1. Inquiry Paper: Behavior Intervention Matthew La Grou MAT Summer 2006 The College of New Jersey

2. Inquiry Question How can I help Cooper follow classroom rules and stay on task during lessons and class work? How can I help Cooper follow classroom rules and stay on task during lessons and class work?

3. Related Research “Behavior Modification programs involve the systematic use of reinforcement to strengthen desired behavior.” “Behavior Modification programs involve the systematic use of reinforcement to strengthen desired behavior.” Self management strategies help students learn to regulate their own behavior Self management strategies help students learn to regulate their own behavior Self Monitoring, Self Evaluation Self Monitoring, Self Evaluation Weinstein, Carol, and Andrew J. Mignano. Elementary Classroom Management: Lessons from Research and Practice. New York: McGraw-Hill, 2003

4. Related Research Video Self Modeling Video Self Modeling Behavior change generalizes to other settings Behavior change generalizes to other settings Instructional package incorporating video self- assessment, self-modeling, discrimination training, and behavior rehearsal improve classroom behavior Instructional package incorporating video self- assessment, self-modeling, discrimination training, and behavior rehearsal improve classroom behavior Schwan, Gerald, and William A. Holzworth. Effects of Video-Self Modeling on Inappropriate Behavior in Elementary School Students. U.S Department of Eduacation, 7/03.

5. Related Research Nonreinforcement means not responding to a behavior in a way that enables the behavior to achieve its purpose Nonreinforcement means not responding to a behavior in a way that enables the behavior to achieve its purpose Natural, logical consequences: Never done in punitive, humiliating, untempered way Natural, logical consequences: Never done in punitive, humiliating, untempered way Corrections, rewards, taking away privileges, taking a break. Corrections, rewards, taking away privileges, taking a break. Janney, Rachel, and Martha Snell. Behavioral Support: Teachers’ Guide to Inclusive Practices. Maryland: Paul H. Brooks Publishing Co, 2000.

6. Inquiry Methods Note Taking: How often does Cooper call out without raising his hand? How often does he leave his seat during a lesson? How often is he off task when work is assigned? Note Taking: How often does Cooper call out without raising his hand? How often does he leave his seat during a lesson? How often is he off task when work is assigned? Examining Student Work (before and after intervention): How does Cooper’s lack of diligence effect the quality of his work/understanding of new content? Examining Student Work (before and after intervention): How does Cooper’s lack of diligence effect the quality of his work/understanding of new content?

7. Methods Continued Interview With Parents: How does Cooper behave outside of school? Interview With Parents: How does Cooper behave outside of school? Parents understand Cooper’s lack of focus and do not want to medicate him. Parents understand Cooper’s lack of focus and do not want to medicate him. Instability in the home; split time between parents Instability in the home; split time between parents Minimal discipline, no behavioral norms or routines Minimal discipline, no behavioral norms or routines

8. Small Scale Experiments Cooper is no longer acknowledge for speaking out of turn or approaching teacher. Cooper is no longer acknowledge for speaking out of turn or approaching teacher. Behavior Modification: Recess card (class wide intervention) Behavior Modification: Recess card (class wide intervention) Actively recognized for doing appropriate work and following classroom rules: reward for being on task. Actively recognized for doing appropriate work and following classroom rules: reward for being on task. Skateboarding books, Show and Tell Skateboarding books, Show and Tell

9. Observations Prior to Intervention Habitually speaking out of turn, calling out. Habitually speaking out of turn, calling out. Regularly out of seat (approaches teacher rather than raising hand) Regularly out of seat (approaches teacher rather than raising hand) Talking to others rather than being on task. Talking to others rather than being on task. Poor performance on tasks and incomplete work. Poor performance on tasks and incomplete work.

10. Behavior After Intervention Recess Card: Recess Card: Less calling out Less calling out Raising hand to be recognized more often Raising hand to be recognized more often Recognition for being on task: Recognition for being on task: Much more likely to get to work faster Much more likely to get to work faster Wastes less time Wastes less time Approaches teacher less Approaches teacher less

11. Some Conclusions Behavior modification was successful in decreasing negative behavior and increasing desired behavior. Behavior modification was successful in decreasing negative behavior and increasing desired behavior. Time on task improved Time on task improved Quality of work improved Quality of work improved Behavior modification was more effective when student was recognized for behaving appropriately and working toward a reward. Behavior modification was more effective when student was recognized for behaving appropriately and working toward a reward.