The results of data analysis showed that Ibrahim has more improvement in his on-task behavior, and it was through focusing during the lesson, sat on his seat and active participation with the teacher. In November 21,2013 in the treatment I observed Ibrahim by collecting data on the Behavior Frequency & Duration sheet, I noticed that Ibrahim is able to being on the task during each period.
I have continued the intervention phase with positive reinforcement for four days. Through the graph (figure 2) the frequency of the undesirable behavior was too high. However, in the baseline phase off -task behavior occurs to nearly 57 times during the day. This percentage of the frequency of off-task behavior is too high during the baseline and through occurring this behavior the student was not able to focused on his lessons and his scores was very low. As you can see, the graph (figure 2) show the off-task behavior was decreasing between 40 to 15 time during a day in the treatment phase and Ibrahim was being focused on his tasks.
Limitations
Through this intervention the main goal was to reduce Ibrahim's off-task behavior and raising on-task behavior by using positive reinforcement. Through observation and collecting data I was noted some of the limitations that restrict the success of the intervention sometimes.
The first limitation was time constraint; the researcher was not able to conduct the baseline and intervention due to the time constraint. The baseline data collection was just 2 days and the intervention data collection was only 4 days. It is not enough to make a great change on Ibrahim’s behavior. Also, because this was an AB design there was no post intervention data, so there was no way to know if the intervention was succe...
... middle of paper ...
...de peers.
Based on the literature review, the researches indicate to consider the three interventions as a positive reinforcement. These three interventions were token economy, tangible, and social reinforces. So, I have been using these reinforcements. All of the three reinforcements were beneficial to Ibrahim. He had been doing a great change in his off-task behavior and he was being able to focus on his task.
The findings in my first literature review for this project, along with the process of planning, implementing and analyzing the results of my intervention make me think to investigate further with literature in the following questions:
1. If I have enough time for intervention and collection data, is the student will stay with these positive reinforcements over the long term or not?
2. What are other methods can affect student to change off-task behavior?
In the text book: At the school level, a properly executed “positive behavioral interventions and supports (PBIS) program should be implemented using the “PBIS Pyramid model” addressing Primary (for all students: “prevention, effective for 80 – 90% of students”), Secondary “focused on At-risk students (to “reduce problem behaviors for 5 – 10% of students”), and Tertiary Interventions (“for students with high-risk behaviors for 1 – 5% of students”).
-Behavioral modification techniques: positive reinforcements (verbal praises and chalkboard and a marker to scribble), therapeutic use of self ( active friendliness), and prompting and fading in order to improve compliance, impulse control, frustration tolerance and work behaviors.
As defined by Ministry of Health (2001), “Symptoms of Attention-Deficit/Hyperactivity Disorder (ADHD) in childhood are persistent overactivity, impulsiveness and inattention, although not all may be present” (p. v). Children may appear as though they are unfocussed, defiant, excessive risk takers or have difficulty performing simple tasks in comparison with their peers. In addition to a diagnosis of ADHD, children may also present with comorbidities such as learning deficits, mood disorders and antisocial characteristics (Ministry of Health, 2001).
...he benefits the intervention is meant for. Tokens may be given when not earned or withheld when earned therefore not allowing for the reinforcements which should be earned. This is an excellent example of why teacher training should be a support provided before the intervention phase is initiated.
In addition, reinforcement can be effective if certain guidelines are followed. To begin you must identify or target a behavior or behaviors that you want to reinforce (Ackerman). The next step would be to choses a method for reinforcing. Then, pick consequences, and determine a
Students who frequently engage in off-task and inappropriate behavior disrupt the classroom and hinder learning for other students (Riley, et al, 2011). In order to reduce off-task behaviors exhibited by a particular student, it is crucial to determine the function of the behavior by conducting a functional behavioral assessment (FBA). Once the cause of the behavior is found, teachers can take steps to reduce the inappropriate behavior by implanting strategies to decrease their occurrence. 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.
Out of positive reinforcement and punishment only the reinforcement was successful for my behaviour modification. I believe this was the case for a number of reasons but dominantly because the positive punishment had a lack of severity. The reason I came to this conclusion was because I realized in the case of positive reinforcement if I committed the operant response at least once my entire day of hard work would be ruined. When I made the switch to positive punishment I realized in the eventuality I performed the operant response I could just do the 50 push ups and be done with it. Upon comparison of my success and failure I reflected and realized if the punishment was more severe than 50 push ups I would not do it for actual fear and reluctance of doing the positive punishment. For example if the punishment was a 1000 push ups each repeated operant response I would most likely not bite my nails. I did enjoy the modified behaviour as my nails seemed fuller and less scarred but it was not long of an experiment enough so refraining from biting my nails was still a conscious action and took a lot of effort.
The literature review is important to find credible, reliable, and relevant sources that fit the research problem. “To achieve its purpose, the literature review may examine issues of theory, methodology, policy, and evaluation that relate to the effectiveness of a policy or intervention” (Krysik & Finn, 2013, p.66). Annotated bibliographies and abstracts also provide information about different sources and this can be helpful for evaluating sources when doing a literature review. “An annotated bibliography includes a summary or evaluation of each of the sources” and when writing one it can help to establish if the sources used are relevant and apply to the research topic that is being investigated. (Stacks, Karper, Bisignani, & Brizee, 2013).
It takes a while to change any behavior. Part of the plan should be effective consequence strategies. Planned consequences reinforce the acquisition and use of alternative skills and reduce the effectiveness of problem behavior should it continue to occur. Having planned consequences should help teach the student that his/her use of alternative skills is a better way to bring about the desired result. Because it does take a while for a behavior intervention plan to change a student 's behavior, it is important that the IEP team decide what will happen when the problem behavior still occurs. If it is a manageable behavior, it is important to come up with responses that discourage the problem behavior and do not provide the function or desired result of the behavior. In some cases the behavior may be extreme. The IEP team should develop a crisis plan to address those situations. First the group needs to define what is a crisis. Then they should describe the intervention procedures to be put into place including who will be involved. They must identify the resources needed to implement the plan and agree on the procedures for documenting the use of the crisis
A student will respond differently depending upon the actions and reactions of the individuals around him. Behaviors that occur repeatedly are often serving a useful function for the student. Positive behavioral support strategies make problem behavior irrelevant by redesigning the environment. Positive behavioral support strategies teach students new skills that are meant to replace the problem behavior with a socially-acceptable alternative. Addressing the larger social context surrounding a student can reduce the amount of time spent implementing intensive positive behavioral support plans. Functional assessment gathers information regarding the events that both immediately precede problem behavior and the situations where a student is successful.
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...
In this paper I will be discussing the information I have learned from the article “From Positive Reinforcement to Positive Behaviors”, by Ellen A. Sigler and Shirley Aamidor. The authors stress the importance of positive reinforcement. The belief is that teachers and adults should be rewarding appropriate behaviors and ignoring the inappropriate ones. The authors’ beliefs are expressed by answering the following questions: Why use positive reinforcement?, Are we judging children’s behaviors?, Why do children behave in a certain way?, Do we teach children what to feel?, Does positive reinforcement really work?, and How does positive reinforcement work?. The following work is a summary of "Positive Reinforcement to Positive Behaviors" with my thoughts and reflection of the work in the end.
First of all, I was highly interested in the concept and various factors that together make up positive reinforcement. I had a premise that I could do some experimental work on the three children for whom I baby-sit during the week after school. They leave school full of energy and it is my job to get them to complete a series of tasks before the end of the evening. I imagined that some positive reinforcement might get them on their way to handling their responsibilities in a timelier manner. My first step was to come up with a specific instrumental response that would produce reinforcement. This took no time at all because by far the most painfully difficult thing for me to do is get the children to sit down and do their homework. I then spoke specifically to each child and asked them what they would rather choose as an after school activity. They named video games, television, and going to play with other neighborhood children. I had expected these types of answers from the children and made them into the positive reinforcers that would be contingent on the children’s performance of the instrumental response; namely completing their homework. I explained to the children that if they behaved and finished their homework, then directly following they could spend an hour doing an activity of their choice.
Mather and Goldstein (2015) stated that behaviors can retained or changed with appropriate outcome. Teachers can use the procedure defined by them to accomplish students’ behvaiour using the following outcomes. The very first step is to describe the problem. The second step is to adjust the behavior by emerging a behavior management strategy. The third step is to recognize an effective reinforce and the latest step is to use the reinforce on a regualr basis in order to change the
In the second semester all teachers work together implementing his behavioral plan more effective and constant and it made a difference that all teachers were in the same page” accordingly to the Especial Ed. Teacher. As the homeroom teacher mention that it was great that the parents were supportive to the strategies that t...