The Importance Of Direct Behavior Rating

Adam was observed during his 5th-period algebra class on four different occasions. On October 22nd and October 26th, he was observed for 90 minutes. October 28th, Adam was also supposed to be observed for the entire 90-minute class, but the observation was cut short after he was sent to the office due to his behavior. The final observation was conducted on October 30th, for 75 minutes. Notes were taken detailing the classroom routine and Adam 's behavior (See Appendix B). The direct observations confirmed many of the behaviors described in the indirect assessment. At different points, Adam was out of his seat, left the classroom, refused to do his work, and used his phone at inappropriate times, but as noted by Mr. Brown in the indirect assessment, it was Adam 's verbal call outs that dominated the classroom climate during main group instruction. Even with the shortened days, Adam averaged almost 11 verbal call outs during the 40-50 minute main lessons. The indirect assessment gave the impression that the verbal call outs dissipated during the independent practice routine, giving way to more insubordinate behavior like a refusal to complete work. However, during the direct assessment, the verbal call outs spanned multiple routines, with Adam averaging 6 verbal call outs during independent practice.

As I walked into the classroom, Mrs. Wansong introduced me to her students. Mrs. Wansong’s class is lighted by eight big windows. By the computers there are buckets of books, crayons, and colored pencils. Right next to the buckets there are two computers which the students take their reading tests on. Mrs. Wansong is hoping that they will soon get iPads so all her students can take the tests at the same time. She also has two whiteboards and two chalkboards. The student’s desks are arranged by four desks in a square and there are four sections, so there are 16 desks in total. In front of the chalkboards there is a half circle desk, and Mrs. Wansong’s desk in the back left corner so she can watch over all the students.

Haughn’s classroom was very organized. She had her desk in the front corner near the windows, while the desks were in the middle facing the front of the room. She had a bulletin board near her desk with a calendar to know the date as well as any other important events coming up. Near the windows, there were shelves that had books, games, and activities for the students for inside recess or for assignments for the students. The students had a place when you first walk in to put book bags and coats on to keep the clutter under control. While in the back corner, she had supplies of pens, paper, coloring utensils in a cabinet. Next to the cabinet was the student’s papers in alphabetical order in an

According to the article, "Direct Behavior Rating (DBR) : An emerging method for assessing social behavior within a tiered intervention system," by Chafoules, Riley-Tillman and Christ (2009), schools have sought to improve teacher efficacy in recent years by developing a new way to conduct student assessments called Direct Behavior Rating (DBR). "DBR is conceptualized to capture the strengths of behavior rating scales and the benefits of systematic direct observation" (Chafouleas, Riley-Tillman & Christ 2009: 195). With the previously-preferred method of systematic direct observation, "typically an independent observer evaluates the student's behavior using a standardized coding system to record the presence of prespecified behaviors" (Chafouleas, Riley-Tillman & Christ 2009: 195). Using this method offered several theoretical added advantages beyond that of a typical, less formally-constructed reporting system. It was objective because of the independence of the assessor; it was repeatable and thus the data on the student could be compared over time and also compared with other students, and because it involved direct reporting by a trained professional it also retained a certain degree of flexibility in

In order for teachers at Resthaven Elementary to improve their student’s scores on the SGLSST teachers must first evaluate their own behavior, tolerance and expectations. They must also create a healthy learning environment and motivate their students to do well. One of the most important instructional factors related to student achievement is the teacher’s behavior. The teachers’ behavior and expectations have a direct impact on how their students behave and perform. The teacher-student interaction must be positive. To promote academic achievement in students, teachers must have high expectations, be encouraging, be patient, provide supportive and corrective feedback and frequently assess their student’s

Domain III: Instruction Indicator 8: actively engages students in the learning process. Teachers use different instructional strategies based on appropriate skill level. Indicator 10: Brings multiple perspectives to the delivery of content. Teachers acknowledges diversity and differentiate instruction. The teacher demonstrated deep knowledge of content by connecting ideas from across the curriculum to everyday life. The demonstration of deep knowledge of content during instruction was also measured on how the teacher engaged the students, based on the activity the students were doing. The transformation of content knowledge was a challenge for the teacher. As time progressed, the teacher was able to transform the content. The transformation, then became adaptable to all the students. Thought maddening questions were observed in measuring questioning techniques in

The fundamental goal of an educator is to effectively teach their students. Therefore, the effectiveness of an educator’s classroom management is directly correlated to the student’s educational success. Moreover, an effective classroom management strategy contributes to an attentive and orderly classroom, providing the students with self-motivation, essential in early childhood development. “Self-motivation is a continuing process and the only way we become better and stronger is to create a few mistakes a long the way and also face a few setbacks”

Jayden’s class consisted of seven boys and one girl. The classroom was very small and can hold up to twelve students. Towards the front of the classroom, was a SMART board, calendar, classroom rules, behavior chart and a clock. Above the SMART board, was a list of the

a usual routine changed? All these questions and many more could make a huge difference when

What is the name, acronym, and publication date of the assessment? The name of this assessment is the Behavioral Assessment System for Children - Second Edition. It goes by the acronym of BASC-2 with a publication date of 2009.

Are you the type of person who wants to be able to go to work everyday doing something you love, helping others who need it, and getting a smile on your face just by the smallest of things that someone does? That is the type of person I am, which is why I chose the career path of a Behavior Specialist. A Behavior Specialist is someone who works with a person who may have a disability, and they study and work with them to make things as easy as possible for their daily life. They focus on the perception of life, however sometimes hesitate to present the strong conclusions how behaviors cause certain emotion (Thompson). A Behavior Specialist is also known as a Social Psychologist, because they study how a person’s mental life and behavior are shaped by interactions with other people (“Pardon Our Interruption”). The four main behaviors that Behavior Specialists look for when studying the actions of a person are, “Self-awareness, emotion, motivation, and feelings” (“Modeling the Early Human Mind”). Although I believe being a Behavior Specialist is a dream job, there are always issues that go along with any job, in this case emotions play a role in the occupation working with people who need extra help.

He drew a diagram on the board of a typical classroom set up found in most any classroom in the United States. He stressed

I observed the preschool classroom of Ms. K. Today was a smaller group, as several children are on vacation. This is a new facility and just the host teacher was in there at this time. I came into the classroom at 8:00 and left at 9:00. I spoke with the host teacher before and after the observation for feedback, which I felt was beneficial to both her and me. I observed the children during inside for 20 minutes. I observed the children during outside play for 40 minutes.

In this case study, first year third grade teacher, Maggie Lindberg, is having trouble controlling her class. The children are well-behaved during their art period. However, when Ms. Lindberg is in charge, they are highly uncontrollable. They talk when they are not supposed to talk and they don’t listen to anything that Maggie says. There’s supposed to be a nature walk/field trip and Ms. Lindberg’s class has yet to complete the task.

Inside of the classroom there was a different objective I observed such as three calendars, three tables, a cabinet, 15 pack backs on the shelves and glitter. There were 2 flags, four plants and children sitting and lunch set. There were wood blocks, children pictures, pencil and crayons. There was hand paint, one clock and three rugs. There was three teachers and one with it an apron on.