day. Animals Are Intense Interest Jana was a member of Safety Patrol. Teaching Responsibility Jana Read to the Kindergarten Class Every Day. Intense Interest Step One: It took Jana 4 weeks to carry her schedule independently throughout the day. Several Intense Interests were embedded in the Schedule to Ensure Engagement in Her Schedule.

Jana had an extremely difficult time when she perceived she made a mistake. Her behaviors Included stripping out of her clothes, property destruction in the environment where the mistake occurred, and/or physical aggression toward the adult in the environment. Several Behavioral Systems were implemented with Jana and none of those systems were effective. Jana was given Two Mistakes Per Activity. Meaning Jana was allowed to Make Two Mistakes Per Activity. Step Two: Identify a Behavior that is Interfering with the Students Access in the General Education Setting And Curriculum. It took Jana 2 ½ Days to scratch off the Triangle rather than having a difficult time when she made a mistake. The Staff Had to Teach Jana that when she made a mistake, she could simply scratch off one of the triangles. Two triangles were allowed for each activity, because Jana rarely made a Mistake.Teach Jana when she is regulated.

the teacher if she felt the teacher had made an error. When Jana was in class, she was excited to participate in class discussions, interrupt the teacher when she felt she had something to add and correcting the teacher if she felt the teacher had made an error. Jana was given two question/interruption circles Per activity. Meaning Jana was allowed to Make statements during class discussions, interrupt the teacher or correct the teacher twice during each activity. During non-instructional parts of the day Jana can question or interrupt as much as She wanted Step Three: Identify a behavior that is preventing progress in the general education setting an curriculum. It took Jana 1 day to scratch off the circles and Manage the amount of Interruption to the class The Staff had to teach Jana when she wanted to Question or Interrupt the teacher she would scratch off one of the circles. Two circles were allowed for each activity to minimize the amount of disruption to the class

Jana documents the number of minutes she was in the General Education Classroom. The staff used the minutes in class as data to determine whether the self management system is impacting the access to and progress in the General Education Classroom and Curriculum. Jana Documents Minutes in the General Education Classroom During Each Instructional Period. During non-instructional times, Jana does not document Time in Class Step Four: Teach the student to collect the data on time in class. Teaching the student to understand the importance of spending time in the General Education Setting The staff had to teach Jana how to document Minutes in class.

Jana circled Y or N for each goal area in each instructional period Jana circled Y or N for each goal area in each instructional period. The data was used to determine progress on Jana’s Individualized Goals and Objectives. The data collection was also used as a Self-Management System for Jana. Jana was instructed to use the data collection component of the Self-Management System. This data collection system was used to give Jana information about her behavior during instructional times. There was not a consequence for an N being circled. The data collection section was individualized based on the goals and objectives for the instructional time. Jana did not use the data collection component during non-instructional times Step Five: Data Collection System. Assist the Student in understanding their behavior during instructional Times Teach the Student to Use Data Collection System

The teacher posted the classroom rules on the Self Management System. Jana did not engage with the Rules. The rules were posted as a reminder This is not a necessary component of the Self-Management System. This was teacher preference based on her knowledge of how the student responded to rules.

Provide area for Teacher Documentation. Not a Necessary component of a The Self-Management System was copied and sent home daily to the parent so they had an understanding of how their daughter was doing daily at school. Comments from the General and Special Education Teachers were documented on the Self-Management System. Explain to the student that this section is to provide her parents with additional information about the Self-Management System. Step Six: Provide area for Teacher Documentation. Not a Necessary component of a Self-Management System. Extremely helpful

Components to the Plan No Contingencies in the plan Contingencies may not be needed The need for order and predictability may be reinforcing enough Contingencies may inadvertently prevent success with the plan Teach the plan first Contingencies may lead to punishment

Student with Asperger Plan

Student Contract

Student Individualized Schedule

Self Management System

The Jedi Code

Self Management Systems Elementary - Toby 5th Grade Student with Asperger Syndrome Work Completion Issues Difficulty with Voice Tone Perceived Verbal Aggression Toward Staff Perceived Verbal Aggression Toward Students Limited Support from Staff Minimal Interactions with Peers

Sponge Bob, Squidward, and Plankton

Conclusions Clear Success Short Timeframe Simple Concept a. Social Script/Story b. Monitoring Sheet c. Data Interests the student