Definition of Engagement: The student is participating in the task assigned by the teacher in a manner similar to the peers in the classroom
  • Example for Group activity – Student is participating in group activity with peers as assigned by teacher
  • Example for Individual activity – Student is completing work on his/her own as assigned by the teacher
Student specific definition:

1 = Attended 0-2 minutes (Attended little or none of the activity)

2=Attended 3-6 minutes (Attended ¼ of the activity)

3= Attended 7-9 minutes (Attended half of the activity)

4=Attended 10-12 minutes (Attended ¾ of the activity)

5= Attended 13-15 minutes (Attended all or the majority of the activity)

Target behavior / Minutes of time engaged out of 15 / Date
(check one)
Group
Individual
Subject:
______
(check one)
Gen Ed
Spec Ed / 13-15 mins.
10-12 mins.
7-9 mins.
3-6 mins.
0-2 mins. / 5
4
3
2
1 / 5
4
3
2
1 / 5
4
3
2
1 / 5
4
3
2
1 / 5
4
3
2
1 / 5
4
3
2
1 / 5
4
3
2
1 / 5
4
3
2
1 / 5
4
3
2
1 / 5
4
3
2
1 / 5
4
3
2
1 / 5
4
3
2
1 / 5
4
3
2
1 / 5
4
3
2
1 / 5
4
3
2
1 / 5
4
3
2
1 / 5
4
3
2
1 / 5
4
3
2
1
(check one)
Group
Individual
Subject:
______
(check one)
Gen Ed
Spec Ed / 13-15 mins.
10-12 mins.
7-9 mins.
3-6 mins.
0-2 mins. / 5
4
3
2
1 / 5
4
3
2
1 / 5
4
3
2
1 / 5
4
3
2
1 / 5
4
3
2
1 / 5
4
3
2
1 / 5
4
3
2
1 / 5
4
3
2
1 / 5
4
3
2
1 / 5
4
3
2
1 / 5
4
3
2
1 / 5
4
3
2
1 / 5
4
3
2
1 / 5
4
3
2
1 / 5
4
3
2
1 / 5
4
3
2
1 / 5
4
3
2
1 / 5
4
3
2
1

Instructions:

  • Select a classroom instruction time of 15 minutes, for either and/or group and individual instruction,that is problematicfor the student(i.e. student is rarely engaged)
  • Start the timer as soon as you observe the student engaged in the activity
  • When the student stops engaging, pause the timer
  • When the student starts engaging, start the timer
  • Continue pausing and starting the timer as needed until the activity has ended
  • Based on the number of minutes showing on the timer, circle the number that corresponds
  • Collect engagement data during this same classroom activity for 2-3 days across two consecutive weeks
  • After every third data point, analyze the data; determine if engagement is improving or declining; and then, based on your analysis of the data, develop a corresponding plan
  • For easier analysis, draw a line connecting each day and insert a phaseline when intervention is implemented or is changed

Data analysis:

Based on the past 3 data points, engagement is:

 Doesn’t seem to understand the task Doesn’t wait his turn

 Doesn’t seem to like the task Doesn’t seem to like group work

Task doesn’t involve preferred content Seems distracted by others

 Doesn’t seem to know how to ask for help Becomes easily upset by others mistakes and errors

 Low frustration tolerance Doesn’t seem to know how to comment on activity

 Seems to want access to a particular item/activity that’s not available

 Difficulty with transition (e.g. preferred to non-preferred activities)

 Difficulty with change (e.g. change in curricula, subject, group formation, etc.)

Not enough individual opportunities to respond delivered

Not enough group opportunities to respond delivered

Becomes easily upset by his/her own mistakes and errors

 Other: ______

Plan of action:

Consider antecedent, teaching, and responding strategies

START, 2014