Student Behavior Observation Paper

Class SPE 568 Behavior Assessment required me to conduct multiple assessments to understand the various methods there are to identify the cause of problem behavior. I have learned

If the child misbehaved 3 times then they would have to move down their clip on the behavior chart. If the clip got to low on the chart, a note would be sent home to the parents/guardians. I feel that my CT had great ideas for her behavior management in the classroom. I know that I will my CT’s behavior management techniques in my classroom. I also made note of the class’ behavior daily goal, “We will keep working on good behavior so we can be successful learners today.” By posting daily behavior goals, the students were becoming aware of their actions and how they can affect other

By June 28, 2018, Jayden King Jr. will decrease his level of defiance (refusing to obey and follows directive of someone of authority). Jayden will decrease the number of episodes during direct instruction to less than four times per month over a three-month period. The teacher will use a behavior chart to record the number of times the targeted behavior occurs a day. Based on the number of occurrences, the child’s behavior will be rated on a scale from 0-5. Zero indicates the least amount of occurrence and five indicating the maximum number of occurrences. The replacement behavior is targeted based on the data collected from several behavioral assessments. Jayden’s continuous defiant behavior, when given a directive by an adult, has disrupted the class and affected his school work immensely. Based on the strategies and interventions that will be used to conquer the undesirable behavior, Jayden 's inappropriate behavior will lessen and eventually fade away.

Welcome parents and student to Franklin County Elementary. Our superintendent of education has recently decided to implement a school wide positive behavior support. This approach to discipline includes school-wide, targeted, and individualized strategies for achieving social and learning outcomes while preventing problem behavior with all students. It involves modifying our processes and procedures to help decrease problem behaviors. You will see that we have added reminders throughout the school (in the classrooms, hallways, lunchroom, bathrooms, etc.) as a friendly reminder of the rules to encourage good behavior. Our goal is to get more remarks for positive behavior than incident reports for negative behavior every week. The remainder of this paper will outline our School Wide Positive Behavior Support, explaining behavior expectations, rewards, error correction procedures, and data collection procedures.

Challenging behaviors can hold a variety of forms, but yield the same end-result- that is, it disrupts typical learning environments, and can pose a threat to the emotional or physical well being of an individual (Chandler et al, 2010). Behavior analysts focus on implementing behavior intervention programs (BIPs), in an effort to shape a behavior to one that is: socially acceptable, and replaces a negative behavior (i.e. aggression)with a positive behavior (i.e. counting, raising a hand to speak, etc.; Cooper et al, 2007). In a school setting, it is the responsibility of that school to ensure the safety of every student. If a student is engaging in challenging behaviors, it is their responsibility to implement techniques through applied behavior analysis, in order effectively direct inappropriate behaviors to behaviors that are positive (Cooper et al, 2007). Positive and appropriate behavior is being referred to as any behavior that is typically socially acceptable in the given environment (Chandler et al, 2010).

Administrators are supportive of teachers in dealing with student discipline matters at Lacy Elementary, which is needed for PBSS to work and be successful. The three tiered approach of PBSS should be used at Lacy Elementary School (Bradshaw, 2015, p. 481). Tier 1, universal interventions for all students it is a proactive and preventative approach for both academics and behavioral issues. Tier 2, targeted intervention, the purpose is to reduce risks of problems with academics, behavior or both for some students and is supplemental and highly efficient. Tier 3, indivualized, function based and high intensity (Horner, R. H., Sugai,, G. & Anderson, C. M. , 2010, p. 4-5).

Under the school’s current behavior policy, he has frequently received discipline for his behavior and his lack of effort in his classes. These sanctions include writing as punishment, corporal punishment, and isolation through In School Suspension. This is the second year that he has received such punishments with little to no change in his behavior and performance. However, through the use of a behavioral plan, the student should improve his behavior and his learning.

The “Good Behavior Game” is a method in which students depend on each other in a group setting, and is applied class wide. This article focus on the behavioral changes of a fist grade general Ed class in the inner city, and its changes in relation to the Game. The purpose of this article is to share these findings with educators and individuals who are interested in classroom management.

114). Within the classroom, students often observe other’s behaviors and are able to distinguish between the correct and not so correct ways to behave in the classroom. By observing there is a punishment for being disruptive, talking in class, and not completing classwork, most of the students learned that missing recess is a major consequence to that. Ormrod (2016) states that one of the general principles of the social cognitive theory, is that students often learn by watching other’s behaviors and the consequences that result in this behavior (p. 115). While Raul, Peter, and Ashley all started to become distracted by Nicole’s constant disruptive talking, they all resumed to their original behavior of quietly paying attention to class instruction. The case study did not specify if these three students did not complete their work like Nicole, it just mentioned that they all started to disruptively talk unlike

When using Applied Behavior Analysis, the role of the teacher is crucial. For ABA to be used correctly, a teacher must keep documentation on every student. This documentation should be taken frequently and with precision. Little details such as a shift in interest should be documented. This documentation will show the progress each child makes in the process of modifying their behaviors. In addition to keeping thorough documentation, teachers must examine each student individually. In observing their interests, teachers can form individual enforcers for each student. For example, if a student always chooses to do puzzles during free time, puzzle pieces could be a reinforcer. Every time the student does something that deals with the positive modification of behavior, they can earn a puzzle piece. When all of the pieces are earned, they will be able to put the puzzle together. This method is beneficial when correcting a student’s behavior.

Significant student behavior challenges was part of my decision to choose 2B Establishing a Culture of Learning as an area for professional growth. It has been a very difficult process to build the kind of classroom environment every student deserves. When you read my Cycle 2 Progress Update I have shown evidence of creating a culture of learning. I’m doing all the right things but because some aspects of student and staff behaviors we have made progress but are experiencing regression of behaviors. I only have control of my behaviors and cannot make others do what they don't believe in or do not have the experience/education to understand the purpose of behavior expectations.If I’m being totally honest some days our learning environment does

One of the advantages of developing and using the Behavioral Matrix at specific grade level and across a school is that everyone knows the expectations and the consequence. Every teacher follow the Behavioral Matrix so the same course of action is the same. “Because these standards are agreed upon by staff and communicated and taught to students, student behavior is evaluated against the Matrix.”(Knoff, 2007, p.9) When everyone knows the expectations and course of action, the process runs more smoothly. “ Thus, behaviorally, student self management is enhanced as student discipline becomes a process of the “student

One of the most common behavioral issues that many teachers and parents observe in children is non-compliance. Non-compliance can be an obstacle for teachers in the classroom, especially when trying to teach the children new skills necessary for academic success. For some children with disabilities, non-compliance can interfere with teaching skills that are necessary for gaining independence. The behavior of non-compliance usually comes in the form of refusal to complete a task either from verbal refusal, physical aggression, or escape behaviors such as running away. These behaviors can not only make it difficult to teach new skills to a child, but also be very disruptive to a classroom, can cause injury to the child or another, and can decrease the child’s ability to succeed in school or gain independence.

When implementing a discipline program, it is important that a teacher identify the difference between misbehavior and off task behavior. Misbehavior is a more serious action and should be treated accordingly. Misbehavior includes actions that are pre-meditated, habitual, unsafe, or demeaning. Off-task behavior includes actions like, talking out of turn or with other students, doing activities other than what the teacher has assigned, and lack of following instructions. While both types of behavior cause unwanted classroom distraction and should not be tolerated, there is an important difference between the two that must be identified. In the case of off-task behavior, the strategy to guide the student back on-task may require imposing a consequence as well as making an adjustment to the classroom management plan in order to re-route the student. In the case of misbehavior, imposing a consequence along with the addition of recruiting support from parents or administration may be needed to retrain the behavior.(Ross, 2009)

Problems encountered during the execution of the project were excessive student absences, lack of consent, and school assemblies. One of the target students in the study had excessive absences due to behavior. The student got in some trouble that required that they spend time in In-school suspension as well as Out-school suspension. This problem made it impossible for the students data to be included in the study.