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ABC Project Part II

Name: Lauren Gilman


Date: December 1, 2014

How does this project contribute to your understanding of how behavioral analysis
and collaboration can work together?
This project was very influential for my understanding on a behavioral analysis. It
was great being able to take a student from the classroom Im placed in and create
the behavioral analysis. Creating mock behavior analysis helped my understanding
of how to complete one and opened my eyes to the different strategies to help
behavior problems. I understand now the different strategies that can be done to
help increase appropriate behaviors and decrease inappropriate behaviors.
Collaboration is very important in this process, especially when you are coteaching.
In order for the student to receive the best strategies to achieve appropriate
behaviors, teachers need to collaborate excessively.

Classroom Management:
There are multiple classroom management strategies that would help Gabes
inappropriate behavior of talking out and getting off task during independent work.
For instance, Gabe should have preferential seating. Seating him close to the
teacher at carpet time and at his desk will reduce his urge to talk when
inappropriate. Simonsen et al. (2008) stated that physical arrangement in the
classroom does impact students behavior. Also, if he starts getting off task or
talkative, proximal control will be very beneficial as well. Being able to access him
right away when he is talking or getting off task will decrease the amount of time he
is off task. Providing immediate feedback is contingent with decreases in disruptive
behavior as well as off-task behavior (Simonsen et al., 2008, p. 358). A lot of times
you have to give immediate feedback, whether its positive behavior or negative
behavior, they have to know whats wrong or whats good about what theyre
doing (Tillery, Varjas, Meyers, Collins, 2010, p.98). I have noticed that Gabe does
better with precorrections. He complies with precorrections most of the time; with
that being said, I think that keeping up with precorrections on raising hands and not
talking while the teacher is talking is important. When teachers give a verbal
prompt or precorrection, students have a decrease in off-task behavior and an
increase in academic performance (Faul, Stepensky, Simonsen, 2012, p. 52).
I also believe that a mini-token system would be beneficial for Gabe as well.
Under research, Simonsen et al. (2008, pg. 363) has discovered that token
economies produce an increase in achievement, appropriate behavior and attention,
and it decreases inappropriate behavior and talk-outs. Gabe only gets bonus
bucks taken away usually, so I think providing a mini-token economy will

encourage him to talk only when it is appropriate. The mini tokens could add up to
get him DOJO points and bonus bucks. DOJO points are behavior points that are
monitored and given/taken through the computer; theres also a section that tells
why the child received or lost points. Parents have access to their childs DOJO
points every day.

Instructional Management:
Gabe does well in certain settings; there needs to be some instructional
management factors changed in order to keep his appropriate behavior up. For
instance, it seems like Gabe does well when he works with a partner. During reading
time, when the students share books, Gabe does really well following along with his
finger and staying quiet. I believe implementing more partner work activities will
help Gabe stay on task because he will be able to talk a little bit, and it will also give
him a little leadership role if he decides to take authority. Simonsen et al. (2008, p.
361) states that class wide peer-tutoring has lead to an increase of academic
performance and a decrease of off-task behavior. Also, since Gabe is a talkative boy,
I think it would be beneficial to have a designated talk time so he can talk about
whatever. Gabe often likes to call out during lesson time to answer questions or talk
about a personal experience. I think it will be valuable to call on him when I ask
questions one or more times so that he feels as if his voice is being heard and
hopefully he will start to recognize the appropriate times to talk. Using the wait time
strategy will give him an opportunity to think about raising his hand before
answering and also lets him generate a correct response (Lemov, 2010, p. 135).

Engagement in Learning:
It is important to remember that Gabe loves to talk to his friends and
teachers. I think having turn and talk time during lessons would also be beneficial so
he has another time to talk, at an appropriate time. Another thing that will help his
calling out is having a share time during class. This might decrease the amount of
times he talks at inappropriate times because if he knows that there will be a time
to talk, he will not feel the need to call out at inappropriate times so he will be
actively engaged while waiting for the talk time. Giving numerous opportunities to
share and respond can increase students active engagement (Simonsen et al.,
2008, p. 359).
Gabe does not like to raise his hand to answer questions, so if he does not
call out, he will not raise his hand to talk at all. He is either calling out, or not
responding whatsoever. To increase Gabe raising his hand, I can call on him even
when he is not actively engaged by raising his hand (cold call); this may also help
him to realize when it is the right time to raise his hand. The cold call strategy is a
positive way to reach out to children who are hesitant to raise their hands, but want
to speak (Lemov, 2010, p.113). Gabe finishes easy worksheets in class that he
enjoys doing, while staying quiet and not getting off task. Maybe giving him an
option of the type of work he wants to do will help him stay on task during
independent work. Having materials that are high interest to Gabe will help him stay
focused as well, because he will be engaged while doing it. According to Stevens
(2012), in order for the most effective learning process, the content should be of
interest to the students.

Implementation of Plan:
My intervention plan will be to create a mini-token system and then notify
Gabe of the system. It will encourage him to only talk at the appropriate times. This
is how the system could work; during lessons, he gets one token (a plastic dot), if he
stays quiet at the appropriate times. During independent work and silent reading,
he will get one token if he stays on task and doesnt distract others. At the end of
the day, he can trade in three tokens for one bonus buck or trade six tokens for a
good DOJO point. The tokens can roll over to the next day as well. Also, Ill
investigate on his interests so that I can give the class material that will keep him
engaged during independent work. Telling him that he will have time to speak
during class and implementing the turn and talks into lessons will help intervene
with the inappropriate behavior.
I can have bonus bucks and DOJO points as resources during each class, so
this system will be very easy to implement. Also, the Internet is a good resource to
find worksheets that are interesting to Gabe. There may be a few barriers during the
intervention. The interest-related worksheets will be trial and error to see if it
actually keeps Gabe quiet and engaged. Also, I do not know if pairing him with
another student will be better or could cause inappropriate conversation. Gabe may
take the pairing up in the wrong direction and use it as another way to talk about
anything. I will monitor this and see if it will be helpful or if it will cause more
problems during class.

Collaboration:
Collaboration with my mentor teacher is critical to help Gabe reach his full

potential. I know that he is able to stay quiet and on-task; Ms. S and I just have to
figure out what will encourage Gabe the most to do so. The conflict resolution style I
strive for is collaborative, because I would be able to give my input with the
situation and also receive others input to achieve appropriate behavior with Gabe. I
believe Ms. S and I could pull this off because she has an abundance of good ideas
and has known Gabe longer. I will use strategies I have learned in class to give my
input as well. I do not think that the competitive style of conflict resolution would be
a good idea in this situation. Being able to collaborate with Ms. S and see which
strategy helps the most is important. By having a competitive approach, there will
not be many strategies to try to help Gabe.

Resources

Faul, A., Stepensky, K., & Simonsen, B. (2012). The Effects of Prompting
Appropriate Behavior on the Off-Task Behavior of Two Middle School
Students. Journal of Positive Behavior Interventions, 14(1), 52-52.
Retrieved November 22, 2014, from
http://pbi.sagepub.com/content/14/1/47.full.pdf html
Lemov, D. (2010). Engaging Students in Your Lessons. In Teach Like a
Champion (pp. 113, 135). San Francisco: Jossey-Bass.
Simonsen, B., Fairbanks, S., Briesch, A., Myers, D., Sugai, G., & Of
Connecticut, U. (2008). Education and Treatment of Children. Evidencebased Practices in Classroom Management: Considerations for
Research to Practice, 31(3), 357-363. Retrieved November 17, 2014,
from http://muse.jhu.edu/login?
auth=0&type=summary&url=/journals/education_and_treatment_of_ch
ildren/v031/31.3.simonsen.pdf

Stevens, A. (2012, June 7). Five Ways to Activate Student Attention,


Anticipation, & Interest During a Lesson. Retrieved November 20,
2014, from
http://www.readinghorizons.com/blog/post/2012/06/07/IncreaseStudent-Attention-Anticipation-Interest-During-a-Lesson.aspx
Dutton Tillery, A., Varjas, K., Meyers, J., & Smith Collins, A. (2010). General
Education Teachers' Perceptions of Behavior Management and Intervention
Strategies. Journal of Positive Behavior Interventions, 12(2), 98-98. Retrieved
November 19, 2014, from http://pbi.sagepub.com/content/12/2/86.full.pdf

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