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Positive Behavior Support Plan

Amanda Slaysman
Spring 2017
SPED 741
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Background Information:

Aron is a 2nd grade student at Halstead Academy. He is in an inclusion style classroom

with 24 students, one classroom teacher and one instructional assistant who visits the room for an

hour and a half during reading to complete services for the students with IEPs. Aron is reading

at a 1st grade level and has fallen behind his same age peers both socially and academically due

to his oppositional defiant behavior. Halstead is a PBIS school, with several incentives already

built in school wide for respectful, responsible and ready behavior. The school is in transition of

implementing restorative practices within each classroom as well as school-wide. This is in an

effort to focus on positive character development, not just punitive punishment. Arons behavior

escalates when: his peers are recognized for good behavior, when he gets differentiated tasks,

when he cannot or does not want to perform at a task, when he does something incorrectly, or

when he is corrected.

Definition of specific behavior:

Aron is defiant to any and all direction given to him, this defiance results in

throwing materials frequently at other students as well as the teacher frequently (ex.

Walking up to other students and throwing their supply caddy on the floor, breaking pencils and
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throwing them at students who receive praise, ripping up his work and throwing it at the teacher,

pushing and shoving other students out of his way). This results in Aron struggling to

complete most assignments, refusal to work in a small group and receive instruction. The

defiance is very disruptive to others, and often takes the focus off of instruction for the other

students in the small group (ex. Taking students work and pushing it on the floor or breaking

their pencils), at times this behavior is dangerous to other students in the class as he has

pushed chairs on the floor, shoved other students, or thrown materials that are heavy or sharp.

The behavior occurs at varying times and locations. The frequency of the behavior is

typically during whole group instruction, if he is asked to be pulled into small group, or right

after transition times when he is given a new task. The duration of the behavior could be a

fleeting moment, where he is deescalated quickly or, could last for an entire block of time where

he is not available for learning.

Literature Review:

1. EFFECTIVENESS OF FAMILY, CHILD, AND FAMILY-CHILD BASED

INTERVENTION ON ADHD SYMPTOMS OF STUDENTS WITH DISABILITIES

This study was to investigate the effectiveness of intervention programs of students with

ADHD, in third grade students in Iran. This study used controlled and experimental groups

to find which intervention program was most effective for minimizing the symptoms of

ADHD. The study found that family-based intervention was the most effective by a

significant percentage. Strictly school based interventions scored low in the experimental

group in minimizing ADHD symptoms. Aron is a student with a diagnosis of ADHD. He

went undiagnosed for a significant portion of his early years in school. I believe this lead to
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his academic gap, which then coupled with a fear of inadequacy which developed as he got

older.

Malekpour, M., Hadi, S., & Aghababaei, S. (2015). Effectiveness of Family, Child and

Family-Child Based Intervention on ADHD Symptoms in Iranian Students with

ADHD. International Journal of Psychological Studies,7(2).

doi:10.5539/ijps.v7n2p31

2. Reducing Aggressive Male Behavior In Elementary School: Promising Practices

This journal outlines what specific aggressive behavior entails in the elementary

school level. It then goes in to explaining how different and more unconventional

practices implemented within the classroom could do to minimize aggression in the

classroom. These practices include: movement, visual stimulation, and music. As the

journal explains each of the different methods it continues to refer to drawing on student

emotion as a way to engage them in the learning. This is a very solution based article,

focusing on the solution and not focusing on the problem. I think this is a very practical

way for teachers to think about how to approach and take steps to improve the aggressive

behavior in their classrooms.

Holmes, B., Gibson, J., & Morrison-Danner, D. (2014). Reducing Aggressive Male Behavior In

Elementary School: Promising Practices. Contemporary Issues in Education Research

(CIER),7(4), 253. doi:10.19030/cier.v7i4.8838

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3. The Role of Peer Pressure, Automatic Thoughts and Self-Esteem on Adolescents

Aggression

This study was focused on how aggression and defiant behavior is escalated or

results from poor self-esteem as well as social and emotional difficulties and peer or

academic failures. This study found that specifically in males, peer pressure and, self-

esteem were a strong correlation with aggressive behavior. The study also found that

automatic, or the students first thought, created or resulted in aggressive behavior for

adolescent males. The study also went on to examine how students who exhibit

aggressive behavior often want or need to feel power among their peers. Students who

lack positive self-esteem, according to this study, perceive themselves to be worthless.

Yavuzer, Y., Karata, Z., Civilida, A., & Gndodu, R. (2014). The Role of Peer

Pressure, Automatic Thoughts and Self- Esteem on Adolescents

Aggression. Eurasian Journal of Educational Research,14(54), 61-78.

doi:10.14689/ejer.2014.54.4

4. The Effect of Identity Development, Self-Esteem, Low Self-Control and Gender on

Aggression in Adolescence and Emerging Adulthood

This study examined five factors which affect aggression among adolescence. The

five factors that were examined were: gender, life periods, identity formation, low self-

control and self-esteem. After examining each factor it was found that the strongest

correlation and predictor of aggression was low self-control. Life period seemed to not

have a significant impact on aggression at all. Within the results section, it was explained
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that students with low self-control had difficulty adapting to changes, as well as

environment. Students with high self-control were able to adapt their responses to outside

factors and control their behavior.

Morsnbl, (2015). The Effect of Identity Development, Self-Esteem, Low Self-Control

and Gender on Aggression in Adolescence and Emerging Adulthood. Eurasian

Journal of Educational Research,15(61), 99-116. doi:10.14689/ejer.2015.61.6

5. Restorative justice: a changing community response

This study outlines exactly what Restorative Practices is supposed to do within a school

community. It examines classroom problems and how restorative practices is effective in

solving or minimizing future problems. The value based approach to resolving harm being

done to others is said to build character especially among elementary school aged students.

The journal was very specific in how punitive measures are only temporary and do not start

to imbed long lasting support.

Ryan, T. G. (December 1, 2014). Restorative justice: a changing community

response. Restorative justice: a changing community response,7(2), 253-262.

Retrieved February 4, 2017, from http://files.eric.ed.gov/fulltext/EJ1057888.pdf

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Part 3: Baseline Data Collection

Data Sheets
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Student
Student Name:
Name: Aron
Aron D.
D. Observation Date:
Observation 02/02/17
Date: 02/03/17
Observer: Mandy Slaysman Time: 9:00AM-10:05AM
Observer: Mandy Slaysman Time: 10:05-10:55
Activity: Phonics whole group, Phonics Class Period: phonics
independentActivity:
practice,Gym
phonics centers Class Period: Specials

BEHAVIOR
BEHAVIOR ##OF
OFTIMES
TIMES CONSEQUENCES
CONSEQUENCES

Broad problem: Physical - Teacher walked over to ask if he

Broad problem: Physical - Teacher told him to sit out for five
Aggression Toward Peers 4 needed assistance
Aggression Toward Peers 3 minutes
and Teachers:
and Teachers: - Teacher moved his clip down and had
Specific events within - Teacher ignored the behavior, 3
Specific events within to sit out for 5 more minutes
behavior: students asked him to please stop
behavior: - Teacher called behavior support for
- Pushing his paper on breaking their pencils
- Yelled at a student for Aron to take a break
the floor
stepping on his foot
- Breaking 2 pencils - Was reminded of his calm down kit
during warm-up
- Slammed the
- Yelled at the Gym
computer cart door - Teacher asked if he needed a break,
teacher to leave him
- Put work in and how he was feeling
alone
completed work bin,
- Pushed a student to get
without it being - Clip was moved down.
in line first
completed
Broad problem: Not 1 -Teacher ignored him while he kicked
Broad problem: Not 2 - Required to complete independent
completing classwork: at the wall
completing classwork: work before going to specials
Specific events within
Specific events within - Teacher redirection
behavior:
behavior:
- Refused to join in the
- Talking out of turn
game after his second
- Sat at his desk and
time out for 15 minutes
threw paper on the
floor
Broad problem: Provoking/ 1 - Behavior support came to give him a
Disrupting others: break
Broad problem: Provoking/ 2 -Teacher asked him to give her his pencil
Specific events within - Could not participate in gym
Disrupting
behavior: others:
Specific events within -clip move down and a phone call home to
- Moved another
behavior: report profane language
students clip down
- Poked the student
sitting next to him
with his pencil
- Used profane
language
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Student Name: Aron D. Observation Date: 02/06/17

Observer: Mandy Slaysman Time: 11:00-11:30

Activity: Small Group Reading Class Period: Reading

BEHAVIOR # OF TIMES CONSEQUENCES

Broad problem: Physical - Teacher ignored behavior

Aggression Toward Peers 3 - Peer scooted away from him in the
and Teachers: group
Specific events within - Teacher redirection
behavior:
- Slammed folder on
desk
- Kicked a table walking
to group
- Yelled at a student to
leave him alone
when the student said
you bumped into my
chair

Broad problem: Not 2 -Teacher asked him to participate

completing classwork:
Specific events within - had to finish his small group work
behavior: during recess
- Sat with his head down
for 3 minutes
- Scribbled on his paper
instead of answering
the question

Broad problem: Provoking/ 0

Disrupting others:
Specific events within
behavior:
-
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Summary of Data Submitted:

I am Arons teacher for all subjects. I have an instructional assistant as well as a part-

time intern which gave me the flexibility of not intervening and purely observing behaviors.

Aron is with me for the entire day, with the exception of specials from 10:05-10:55. Aron has

very good attendance (only two absent days this year, and one late arrival) and a very

supportive family. Arons behaviors tend to be slightly less aggressive with me as the year has

progressed and our relationship has developed. I do see a serious decline in Arons behavior

when he is in specials, with a substitute, or any other adult that works with him during the day.

On day 1, I observed Aron during my interns whole group phonics lesson. I noticed that

Aron was already irritated that I was not teaching. He came up to me and asked me if I was

going to take over, and when I told him I wasnt he stomped off. I noticed right before his

behaviors started during whole group instruction, he had raised his hand a few times and my

intern never called on him. This seemed to spark his behavior initially, and then everything

spiraled after that. Aron is typically in a positive frame of mind during phonics because it is

something he can do independently or with little help. He likes being the same as everyone

else as he puts it. I was surprised when he refused to complete the work, as this was a review

from the day before and I know he knew how to do it.

On day 2, I observed Aron in gym. When asked about gym, Aron will tell you he likes it.

However, I often pick them up from gym and see him in a negative frame of mind. I was curious
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to see what went on in gym that often left him this way. He seemed irritated with me being in

an observers role and kept asking me why I was in gym with them. I think this sparked a little of

the attention seeking behavior. Aron was disrespectful and hurtful to his peers and seemed

visibly annoyed with the gym teacher. It seemed however, that the more punitive approach to

behavior management that the gym teacher had escalated his behaviors. My data shows that

he was aggressive 3 times, but had to be taken out of the room by behavior support. Upon his

return, I asked Aron to take a walk with me to chat about what happened in gym and he said he

didnt know why he was mad, but that he felt okay after his break. I asked him what he thinks

he could have done differently or how I could have helped him and he said that he doesnt

think he wants to go to specials anymore.

On day 3, I observed Aron in reading small group with my instructional assistant. I

suspected most of this behavior I would see would be directed toward our assistant. He does

not like to be pulled in small groups because he feels different. However, he will frustrate when

left to do most tasks independently. Aron reluctantly walked to small group after a reminder,

and a few aggressive movements with his materials. During this time, a peer made a comment

about Arons behavior and this caused him to yell over the other student. After his short

outburst, he took a few moments with his head down and then began to perk up. I patted his

back to show him that I was proud of him for making an effort, but he continued to look

annoyed that I wasnt pulling his small group and just sitting and watching. Aron eventually

raised his hand and participated in a group discussion, and was praised for this. When it came

time to write his thoughts down, he scribbled nonsense and walked back to his desk. Aron did

not seem to provoke his peers during this time.

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In reviewing Arons records, most of his file contained very normal findings. Aron has

attended Halstead since Pre-K and all of his teachers are still currently teaching at Halstead. He

was taken to the student support team in Kindergarten for behaviors that included running out

of the classroom, hitting his peers and defying adults. Arons file shows at the end of

Kindergarten Aron was not making sufficient academic progress due to his behavior according

to his progress report. He was referred to Villa Maria, and started receiving therapy. During his

first grade year, according to his report cards, Aron had significant behavior concerns and was

aggressive to peers and adults. He received needs improvement in most of the report card

categories, and the teacher commented that his behavior was distracting to himself and

impedes his academic performance. His report card also notes that he was a distraction to his

peers.

Analysis of All Information Collected

The data I collected over the course of three days shows that Arons behavior seemed

to be more severe when corrected, or when he felt that he was not able to keep up with his

peers. Aron seemed to be more comfortable and less likely to provoke his peers in a small

group setting, even though he was reluctant to join. Aron did not throw any materials, and did

not show violent behaviors even though he was visibly very upset. I suspect this is due to the

close proximity to me, as well as the fact that I was watching and not stepping in. I have

concerns about the patterns of Arons behavior, however I do notice how just the tone of

approach that the teachers were taking when speaking with him greatly affected his response

to the correction.
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Hypothesis of Functional Intention:

Arons functional intention behind his behaviors are avoidance of work. My

observations have proved that this behavior is avoidance because when redirected by his peers

or myself he gets upset or irritated. When he feels different, or things are accommodated for

him, he feels inferior and wants to avoid the task. When he is given an assignment, he

immediately displays the behavior, which shows avoidance of that assignment. He chooses to

display his avoidance through disruption. He chooses to cover up his fear of inadequacy with

the power motivator so that he does not feel as though he is incapable or vulnerable. Most

adults as well as his peers fear Arons need for power and have not adjusted to these behaviors.

Replacement Behavior:

1. One replacement behavior. What should the student be doing?

Aron will keep his hands and his materials to himself during all times of the

school day. Aron will be directed to losing a point on his behavior chart when he

fails to demonstrate the above replacement behavior.

2. How will it be taught?

I intend to teach the replacement behavior by using a clear and explicit model

of how to manage my anger through the use of a calm down kit. I will also use

the sentence stems of affective statements when you ________ it made me

feel _______ with both peer and adult support. I will also not give Aron a paper
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or the assignment directly when I pass out the papers to everyone else. Instead I

will explain to him that he will be the last one getting the assignment, so that we

can talk it through together first, before I pull any small groups. This way he will

not feel isolated or different. I will also use a timer, and every 8 minutes I will

make a point to check in with Aron to give him positive praise and a point on his

point sheet to motivate him to complete his activity. Aron and I will also have a

visual secret cue when I notice him start to engage in disruptive and off task

behavior. I will tap my head, and when I do that he should be reminded to adjust.

If he does not, he will take a water break.

3. When will it be taught?

I will teach the replacement behaviors daily during Language arts and phonics.

I will also share the visual cues with the specials teachers, to provide him with

consistent expectations throughout the building.

Positive Behavior Supports:

1. To motivate Aron I will continue to use his clip through our school wide PBIS program.

I will award him for doing a consistent job with not disrupting others or displaying

aggressive behaviors by moving his clip up the clip chart. I will also use our school wide

PBIS panda paw rewards system to award Aron a panda paw (ticket) for each time I

notice him applying his replacement behavior.

2. Aron will use his behavior chart to earn points towards a student chosen award after

he reaches his goal. Aron will be involved in the goal setting each day (in the morning)
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and if he earns his goal, he will be awarded with whatever he chose for that day. I will

also give Aron a calm down kit which is a basket that will be stored behind his desk.

Inside of it are various breathing visuals, silly putty for finding the beads, and a stress

ball that he can use when he feels irritated or upset. I will work with the school

counselor to implement the calm down kit effectively as well as check in with her during

their weekly sessions.

3. Aron will be given choices about the assignments he completes during the ELA block.

He will be given a tic- tac-toe board to choose his activities for the day, given this power

to choose he will be able to complete the assignments he chooses.

Data Collection and Visual Representation

I continued to analyze the baseline data during the implementation phase to ensure the

supports I put into place were effective. The following visual representations shows the baseline

and long-range data on keeping his hands and his materials to himself.
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Series 1 indicates Arons baseline data, Series 2 is the first three days of intervention data

on keeping his hands to himself. Aron decreased his problem behavior by one or two incidences

for the first three days.

Behavior Frequency Tracking Sheet

Student: A.D. Date: 2/27/17
Location: Phonics and Reading
Behavior: Keeping hands and materials to himself

Time Number of times behavior Description

is observed
9:00-10:00
11:00-11:30 2 Poked a student with his
pencil
11:30-12:00 1 Flicked pencils he broke at
his tablemate
12:00-12:30

Observed behavior totals 3

Total time (minutes) 15 Shut down after redirection
for 15 minutes

Notes: Had to be redirected several times

Behavior Frequency Tracking Sheet

Student: A.D. Date: 2/28/17
Location: Phonics and Reading
Behavior: Keeping hands and materials to himself

Time Number of times behavior Description

is observed
9:00-10:00
11:00-11:30 1 Pushed his work on the
ground
11:30-12:00 Pushed a student walking to
his small group
12:00-12:30 1
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Observed behavior totals 2

Total time (minutes) 10 Refused to do work for 10
minutes

Notes:

Behavior Frequency Tracking Sheet

Student: A.D. Date: 3/1/17
Location: Phonics and Reading
Behavior: Keeping hands and materials to himself

Time Number of times behavior Description

is observed
9:00-10:00
11:00-11:30 2 Pushed someones work on
the ground as well as his
own
11:30-12:00 1 Threw a marker across the
room
12:00-12:30

Observed behavior totals 3

Total time (minutes) 7 Shut down after redirection
for 7 minutes

Notes: He is starting to understand and check in with me, if his outbursts mean that he does not get a
check on his behavior chart for that time slot. He seems to be encouraged to adjust his behavior.

Behavior Frequency Tracking Sheet

Student: A.D. Date: 3/2/17
Location: Phonics and Reading
Behavior: Keeping hands and materials to himself

Time Number of times behavior Description

is observed
9:00-10:00
11:00-11:30
11:30-12:00
12:00-12:30 1 Pushed someone in line
Observed behavior totals 1
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Total time (minutes) 0 Did not shut down,

apologized to the student he
pushed.

Behavior Frequency Tracking Sheet

Student: A.D. Date: 3/3/17
Location: Phonics and Reading
Behavior: Keeping hands and materials to himself

Time Number of times behavior Description

is observed
9:00-10:00 1
11:00-11:30 1
11:30-12:00 1
12:00-12:30 Pushed someone in line
Observed behavior totals 3
Total time (minutes) 25 minutes Asked to take a time out in
a buddy room because he
was frustrated with another
student. This time included
our conference after he
returned.

Behavior Frequency Tracking Sheet

Student: A.D. Date: 3/6/17
Location: Phonics and Reading
Behavior: Keeping hands and materials to himself

Time Number of times behavior Description

is observed
9:00-10:00 2 Threw his work on the
ground, every time he was
given a task during phonics
11:00-11:30
11:30-12:00
12:00-12:30
Observed behavior totals 2
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Total time (minutes) 12 minutes

Behavior Frequency Tracking Sheet

Student: A.D. Date: 3/7/17
Location: Phonics and Reading
Behavior: Keeping hands and materials to himself

Time Number of times behavior Description

is observed
9:00-10:00 1 Pushed another student
getting to the computer cart
first
11:00-11:30 1 Kicked a student under the
table
11:30-12:00 1 Pushed someone in line
12:00-12:30
Observed behavior totals 3
Total time (minutes) 0 Did not shut down

Behavior Frequency Tracking Sheet

Student: A.D. Date: 3/8/17
Location: Phonics and Reading
Behavior: Keeping hands and materials to himself

Time Number of times behavior Description

is observed
9:00-10:00
11:00-11:30
11:30-12:00
12:00-12:30
Observed behavior totals 0
Total time (minutes) 0 minutes
Notes: Behavior was not
observed during phonics or
reading at all. He was very
agreeable and kind to his
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friends. His mom did note

that he switched his
medication and this was the
first day.

Behavior Frequency Tracking Sheet

Student: A.D. Date: 3/9/17
Location: Phonics and Reading
Behavior: Keeping hands and materials to himself

Time Number of times behavior Description

is observed
9:00-10:00 2 Kicked the chair his friend
was sitting in, then kicked
the trashcan.
11:00-11:30
11:30-12:00
12:00-12:30
Observed behavior totals
Total time (minutes) 0 minutes
Notes: Seems less
aggressive with his peers,
but still solves problems
with some sort of physical
outburst

Behavior Frequency Tracking Sheet

Student: A.D. Date: 3/10/17
Location: Phonics and Reading
Behavior: Keeping hands and materials to himself

Time Number of times behavior Description

is observed
9:00-10:00
11:00-11:30 1 Broke a pencil in half
11:30-12:00 1 Kicked the computer cart
doors
12:00-12:30
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Observed behavior totals 2

Total time (minutes) 0 minutes

Behavior Frequency Tracking Sheet

Student: A.D. Date: 3/13/17
Location: Phonics and Reading
Behavior: Keeping hands and materials to himself

Time Number of times behavior Description

is observed
9:00-10:00
11:00-11:30 1 Hit someone who bumped
into him
11:30-12:00
12:00-12:30
Observed behavior totals 1
Total time (minutes) 0 minutes
Notes:

Behavior Frequency Tracking Sheet

Student: A.D. Date: 3/16/17
Location: Phonics and Reading
Behavior: Keeping hands and materials to himself

Time Number of times behavior Description

is observed
9:00-10:00 2 hour delay No data for this time
11:00-11:30 2 Stepped on same students
foot, and kicked him
walking by
11:30-12:00
12:00-12:30
Observed behavior totals 0
Total time (minutes) 15 minutes Student had to take some
time to relax and use his
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calm down kit, then he the

other student and I had a
conference to discuss and
work out their problem.

Behavior Frequency Tracking Sheet

Student: A.D. Date: 3/17/17
Location: Phonics and Reading
Behavior: Keeping hands and materials to himself

Time Number of times behavior Description

is observed
9:00-10:00
11:00-11:30 1 Threw his work on the
ground and threw his pencil
11:30-12:00
12:00-12:30
Observed behavior totals 1
Total time (minutes) 0 minutes
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8. Data Summary and Interpretation

I analyzed the data critically and found that the supports I put into place have reduced the

behaviors Aron was exhibiting significantly. The data shows that over the course of the 13 days

of observation, Arons occurrences went from a consistent 3 times a day to one or two times a

day. Since the nature of his outbursts are violent, I consider this to be a considerable reduction! I

believe that providing Aron with a choice and ownership of his behavior chart gave him the

sense of power he was seeking when analyzing the function of his behavior . I also believe that

providing Aron the choice of a menu of options for his independent work helped him to feel

more in control and accountable for his learning. He was able to pick the activity that he did,

and therefore took ownership of it. By continuing to implement positive reinforcement with

Aron through the use of the clipchart and panda paws he was caught being good, which

encouraged him to make positive choices. This also helped his friends become more supportive

of his positive choices and would report to me when Aron was being kind or respectful. I noticed

that the days Aron had several check in times with me, the behaviors were lower. This is I

think, a direct correlation between the attention he was seeking and the positive

reinforcement of asking for or showing he needs help, in a positive manner. I noticed the

behaviors stemmed during phonics time and reading time, which I had initially anticipated due to

the students lower ability level in reading. I noticed it was specifically phonics that had the most

occurences. Because of this I put a check in point right before phonics, and limited his

transitions. I gave him a choice about his seating placement, and gave him his choice
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materials in his own basket. I also gave him space behind his table so if he needed to get up

he had space to do so without running into or pushing another student. Overall, I believe the

behavior modifications that I put into place were helpful and with consistent implementation will

continue to improve. I also believe Aron feels more secure and supported in our reading learning

environment, after the changes took place.

9. Reflection

As I reflect on the interventions I put in place for Aron, I believe I was able to both

support and help Aron as well as grow professionally. I was able to grow my knowledge and

skills in classroom management as I analyzed the function of Arons behavior. I created a

more universally designed interventions for Aron by giving him student choice. I also grew

my dispositions in classroom management as I realized that Arons needs were not being

met, his confidence levels were low, and through our environment I was able to alter his

behavior through small changes. For example, the reason most of his behaviors occur is because

he does not feel confident in the skills, and then loses the power of knowing what to do

especially in front of his peers. By giving him an opportunity to choose activities he feels

successful completing or that he chooses to do, he can feel as though he has that power back. In

order to maintain and generalize the behavior supports I have put into place, I will be

providing Aron with more strategies to use for his calm down kit which include breathing. I also

plan to teach Aron about the Zones of regulation so he can be aware of when he is getting angry

or frustrated. I will continue to reinforce the routine of his choice menu, as well as using talking

stems for kind and unkind behaviors. The data shows that he is fairly consistent with his

behaviors in reading and in phonics, so I will bring this problem to light in a general way.

Inviting other students who feel frustrated, or irritated or down about their skill level to work
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together and make lists of strategies for students to have if they feel irritated and take it out on

other students or myself. If I were to repeat the project again, I would analyze his behavior

in just phonics at first for two weeks. Then I would analyze it during just reading to see

what specific activities set Aron off, or what specific transitions set him off. I would love to

get input from his parents as well about how his morning started off, so that I could

analyze if those were days I saw more behaviors in the morning verses a smooth morning.

Overall I believe the project was a success and I am looking forward to continuing to grow

myself, and my students!