Purpose:
The purpose of this plan is to use Julia’s self-monitoring skills to increase her attending to the classroom educator. Self-monitoring has been used successfully in the past to decrease interfering behaviors in the classroom

1. Functional skills to increase.

a. Good Listening. Good listening is described as attending to Mr. Smith by making periodic eye contact with him, having feet on floor, and having quiet hands on her desk. This is prompted by Mr. Smith’s phrase: “Listen and Do”. While listening to Mr. Smith she will be able to follow instructions, raise her hand to answer a question directed to the entire class, and be able to answer a question he directs to her specifically.
b. In Chair Break. In Chair Break is described as a developmentally appropriate “break” while sitting at a desk. It includes looking out a window or at an object while thinking of something for a short period of time ( 30 seconds to 1 minute) to take a break from the workload.

2. Behaviors that interfere with education to decrease.

a. TV Talk. TV Talk is described as speech that is not relevant to activities in Julia’s immediate environment. Examples of this are Julia repeating scenes from TV shows or videos she has watched.
b. Screaming. Screaming is described as shouting inside the school building. In the past its function has been to escape performing an unpreferred task or to gain access to a preferred item.

Videotaped rehearsals will be used to facilitate the acquisition and performance of the functional skills to be increased. Mr. Smith and Julia will be recorded role playing the following situations.

1. Mr. Smith will give Julia the instruction “Listen and Do”. Julia will be instructed to have her feet flat on the floor, hands on desk, sitting straight, and look at Mr. Smith when he is speaking.
2. Mr. Smith will ask Julia a question directed specifically to her. “Julia, what letter is this?” Julia will be directed that when she hears her name, she should pay very close attention and respond to Mr.Smith.
3. Mr. Smith will ask a question as if speaking to the class: “Does anyone know what letter this is?” Julia will be instructed to attend to the question, come up with an answer she thinks is correct and the raise her hand and wait to be called upon. If called upon she will then give her response.

Priming procedure. The video will be edited and transferred to a VHS tape. Julia can then observe this tape in the evening before she reads with her family to prepare for the next day’s reading material.

Julia will self monitor and record her progress on increasing her attention to Mr. Smith and reducing behaviors that interfere with her education. The data sheet is attached and is entitled “Listen and Do”.

Procedure. At the beginning of each educational topic, Julia will be given by her teaching assistant; “Ready for listen and do.” She will show her a picture of this. She will be prompted as needed to sit straight, feet flat on floor, quiet hands, look at Mr.Smith.
Sometime during the topic Mr. Smith will call on Julia and ask her a question as he does with all the students.
During the topic, Chris will prompt Julia to raise her hand and give her an example of how to respond. For example, if Mr. Smith asks if anyone has been on a vacation, Chris might prompt Julia to raise her hand to tell him about her vacation.
At the end of each topic period, Chris will have Julia fill out her Listen and Do Sheet and praise her for occurrences of appropriate behaviors.

In Chair Break. Periodically Chris will ask Julia if she needs an In Chair Break. She will then be told, “OK, think of something fun for a minute.” After a minute or so she will be prompted back by “Ready for Listen and Do.”