A Research On Target Behavior

Christensen had an English teacher her freshman year of high school that had caused her embarrassment when she a differing pronunciation of the word “lawyer”.From then on, Christensen would over analyze everything she would say. As minor as her experience may have been, it caused her to developed a complex regarding her verbal communication. This complex remained with her through the years and later impacted her teaching methods.

Target behaviors can be described as the behavior that is desired to be change through strategic interventions. Before they can be changed they have to be defined, a replacement behavior explored and in the event that there are more behaviors present, they need to be prioritized. Cooper et al described 9 variables to be considered when prioritizing target behaviors to plan for interventions.

Extinction- Heather often blurts out inappropriate comments during class, and the whole class laughs. The teacher has determined Heather does this behavior, because she wants attention. The teacher gets the whole class in on ignoring Heather’s inappropriate comments. Eventually, Heather does not blurt out inappropriate comments during class.

In addition, educators need to build positive relationships with students that are carried outside of the classroom to set a precedent for learning. The statistics in chart 7 below allow me to focus on the students that may need extra assistance in the class and it will require an implementation of powerful methods of differentiated instruction. Also it makes me aware of what kind of students I will be teaching in my internship at Knox Middle School. In connection to teaching my unit on The Great Depression I will be using the scaffold technique as a powerful method to ease in higher level thinking because many students may be at a slight disadvantage when they walk in the 8th grade classroom at Knox Middle School. Scaffolding assists many students that may struggle by providing a clear and concise way of learning from the help of teacher and other students. Also, as an educator I must coordinate with an ELL specialist to assist my special students’ when support is needed. Many students need extra guidance while coming in the classroom because there may be little help at

10/16- Met briefly with Primary Teacher (Ms. Hunt) to discuss Aracely’s target behaviors that are interfering with learning environment (No target or behavioral challenges noted)

The target behavior was first observed in 2011, when she spoke with her manager in a blunt way about getting a weekend off. The manager face turned purplish in color and she began tearing up, she appeared to be visibly upset. There have been several other occurrences of the target behavior.

Moreover, Jack yells to ST, "I'm not going," (Marion, 2015, p. 293) which his reaction to ST was inappropriate. The ST's interaction style does not set a limit for Jack’s behavior and does not teach what is right and wrong. Marion (2015) states that the Uninvolved interaction style adults do not display any limit, guidance, and trusting relationship, their children might develop aggressive behaviors (Marion, 2015). Jack need the Authoritative interaction style of guidance from his parents and teachers in order to learn a limit and what is right and wrong. The Authoritative interaction style give a child limited freedom and shows high expectation and high responses which enhance the development of the self-confidence and self-regulation of a child (Marion, 2015). The Authoritative interaction style gives a limited freedom for children with a clear guidance and supportive responses. The Authoritative interaction style also use the positive reinforcement which enhance the development of the

In Study 3, Ritchie examined some target- relevant variables that could alter the relationship between event valence and memory for target’s behaviors. Ritchie assessed recall for behaviors about four different targets: a liked other, a neutral other, a disliked other, and one's self. Taking the previous two studies into consideration, Ritchie expected to obtain a positivity bias in memory for self. Additionally, he hypothesized that the other recall would all depend on the degree to which the person about whom memories are generated was disliked or liked. The results indicated that recall for a liked individual was the same as recall for self, and recall for acquaintance behaviors and recall for disliked behavior differed from

Johnson and Nicole had a talk about why she chose not to share the amount of times that Nicole was off task. Here Nicole realized that the reason that she has missed a portion of her recess for several years was not because she was not smart, but because she was too distracted and off task due to talking. Ms. Johnson then took this opportunity to provide tools for Nicole to use that would help remind her to remain on task and talk less in class.

Trey is a quiet and friendly member of our class. He is willing to participate in class routines and enjoys helping others. Trey mixes well with his peers and generally displays the skills needed to work cooperatively with a partner and group. It is pleasing to see that Trey seeks clarification if he is unsure of what is required. He is continuing to grow in confidence and learning to take more risks with his learning. Trey occasionally contributes to class discussions and usually listens

During my observations in week eight on March 1st at two fifteen in the afternoon, the teacher called on John to read an excerpt from the reading and John was having trouble pronouncing words. Students began to laugh and read any word he mispronounced, the teacher then read louder than John causing John to stop reading and the teacher finishing the excerpt. This opportunity would have been great for John to practice reading vocabulary words he often has trouble understanding and pronouncing. The second goal for John’s guide to progress would be to give him the opportunity to speak out loud and exercise his public speaking skills. Silvia Rico states, “Talk to the students in the classroom about how students have different learning experiences/styles

John Doe Jr., was discouraged by his educator when he raised his hand attempting to pose a question. She turned his causes around not approach him in the wake of raising his hand for an exceptionally long time. "He kept his hand overhead for a significant part of the 75-moment session, yet the educator did not approach him." (Pena 517) After class, she sent him a message letting him know to not talk in class as it takes a step back and diverts the nature's domain. "What studying environment I might as well ask?" He was there to study! However, it would appear his educator didn't aside from individuals to take long when making inquiries. This truly

John Doe, was depressed by his teacher when he raised his hand trying to ask a question. She turned his motivations down by not call on him after raising his hand for a very long time. “He kept his hand aloft for much of the 75-minute session, but the professor did not call on him.” (Pena 517) After class, she sent him an email telling him to not talk in class as it takes other student’s time and distracts the learning environment. “What learning environment I should ask?” He was there to learn! But it turns out that his teacher didn’t except people to take long when asking questions. This really makes it difficult to explain, as the teacher is always there to teach, even if it takes some time.

In tallying the total interruption instances, I considered acts such as verbal cutting off sentences, rising of students’ hands while another student was still speaking, and expression of negative reactions as disruptive to the speaker. Student-teacher interruption instances were also included in the tally. As for the total interruption opportunities, I also established a fixed value (50 instances) to make the experimentation and computation easier. Any of the classes did not attain the 50 instances of total recitation and interruption.

Lots of students now are having disruptive behavior in the classroom. Most of the time they use their cellular phones, iPods or any other electronic devices during class discussions. There are times that students have unexcused exits during class discussions like leaving to retrieve a soda or other snack items, leaving to engage in a conversation whether it is person – to – person or by phone, leaving before class is finished for any reason without prior permission from the instructor, etc. Other examples of