Project One: Behavior Observation
Bankbridge Development Center
By: Nicole Marincola
Rowan University
Contents:
A1 Classroom Checklist:
· Classroom arrangement
· Classroom Structure
· Teacher
· Student
· Summary
A2 Classroom Floor Plan
B1 Target Student
B2 Target Behavior
B3 Observation- Interval Recording
B4 Anecdotal Report & ABC Analysis
B5 Motivation Assessment Scale
B6 Hypothesis
B7 Teachers Techniques
B8 My Comments & Suggestions
Classroom Observation
Class Arrangement:
During my observations I noticed that this particular classroom, A-6 in Bankbridge Development Center, was arranged in a unique way. It worked well with the amount of students and teachers that were in the classroom. When you walk in there are computers to your right and on the left, along the wall there are cubbies for each student. What I found interesting was the observation window above the computers. My cooperating teacher explained to me that it is a secret window that allows their superiors to observe them at any given time without distractions or warning. Moving further into the class you will see three large rectangular tables with a few chairs at each. This is where the students eat breakfast and lunch, and work at centers. On the right there is a large sink area and a fully functional bathroom with an additional sink and small sized toilet. In both corners of the class there are teacher desks/area. To the left along the wall there is a smart board and in that corner a dressing/time out area. The student’s desks are in an odd formation, almost in an L shape, but rather then facing the smart board they face the wall where the bathroom is located. The classroom is definitely age appropriate and accommodates students with disabilities.
Classroom Structure:
The classroom structure was a little off putting to me. The rules, procedures, and expectations were nowhere to be found in the classroom. The students are very low functioning and there are only a few rules applied: No leaving seat without teacher’s permission, students must stay in classroom, and follow directions. The teacher would remind the students of the rules consistently throughout the day but the students never reviewed them. The classroom is moderately comfortable. I would change a few things like the arrangement of the desks and go over the rules with the students on a daily bases.
Teacher:
My cooperating teacher, Joanne is an experienced special education teacher for just about twenty-five years. She is very dedicated to the students and demonstrated passion for what she does. In the beginning of the day as the students enter the class she greets them each individual and asks them to put their stuff away in their designated cubby. After they hang up their coats and put away their book bag they routinely have to put their turn it in folder in the bin. During circle time she will call on each student by name and have them participate based upon their abilities and limitations. She does not move around much because she is very busy with testing the students as of this time. I’m sure if testing was not taking place she would. She is very positive and uses many gestures and tones to convey messages to students. Dividers surround her desk, this is where her teaching materials are located, and behind her desk is a coat closet where both her and the other teachers keep their belongings. Each day is prepared and organized with various activities and lessons. Every visit I had thus far she had something creative and fun planned for the students.
Students:
The students have their own desk, cubby, and assigned spot during centers. There are many displayed examples of their work. My favorite project that is displayed is the apple tree, this displays their favorite thing to do, a picture of themselves, and their favorite food. The room is rather large and has a lot of room to move around and rearrange desks if need be. It is an accessible classroom with its own bathroom.
Summary:
Overall I think the arrangement of the classroom is unique but it works well with the students. I feel as though Joanne does a wonderful job instructing the class and educating the students but I would have rules displayed and review them each day. The students work well in routine so the cubby and assignment basket is ideal in this particular classroom.
Behavior Observation-
Target Student: “Kristy” is seven years old and in second grade. She is classified as Autistic and is enrolled in a self-contained classroom. She is also assigned a one-one teacher assistant.
Target Behavior: Crying / Screaming
Definition: Student disrupts class by orally making loud noises that resemble crying during class with the teachers’ permission.
1min. / 2min. / 3min. / 4min. / 5min. / 6min. / 7min. / 8min. / 9min. / 10min. / 11min. / 12min.DAY 1 / X / J / J / X / X / J / J / J / J / X / X / J
DAY 2 / X / X / X / X / J / J / J / X / X / X / J / J
DAY 3 / X / X / X / J / J / J / X / X / X / X / J / J
Observation Technique: Interval Recording- Divides a specific observation period into equal intervals/time periods. The observer records whether the target behavior occurred or not during each interval. Starting at 9:05 each day I observed Kristy for 12 minutes using interval recording and marked down each minute if she was crying or not.
Behavior Data
DAY/TIME
Anecdotal Report:
“Kristy” Came to class happy today, moving around a lot. The teacher asked her to sit down and she started to head bang and whine We went to art class early and made pumpkins out of paper. “Kristy” decided to eat the glue and so I pushed her chair in and told her to stop She threw her self on the floor screaming and crying. I picked her up and she kept crying. I asked her what she is working for and she calmed down.
ABC Analysis:
People / Antecedent Events / Behavior / Consequent Events“Kristy”
Teacher / Class begun- 9:00 / Came into class happy today. Moving around a lot. / Teacher asked her to sit down
Teacher
Kristy / Teacher asked her to sit down / Kristy head banged and whined / Teacher took us to art class early
Kristy
Teacher / Kristy head banged and whined / Teacher took us to art class early / We made pumpkins out of paper
Class
Kristy / Teacher took us to art class early / We made pumpkins of out paper / Kristy ate the glue
Class
Kristy
Me / We made pumpkins out of paper / Kristy ate the glue / I told her to stop and pushed her chair in
Kristy
Me / Kristy ate the glue / I told her to stop / She screamed and cried. Threw herself on the floor
Me
Kristy / I told her to stop / She screamed and cried. Threw herself on the floor / I picked her up and off the floor.
Kristy
Me / She screamed and cried. Threw herself on the floor. / I picked her up and off the floor. / She kept crying.
Me
Kristy / I picked her up and off the floor / She kept crying / I asked her what she working for.
Kristy
Me / She kept crying / I asked her what she is working for. / She calmed down
Behavior Function: Tangible
Hypothesis: If Kristy desires a tangible item or outcome, her behavior will be disruptive in nature.
Brief Description: After completing the motivation assessment Kristy’s target behavior shows tangible desires to be a dominant factor rather then, attention, sensory, and escape. My hypothesis is correct. Tangible desires out weighs the other options by more then half.
Teachers Response:
When it comes to Kristy’s target behavior, Joanne tries to ignore her and move on with the lesson. She also will give Kristy a pillow and allow her to calm down by lying on her desk. Joanne knows that Kristy does not like or seek attention so ignoring her is the best way to get her to calm down and refrain from screaming and crying.
Comments/Suggestions:
A part of me agrees with how my cooperating teacher deals with Kristy’s target behavior because it seems to be the only response that works. On the other hand I feel as though Kristy is trying to show there is a deeper meaning to her screaming and crying. Her crying is loud and constant and I care about whether she may be in pain. I understand why Joanne ignores her and moves on with the lesson because when Kristy cries the other students react negatively to her and get upset. It causes a chain reaction in the classroom.