Behavior Assessment Project

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Behavioral Assessment in the Classroom Classroom Management Amanda Pedi December 1, 2017

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Table of Contents Characteristics of the Setting and Learner………………………………………………………3 Goals and Specific Behavioral Objectives……………………………………………………...10 Data Collection…………………………………………………………………………………11 Interventions……………………………………………………………………………………22 Evaluation/Analysis……………………………………………………………………………23 Appendix……………………………………………………………………………………….18 References………………………………………………………………………………………29

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Characteristics of the Setting and Learner Joseph M. Ferraina Early Childhood Learning Center is located in Long Branch Township. It is a school specifically devoted to students who fall between 2 ½-6 years. The school is divided into two different wings. The East wing contains the younger students who would be classified as toddlers and preschoolers, while the West wing contains the kindergarteners. The school is small and contains roughly around 120 students. Faculty members are well versed in different languages, special needs and general education so they are well equipped to handle a diverse population of students. In terms of facilities that the school provides, there are a broad array of facilities that are designed to keep students safe and happy. The first feature of this school is a buzz in front door where guests are monitored from the outside through a camera and a window, then are buzzed into the school after stating their business through the intercom. Upon entering, guests sign in their name and are then directed to a main office that requires another buzz in, or to the school, which also has a door that needs to be unlocked upon exit or entry. This feature was designed with special needs students in mind in case they try to leave the school through the main entrance. Each classroom features a drinking fountain and a bathroom that can be used freely throughout the day. Breakfasts and lunches are delivered directly to the classroom and meals are eaten at the student’s tables. In terms of allergies, these are addressed in student paperwork and they are given special accommodations during lunch time. Considering students eat in the same classroom, teachers also take special care to inform the parents and guardians of other students to be courteous of other student’s allergies. In terms of the community, the school is located in a very well maintained area. The houses and apartment complex in the area are kept very neat and pristine. The Long Branch

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Police Station is also located a few minutes away from the school, so there are always police cars and officers patrolling the area. In terms of the socioeconomic status of the area, it is very middle class considering there are both English and Spanish speaking students that live in the area. It is a very rural area as well, considering it is a mere two minutes from Seven President’s Beach. The culture of the school is very mixed and features English and Spanish bulletin boards for students to gather information from.

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Classroom The classroom I am observing in is an all inclusive kindergarten classroom. This classroom community features bilingual students, and one child with an IEP. This classroom is considered the lowest level of kindergarten that the school has to offer, because it teaches and reinforces necessary skills that the students will need to succeed in their educational career. The classroom itself is very large and has students sitting at 4 tables in groups of 5. There is an area for reading, dramatic play, circle time, science and math activities. There are two teachers who are constantly in the room and their desks are located in the corner of the room where they sit back to back with one another, but still with a good perspective of the classroom. This classroom has two co-teachers. One general education teacher and one bilingual teacher who speaks Spanish. The classroom routine is as follows, upon entering the classroom the students take off their coats and backpacks and place them on their respective hooks and cubbies. Then students go sit in their seats and begin to stand for the pledge of allegiance. The first main routine in class begins with the student’s special activity: music, gym, art or computers. Then once the special activity is done, students report back to their classroom, proceed through their morning activities and then break for lunch and recess. After this break, they come back into the classroom and continue through their afternoon activities. Finally, they sing their goodbye song, and dismissal takes place. See Appendix A for Classroom Climate Checklist

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Implementations of Transitions and Procedures In terms of transitions and procedures, there are some implementations that take place in the classroom. Consistent signals to gain student attention prior to direction are not used, and the teacher relies mainly on vocal projections and verbal instruction for the students to either sit at the carpet for the lesson objectives. Students however, are very familiar with their routine and their daily schedule, so there is not that much of an issue in terms of the students not being able to follow the schedule. For example, when the tone goes off for students to transition between centers and activities, they get up, put their lesson materials away and then begin to transition to the next activity. Once the bell rings, students transition to the next activity, without a first warning or a final countdown. Most of the routine involves the bells without any warning to when they will be rung. Necessary routines that involve students going to the bathroom or the nurse are very broad. There is a bathroom in the classroom which students can use at any time throughout the day. In terms of medical issues or other specific needs, the student need only ask the teacher. Implementation of Learning Support The implementation of learning supports is seen when the general education teacher pulls certain students from their center activities to work on specific skill mastery and go over topics that were covered in the lesson. I saw her do this to multiple students and as each one approached, she marked their progress down in a journal and in each child’s folder pulled out activities tailored to learning a specific skill. For example, one student had a problem with pronouncing words, so the teacher used specific flash cards to help the student practice pronouncing words and get a feeling of how to pronounce certain letters in the words. During the main circle time activities, when the whole class is gathered around for a story and activities,

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the head teacher will use power point slides and charts to mark story progress and show the class certain key points throughout the story. The use of technology in the classroom and visual aids helps the class to gain a better understanding of what goes on during the lesson. Methods of Cueing and Redirecting Behavior The second a student acts out and begins to cause a disruption in the classroom, one of the teachers in the room will intervene and correct the behavior. There is a token economy in place in this classroom so every time a student demonstrated the correct behavior: saying please and thank you, doing the right thing, and performing well in class, the student is rewarded with classroom dollars that they can spend in the principal’s office for prizes. Students who demonstrate bad behavior are pulled aside, and the teachers attempt to explain the situation and show the student that what they did was wrong. Then they talk about what can they do better to earn a classroom dollar. Overview of Teacher Directed Instruction Both teachers direct instruction when the class is gathered for whole group activities. The main style of co-teaching I saw amongst these teachers, was one teach, one assist. The bilingual Spanish teacher was sitting amongst the carpet amongst the students, giving them hints and clues to how they should answer the general education teacher. Then when the class splits for center activities, both teachers go to their respective centers and work with the students to help them complete their tasks and gain a mastery of the skills being taught.

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Overview of Cooperative Group/ Center Based Learning In terms of cooperative group learning, there is a fair amount throughout the day as the class gathers together to review important information and important concepts that were covered in class. One such concept that was covered involved the class going over and pronouncing words that they will use later on in class. The students will then separate for center activities where they will read books and work together on activities that will reinforce what was taught during the lesson. The center activities in the classroom were varied and taught the students different literary skills that help them gain mastery over important concepts such as the alphabet, basic phonics and spelling. These centers are the primary place of learning and students practice and learn new skills that adhere to the lesson. Overview of Independent Practice In terms of independent practice, there is limited individualized practice, except when students break off from their whole group activities and work on their writing skills. The main activity students participate in involves writing in their journals after they have participated in the reading of a story. The students return to their assigned tables and seats and write a short sentence on what they have just listened to in the story, accompanied by a picture that illustrates the scene that they have described. The students are practicing comprehension and memorization skills when they participate in this activity. Since this is an early childhood classroom, there is not much independent practice. The students are mainly working in small groups or large groups.

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Learner The student I will be observing is named Ari. Ari is a young boy who is five years old of Islamic background. In terms of his “disability” he is not classified under any specific category and has not been referred for testing. He is not physically disabled, and has no physical or cognitive limitations. Ari has strengths and weaknesses, but he tends to use his strengths in the wrong aspects of his childhood. For example, Ari is very outgoing, but he tends to have more outbursts in terms of vocal projections, when he could be using this to participate in class and work with his fellow classmates. In terms of weaknesses, Ari also has a tendency to ignore adults when they are speaking to him. When a teacher tells him to stop, he will not stop unless he is fully removed from the situation. Even then, he will find another negative behavior that will get him into trouble. In terms of the Tier 1 supports that are being used to intervene with Ari’s behavior, there is a lot of negative reinforcement in terms of ignoring the behavior, and the occasional yelling. I feel that Ari needs to have more positive support in terms of praise. Every time he does something right, I will give him praise. Every time he does the wrong thing, I will stop him, pull him to the side and give him a chance to tell me what he is doing that is wrong. Ari has potential to become a very involved learner, but his energies and behavior issues need to be redirected. He tends to be very creative and will have very great ideas, but this amazing quality is covered up by his behavioral outbursts and it distracts the teachers from his true potential. I have tried to use certain tier 1 supports in terms of redirecting and stopping his behaviors, but there are times when I am left in a power struggle, which is what I want to avoid. I will physically block his path and stop him in his tracks. Then I will sit him down and have a talk with him about his incorrect behavior.

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Goals and Specific Behavioral Objectives The main goals I wish for Ari to achieve is following directions and exhibiting proper classroom behavior. Ari has problems with following directions, and his behavior in class is not appropriate for school. The first target behavior that I wish to address is Ari not staying on task. More specifically, he becomes distracted with his pencil and will misuse the writing utensil in a variety of ways. The main thing he does with the pencil is a stabbing motion towards himself, or another student in the classroom. The desired behavior I would like Ari to exhibit, is to write with his pencil, and then put it down as soon as he is done. I intend to implement this behavior by working one on one with Ari and giving him positive reinforcement. Ari tends to carry out a bad behavior when he is not being watched, or when he does not have enough attention. Every time Ari does the right thing and puts the pencil down when he is done writing, I will reward him with positive praise in the form of a high five. Over the course of 10 minutes, the student will put down his pencil 5 out of 10 times after completing a writing assignment.

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Data Collection The data for Ari’s behavior was collected in a classroom setting, during the times students transitioned between activities and centers. Ari also acts out during center times and will walk off to other centers and disrupt his classmates and the teachers. I have noticed that the main causes of Ari acting out is disinterest in the activity, or lack of positive attention. I observed Ari for 25 hours, noting each time the behavior occurred, and recording it in my notebook. The behavior typically occurred for 20 seconds until myself or my teacher intervened. See Appendix B In these charts, I observed and recorded the number of times Ari acted out in class and recorded the specific antecedent, behavior and consequence of each of his actions. Most of the times Ari acted out involved times where there was not enough attention on him and he was left to his own devices. The understanding I am gaining from this data is that Ari does not have enough positive attention on him. Every time he gets attention is when he is doing something wrong. I think in order to correct this problem, Ari needs to receive more positive attention in the form of praise and rewards. A token economy tailored to his specific likes would be more influential and would help to intrinsically motivate him. See Appendix B Based on the data that I have collected, I have determined that with positive attention and reinforcement, Ari will act out less in class. During the time I have observed Ari in class, I have noticed that there is a lot of negative attention on him and no positive attention. The only time the teachers are acknowledging Ari’s behavior is when he is doing something bad. Whenever he does something good there is no attention, he is ignored. So in order to gain attention, Ari has

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resorted to acting out in class for attention of any kind from the teacher. When I applied my behavior interventions, I feel that they worked, but I needed to get more specific. I would have liked to have the opportunity to implement a chart or some kind of miniature token economy specifically catered to Ari’s likes and dislikes so that way he can have more motivation to continue to behave in class. There needs to be more random positive attention on Ari so he is always trying to do his best and is constantly working towards a goal. Within these two graphs, I have plotted the amount of times Ari has acted out during my observations, and the amount of times the behavioral intervention plan has worked. I have recorded them over a series of five weeks, and recorded the data as best as I could. Week three, where there is no data is the week where Ari was not present in the school. I used this day to observe the classroom dynamic when Ari wasn’t there.

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Visual representation of Data

Development Levels 70% 60% 50% 40% 30% 20%

10% 0% Day 1

Day 2

Day 3

Day 4

Day 5

In order to make sure that I am using sound and developmentally appropriate practices with Ari, I have done some research to make sure my methods will work. One article I have read involves positive attention and breaking the streak of a “'reprimand trap.'…First, the student misbehaves. Then the teacher approaches the student and reprimands him or her for misbehaving…The student finds the negative teacher attention to be reinforcing, he or she continues to misbehave-and the teacher naturally responds by reprimanding the student more often!” (Intervention Central). This is a preview of how I saw the teachers intervening with Ari whenever he acted out. The article also goes into great detail about how students can be steered away from this path by using a technique called “random positive attention”. The positive attention method worked with Ari because he is lacking attention in the classroom. Once I noticed that he still acted out during class time, I began to vary the amount of times I would give him positive attention and I noticed that he began to work for my attention. If I was the teacher of Ari’s class, I would “put together a list of ways to deliver positive attention that (a) can be

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done quickly, without disrupting classroom instruction, and (b) the student actually finds rewarding.” (Intervention Central). Ari’s behavior is manageable, but there needs to be more effort put into helping him along. In the future, I would continue to vary the amounts of positive attention I give to Ari in order to make sure he is always working towards positive attention. I would have also liked to implement a token economy catered specifically to Ari’s needs. While the classroom already has a small token economy in place, it does not work with Ari because he has lost interest in it. If he could have one tailored to his needs, he would be more enthusiastic about working towards it. Also, I would start rewarding students based on their manners, etiquette and effort put forth in class. If I could set the example for Ari and the other students, then they will see that all positive behavior is rewarded and negative behaviors will not be tolerated in the classroom. One other thing that I think should be implemented into the classroom is a form of time out corner. This is a kindergarten classroom, and the students are still young. Sometimes in order to help students detach from the situation, it is best to have a time out corner in order to help them take a few minutes and reflect on what is being done. In terms of generalization, Ari will start doing his work upon instruction, then when the other students start chatting or talking with the teacher, Ari will act out in a demand for attention. If he does not receive any sort of attention, then he will continue to act out and cause a disruption in the classroom. However, the teacher does not address this problem directly and instead allows the student to act out. The biggest fear that I have for this child is that the intervention strategies will not work and he will be beyond help if something is not done from an early age.

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Tier 3 Interventions To implement tier 3 interventions in the classroom I will place a heavy focus on giving Ari one on one supports so that there can be more of a focus on Ari’s behavioral issues. I would have the school psychologist come into the classroom with Ari for a certain amount of time each day and allow them to work one on one with him. The overall goal of this intervention is to have Ari get the amount of attention he needs in order to work out the behavioral issue. Considering that Ari’s main issue stems from a lack of positive attention, brining the guidance counselor in would be beneficial to Ari in order to help him gain a positive amount of attention and help redirect him away from the negative attention. Reflection After working closely with Ari and implementing the behavioral plan, I realize now that working with general education students and their behaviors proves to be a challenge. With Ari, I used positive attention and different types of reinforcement to make sure that Ari stayed on task. Every time he did something right without instruction he was rewarded with a high five. I proceeded to reward him every time he did this. Then when I noticed he grew bored of high fives, I proceeded to use random positive attention and rewarded him at irregular intervals. I would tell the teacher to continue using the random positive praise with Ari and to also work to implement a form of personalized rewards system with him. Unfortunately, I did not have the opportunity to implement a rewards system with Ari because I needed to go through multiple levels of clearance that would take up too much time. Working with Ari has been a valuable learning experience. He has taught me how to be patient with students that have behavioral issues and to always have different tools at my disposal to reprimand and help the student get back on track. Working with him has taught me how to gain a greater appreciation of the

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student’s perspective during class time and when they are working. This insight has shown me that there are more factors to a student’s life that determine their personalities and their actions in how they behave. The home life is the most influential piece in a student’s life and in order for me to be able to understand the student better, I must understand them in all aspects of their lives. In order for the school to implement this behavior plan, they will need to get clearance and approval to start a rewards system with Ari and form a plan and stick to it. This can be done by both the teacher and the school psychologist, sitting down and working together to form a behavioral intervention plan for the student. I would have them work together in terms of providing Ari with more positive attention and support as opposed to negative attention and punishment. The root of Ari’s main problem is a lack of positive attention. This can be solved by sticking to the behavioral intervention plan. All of the teachers that interact with Ari and participate in the classroom with the main teacher, will need to be made aware of Ari’s behavior plan and how it works. Then the teachers and other faculty members can work together to help Ari improve his behavior in the classroom, and even improve the plan to benefit him further down his educational path. Ari’s family members need to be more involved in his life by applying the plan in his home environment. I have noticed that Ari talks about things and subjects of conversation that are not appropriate for a kindergartener to be saying. Ari for example, shows a deep interest in knives and stabbing, which is not appropriate at all. Ari’s parents need to heavily enforce the behavioral plan and follow through with it in order to make sure Ari is following through with his education plan. While I am not too familiar with Ari’s family background and how things function in his household, if I was the teacher I would have meetings with them or arrange phone

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calls to discuss Ari’s behavior with them. If they cannot make arrangements to meet with me, then I would send a note home to Ari’s parents and have them write back and forth with me so we can communicate on a proper plan for Ari. With the experience I have gained from working with Ari, I have learned that working with students and their behavioral issues is crucial to any teacher. I have learned that it is important to understand the crucial aspects of a student’s life in order to form a behavior plan that can benefit them throughout their educational career. By working with Ari, I have learned how to work with and understand students with behavioral issues. I have realized by reflecting on my previous efforts and plans, I can work to improve my behavioral intervention strategies and with carful observation and research, even make new ones that can benefit the students. Positive behavior supports are key to any classroom. Students need positive behavior in order to function in a classroom. Teachers who use negative supports and constant yelling and punishment will never teach students the error of their ways. Taking all of the skills that I have learned from this experience, I will use this in my future classrooms by following similar steps to work with my students and write behavioral interventions that will benefit them in the classroom.

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Appendix A: Class Climate and Culture Reflection Checklist

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Appendix B: ABC Data Name: Ari Antecedent: Interrupt Activity

Duration: 2 minutes Behavior: During the morning do now and activity

Behavior: Crying

Told-no

Whining

Wants something-can have

Screaming

Sensory reinforcement is valuable Demand at table

Bolting

Wants attention, can’t have it Demand away from table Other: Got bored of activity

Kicking

Name: Ari

Duration: 2 minutes

Antecedent: Interrupt Activity

Biting

Hitting

Date: 10/5/17 Time: 10:00 am Consequences: Physically guide to comply Ignored problem behavior Deny access to reinforcer and physically guide to comply and demand Count and mand procedure Contingent effort procedure Block behavior and redirect Other

Other: Hit himself in the head with a pencil

Description:

Behavior: Crying

Told-no

Whining

Wants something-can have

Screaming

Sensory reinforcement is valuable Demand at table

Bolting

Wants attention, can’t have it

Kicking

Biting

Date: 10/5/17 Time: 10:30 Consequences: Physically guide to comply Ignored problem behavior Deny access to reinforcer and physically guide to comply and demand Count and mand procedure Contingent effort procedure Block behavior and redirect

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Demand away from table Other: Not enough attention on him, teacher told class to be quiet and stand for the pledge of allegiance

Hitting Tried to leave spot at the table, teacher told him no, stay in your spot.

Name: Ari Antecedent: Interrupt Activity

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Other: Tried to stab another student with a pencil

Duration: 2 minutes Description:

Behavior: Crying

Told-no

Whining

Wants something-can have

Screaming

Sensory reinforcement is valuable Demand at table

Bolting

Wants attention, can’t have it Demand away from table Other: Not enough attention on him, teacher told class to be quiet and stand for the pledge of allegiance

Kicking

Biting

Hitting Tried to leave spot at the table, teacher told him no, stay in your spot.

Name: Ari Antecedent:

Date: 10/5/17 Time: 10:30 Consequences: Physically guide to comply Ignored problem behavior Deny access to reinforcer and physically guide to comply and demand Count and mand procedure Contingent effort procedure Block behavior and redirect Other

Other: Tried to stab another student with a pencil

Duration: 20 seconds Description:

Other

Behavior:

Date: 10/5/17 Time: 10:45 Consequences:

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Interrupt Activity

Crying

Physically guide to comply

Told-no

Whining

Wants something-can have

Screaming

Sensory reinforcement is valuable Demand at table

Bolting

Ignored problem behavior Deny access to reinforcer and physically guide to comply and demand Count and mand procedure

Wants attention, can’t have it Demand away from table

Kicking

Other:

Other: Student placed hands on another classmate

Name: Ari

Duration: 10 minutes

Antecedent: Interrupt Activity

Told-no

Teacher put student in the coloring group for a center activity.

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Biting

Hitting

Description: Behavior: Teacher passed out Crying markers and dry erase boards for students to write with. Whining:

Wants something-can have

Screaming

Sensory reinforcement is valuable Demand at table

Bolting

Wants attention, can’t have it

Kicking

Biting

Contingent effort procedure Block behavior and redirect Other: Teacher made him apologize, and sat next to him for the duration of the center

Date: 10/12/17 Time: 11:30 Consequences: Physically guide to comply

Ignored problem behavior Deny access to reinforcer and physically guide to comply and demand Count and mand procedure Contingent effort procedure Block behavior and redirect

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Demand away from table

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Hitting

Other

Other: Throwing markers and erasers at other students and drawing on them

Name: Ari Antecedent: Interrupt Activity

Duration: 15 seconds Description:

Behavior: Crying

Told-no

Whining

Wants something-can have

Screaming

Sensory reinforcement is valuable Demand at table

Bolting

Wants attention, can’t have it Demand away from table Other: Students Students were assigned to centers. assigned to centers, dramatic play center had foam swords and knight gear

Kicking

Name: Ari

Duration: 30 seconds

Antecedent: Interrupt Activity

Biting

Description:

Told-no Wants somethingcan’t have

Hitting

Contingent effort procedure Block behavior and redirect Other

Other:

Behavior: Crying Whining

Students were given the instruction to fill

Date: 10/12/17 Time: 1:30 Consequences: Physically guide to comply Ignored problem behavior Deny access to reinforcer and physically guide to comply and demand Count and mand procedure

Screaming

Date: 10/26/17 Time: 10:15 Consequences: Physically guide to comply Ignored problem behavior Deny access to reinforcer and

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out their daily calendars Sensory reinforcement is valuable Demand at table

Bolting

Wants attention, can’t have it Demand away from table Other:

Kicking

Name: Ari

Duration: 10 seconds

Antecedent: Interrupt Activity

Biting

Hitting

Contingent effort procedure Block behavior and redirect Other

Other: Covering ears

Description:

Behavior: Crying

Told-no

Whining

Wants something-can have

Screaming

Sensory reinforcement is valuable Demand at table

Bolting

Biting

Wants attention, can’t Kicking have it Demand away from Hitting table Other: Was told to Student did Other: come to the teacher something wrong, desk and was told by the teacher to come to the desk.

Name: Ari Antecedent:

physically guide to comply and demand Count and mand procedure

Duration: 8 minutes Description:

Behavior:

Date: 10/26/17 Time: 11:00 Consequences: Physically guide to comply Ignored problem behavior Deny access to reinforcer and physically guide to comply and demand Count and mand procedure Contingent effort procedure Block behavior and redirect Other

Date: 10/26/17 Time: 1:30 Consequences:

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Interrupt Activity

Crying

Physically guide to comply

Told-no

Whining

Wants something-can have

Screaming

Sensory reinforcement is valuable Demand at table

Bolting

Ignored problem behavior Deny access to reinforcer and physically guide to comply and demand Count and mand procedure

Wants attention, can’t have it Demand away from table

Kicking

Name: Ari

Duration: 2 minutes

Antecedent: Interrupt Activity

Teacher had students on the circle time carpet, was reading a story to the students.

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Biting

Hitting

Description: Teacher sent students back to their tables for a small group activity and asked for silence

Behavior: Crying

Told-no

Whining

Wants something-can have

Screaming

Sensory reinforcement is valuable Demand at table

Bolting

Wants attention, can’t have it Demand away from table

Kicking

Biting

Hitting

Contingent effort procedure Block behavior and redirect Other

Date: 10/26/17 Time: 1:45 Consequences: Physically guide to comply

Ignored problem behavior Deny access to reinforcer and physically guide to comply and demand Count and mand procedure Contingent effort procedure Block behavior and redirect Other: Verbal reprimanding in private

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Appendix C: Behavioral Chart Data

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Appendix D: Completing Pathway Template

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Appendix E: Integrity Checklist Integrity checklist Check:

Check:

Yes

No

√

Checklist Item

Did I identify target behavior?

√

Did I identify unwanted behavior?

√

Did I observe the student for a reasonable amount of time?

√

Did I acknowledge the student when the target behavior was performed?

√

Did I apply the behavior technique when the student acted out?

√

Did I record the student’s behaviors in detail?

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References Intervention Central. (n.d.). Behavioral Interventions and Challenging Students. Retrieved from Intervention Central: http://www.interventioncentral.org/behavioralinterventions/challenging-students/breaking-attention-seeking-habit-power-randompositive PBIS World. (2017). Tier 1 Supports. Retrieved from pbisworld.com: http://www.pbisworld.com/tier-1/