Reference no: EM132670510

Classroom Behavior

Questions & Activities - Please answer the following and turn in via Bb

1. React to this statement: Classroom behavior is an important consideration for all students referred for special education assessment, not only those who may qualify for services for students with behavioral disorders.

2. Read the following anecdotal recording, which covers 2 days of class, and then answer the questions.
Name: John
MONDAY

John enters the classroom.

Teacher (T): Let's get ready for math class.
John (J): Can we go on the field trip on Thursday?
T: Yes, John. We will go on Thursday.
J: I can't find my math book.
T: Look in your desk, John. Now let's work problems 1-10 on page 284.
J: [throws pencil on the floor. Picks pencil up.]
T: John, let's get to work.
J: [crumbles paper up, throws on floor. Throws book on floor.]
T: That's it, John! Go to the office.
J: [smiles. Leaves the room.]

TUESDAY
John enters the classroom.

T: Now class, let's get our math books out.
J: [Out of seat. Goes to pencil sharpener;]
T: John, when do we sharpen our pencils?
J: [No response.]
T: Pencil time is after lunch. Now, get your math book out. Turn to page 286. Let's check our homework.
J: [Slams book on desk. Groans.]
T: Today we will continue the division problems. John, get your book open-
J: [Throws book on floor/]
T: Okay! To the office!
J: [smiles, leaves the room.]

Analyze the observations of John's behavior for antecedent, behavior, and consequence.

A B C

Math class John chges subject Teacher Responds

Functional Assessment Interview

During the functional assessment interview, John describes how he feels about his behavior. He reports that he is not happy in class and that the tasks have become too difficult. He states that he has not been able to keep up with the assignments the teacher gives each day for homework. Additional questioning about his homework routine reveals that John's parents work different shifts and that he often is responsible for younger siblings in the evenings until his father returns. He adds that due to child care difficulties, his mother wakes the children at 4:30 a.m. each day so that they may be at an aunt's house by 5:00, where he then sleeps for another hour before getting ready to come to school. He believes that he is too tired on some days to concentrate on his schoolwork. When asked if he has discussed these issues with his teachers, he states that it is too hard for him to talk about these concerns with other students in the classroom.

What additional important information was obtained in the functional interview?

Based on your analysis of the antecedents, behaviors, and consequences, what purpose is the behavior serving for John? What would you recommend for an intervention plan?

3. Use the following information to analyze the behavior of a fifth-grade student named Amber.

Day 1

Anecdotal recording:

Amber was presented with her arithmetic worksheet flowing the direct instruction lesson with her group. After several minutes, she began to work on the first problem. During the time period of receiving the work and beginning the work, she was observed looking through her desk to find the necessary materials. When she located her pencil and paper, she dropped the assignment page on the floor. She picked the paper up and placed it on her desk. She sharpened her pencil and began to work. During the period that she was seated at her desk working, approximately 10 minutes, she was observed looking around the room and watching other students. When a sound occurred outside the room, she would look in the hallway or out the window. When papers were collected, she had completed the first 2 of 15 problems. One problem was correct, but the second problem was not calculated correctly because of a careless error.

Day 2

Latency recording: Time elapsed from assignment to working behavior: 5 minutes.

Interval recording:  Observations during work time:

+ = on task            0 = off task

                                                                                                                                   

                  0          0          0          0          0          +          +          0          0          +

 

Minutes     1          2          3          4          5          6          7          8          9          10

                                                                                                                                   

1. Analyze the anecdotal recording. What are the antecedents, behaviors, and consequences?

A B C

2. Analyze the latency recording information.

3. Analyze the interval recording data. How often is the student on task?

Based on the information provided, why do you think Amber is having difficulty with this task? What recommendation would you suggest for Amber.

4. Using the sociogram below, analyze the social dynamics of this classroom.

a. Which students have made mutual choices?

b. Which students seem to be isolated from their peers?

c. Which students appear to be in cliques or groups?

d. Which students seem to be the most socially popular?

e. Who are the academic stars?

List other questions that you may find useful in a sociogram.

Sociogram Questions: (these are the questions you would ask the students - sociogram is on the following page)

1. Name two students in our class whom you would most like to invite to a move (or other activity)

a.
b.

2. In our class, whom would you like to be the leader of our class project?

3. Name two students in our class who do the best work in school.

a.

b.

Attachment:- Classroom Behavior.rar