John Henry is a 15 year old 9th grade student who suffers from ADHD and anxiety disorder. John frequently makes inappropriate verbalizations during teacher’s instructional time. This behavior causes distractions for himself and his peers. The teacher would ask John to stop talking out of turn, but the student only stopped for a short amount of time. The teacher would then pull John out of the classroom to speak one-on-one on some adjustments he can make with his behavior to make his learning more successful. After pulling John out of the classroom, he would be complaint for 2-3 days, but not for a week long period. Afterwards, the parent/guardian were contacted, but the target behavior was still not altered in any way. A collection of data was documented by the Special Education teacher over a weekly time frame. Using a classroom observation method was chosen to see how the student behaved in a regular classroom environment with his peers present. I wanted to observe how frequently the …show more content…
The baseline data was collected to recognize how frequent John’s talkative behavior occurs within different times in a class period. From this data, I recognized that John Henry’s distracting behavior increases as the class continues to go on. The teachers tend to ignore John’s poor behavior at the beginning of class. John is a very persistent student and will remain to commit attention seeking behavior strategies to gain attention from their peers and fulfill their attention seeking appetite. With use of the classroom observation information, I was able to use a bar graph to depict how frequent the target behavior occurred in one class period. The bar graph showed a distinct pattern of increased behavior over 10 minute periods. Each instrument used to collect data showed a consistent pattern of increased target behavior as time increases in the
The study will consist of 41 teachers/teacher aids and 2 principals from the School District. All recording sheets from the classrooms, lunchrooms and library will be reviewed by the researcher. The researcher will be neutral on the subject matter of student disruptive behaviors and the Good Behavior Game. The researcher will first separate the recording sheets by classrooms, lunchroom, and library. Next, the researcher will plot the number of student disruptive behaviors within each area. The researcher will look at the data analysis plot to see which, if any, area in the school needs more focus on the Good Behavior Game.
Classroom Environment A general population third grade class was observed to further understand the psychological aspect of teaching. The Title I school classroom observed has sixteen students, eight girls and eight boys, and is almost entirely made up of students from a low socioeconomic status (SES). The desks are arranged with one large horseshoe and two rows of desks inside the horseshoe shape. The teacher has made adjustments to seating assignments and layout due to student behavior and feedback.
This article examined the effectiveness of fixed-time delivery of teacher attention to increase on-task behavior of 2 students in a general education classroom. During the baseline phase, teacher attention was given in the normal manner and no changes were made. During the treatment phases of the study, teacher attention was provided to these students on a 5-minute fixed-time schedule. Between intervals, the teacher behaved in her typical manner. The results of the study indicated that a fixed-time schedule of teacher attention was effective in decreasing student’s off-task and disruptive behavio...
The article thoroughly explained how the behavior system worked in their school and gave examples of how the program was implemented and showed improvements. In reading this article, it only provided little information behind the data that was involved in using the program. Overall, the article provided sufficient information has to how the technology can help improve classroom
Sulzer-Azaroff, B., Drabman, R. M., Greer, R. D., Hall, R.V., Iwata, B. A., & O'Leary, S. G. (Eds.). (1988).Behavior analysis in education from the Journal ofApplied Behavior Analysis. Society for the Experimental Analysis of Behavior.
There are different ways that a teacher can deal with a student’s undesirable behavior. Some of these strategies are: positive reinforcement, negative reinforcement, punishment or extinction. The type of r...
I have noticed that after observing a student over three hours that their behaviors are based on their situation. They a quiet and content during first hour but as soon as it is second hour, they are disruptive and angry. During third hour, once again, they are quiet and content. The only noticed change is that during second hour there is an aid in the room for another student. The aid also comments on the student’s behaviors, immediately upon entering the room.
In this elementary school, there are three first-grade classrooms and they have pretty much the same decoration and organization.
Behavior Modification and it Application to a Variety of Behaviors Within in an Educational Setting
My first observation group was at lunch time, ages 2 to 5 years old. I saw a proper health menu as well as a good routine of washing hands, cleaning teeth and good arrangement of cots. But one of the teachers grabbed her hair a couple times while wearing her gloves and feed the kids at the same time. I wish she could had her hair tide up.
McAllister, L. W., Stachowiak, J. G., Baer, D. M., & Conderman, L. (1969). The application of operant conditioning techniques in a secondary school classroom1. Journal of Applied Behavior Analysis, 2(4), 277-285. doi:10.1901/jaba.1969.2-277
The classroom 110, is the home away home for the second graders of Ps. 119. The classroom, is a small, but well-organized and illuminated space. It shelters a total of 37 students, two teachers, one co-teacher and any visitor doing field work observations, plus all the necessary technical equipment for teaching and learning.
Those students with special needs have emotional and behavioral complaints which can lead to troublesome behaviors. These students frequently enter the classroom with negative connections that have for quite some time been set up (Conroy et al., 2009). By giving positive reinforcement and encouraging leads the student to be more comfortable in the environment and the interactions between the teachers and with other students improve in a positive manner (Conroy et al.,
For my observation experience I went to Southern High School in Harwood, MD. Southern High School has a special education department for the students with disabilities. The teacher that I met with for this classroom observation was Ms. West. In the classroom there were at least four assistant teachers that helped Ms. West throughout the school day. The assistant teachers helped Ms. West co- teach the class and were there to help the students if they needed extra help. The school also has a couple of student aides that come in to help the teachers and the students in the classroom. There were at least twelve students in the classroom. The students in the class had many different exceptionalities such as learning disabilities, Down syndrome,
In contrast, Skinner (1953) noted that the use of punishment in school can lead to undesirable side effect such anxiety, anger and negative feelings towards the teacher. The negative feeling may generalize towards the teacher and subsequently surface during other activities. Also Atkins (2002) found results in their study that showed that for students whose rates of disruptive behavior increased over the school year, using detentions and suspensions actually proved to be an inappropriate and ineffective use of punishment. This confirmed the idea that punishment alone is not effective in ameliorating the most severe offenses and does little to reeducate those who most frequently display problem behaviors. Although punishing practices may actually increase the severity of the very problem behaviors that they are trying to reduce. In addition children need to be taught how to act and the appropriate way to act, rather than simply confirming and pointing out that they are behaving badly and punishing them for doing so (Kohn,