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Student Background:
Jackson is a ten-year old 4th grade student at West Towson Elementary School. He
has gone to West Towson since he was in Kindergarten and he is in a General Education
setting. He has two younger siblings and another one on the way. His parents are
divorced and his father has re-married. Jacksons two younger siblings are from his father
and his step mom. Jackson often verbalizes that he does not like his younger siblings. He
is very active with sports, especially lacrosse, and plays on a travel team on the
weekends. His weeks consist of lacrosse practices, and after school activities such as
play centers where he stays after school to do his homework until one of his guardians
picks him up. On the weekends and once during the week he stays at his Dads house. He
also stays with his Grandma once a week, usually on Thursdays, and his Mom during the
other days of the week. When asked about which household he liked staying at the most,
he told me he liked all of them the same amount. In the past, Jackson has been on a
behavior chart but it was not successful.
constant throughout the class and will continue occurring until a verbal prompt is issued.
Jacksons calling-out behaviors are not dangerous, but he will often make impulsive
decisions and comments during his classes whether he is called on or not which is
disruptive to others.
Literature Review:
Arndt, K. C., Davies, D. C., Hunley, S., & Kraemer, E. E. (2012). A Comparison of the
Mystery Motivator and the Get Em on Task Interventions for Off-Task.
Behaviors. Psychology in the Schools, 49, 163-175. DOI: 10.1002/pits.20627
This article describes a study that was done on two positive behavior support plans, one
being the Mystery Motivator and the other being the Get Em On Task intervention. Both
of these interventions are behavior plans that have decreased off-task behavior in the
classroom. The Mystery Motivator is an intervention where students get to choose from
high and low prizes based on their engagement in their targeted behaviors. The rewards
are unknown which is why it is called the mystery motivator. Depending on the level
of engagement of the student and if they are able to achieve their targeted behaviors, this
determines whether they get a prize or not. On the day that the student has achieved
his/her target behavior(s) they select that day on a weekly chart. If there is a special
symbol on that day of the chart, the student gets to choose a reward. This intervention is
different from the Get Em On Task intervention because this is a computer program that
rewards students by using an individualized auditory signal system for monitoring
student behavior. This is a point system and the educator is able to use a computer to
produce signals in the class. When a signal goes off, the teacher assigns a predetermined
number of points to whoever is on task around the room. These points can then be traded
in for rewards by students. The purpose of this study is to compare the two programs and
to figure out the impact of both of them in an elementary classroom setting.
Cook, C. R., Collins, T., Dart, E., Vance, M. J., Mcintosh, K., Grady, E. A., & Decano, P.
(2014). Evaluation of the Class Pass Intervention For Typically Developing
Students with Hypothesized Escape-Motivated Disruptive Classroom Behavior.
Psychology in the Schools, 51, 107-125. DOI: 10.1002/pits.21742
This study evaluates the Class Pass Intervention (CPI) intervention that is used for
typically developing children. This intervention provides students with passes that they
are able to use to request a break from tasks during class. During these breaks, students
are able to participate in a predetermined activity for a pre-set amount of time. The
purpose of this study was to evaluate the effects of the CPI intervention for elementary
school students who are thought to have escape-motivated disruptive behavior in the
classroom.
Hoff, K. E., & Ervin, R. A. (2013). Extending Self-Management Strategies: The Use of a
Classwide Approach. Psychology in the Schools, 50, 151-164. DOI:
10.1002/pits.21666
This article and study discusses a self-management intervention and the effects of it at a
classwide level. This was done in an elementary school and is used to decrease disruptive
behaviors in the classroom. Instead of an individual self-management intervention which
is what most behavior plans for self-management are for, this article evaluates the
effectiveness it can have when implemented in a whole group setting. This plan is also
able to be individualized and can address many different targeted behaviors. Students
monitor themselves and their peers by rating themselves and the class as a whole in
relation to a set of class rules that the teacher has come up with. There were phases in this
self-management intervention such as a teacher-directed phase and the self-management
phase. There were points and rewards also received by the class from this intervention.
The purpose of this study was to determine the impact of the self-monitoring program
when implemented as a classwide approach.
Kamps, D., Conklin, C., & Wills, H. (2015). Use of Self-Management with the CW-FIT
Group Contingency Program. Education & Treatment of Children, 38, 1-32.
This article evaluates the study of the Class-Wide Function- related Intervention Teams
Program (CW-FIT). This intervention combines a group contingency program with selfmanagement interventions. This program teaches classroom rules and appropriate
behaviors. It also teaches and describes skills such as how to gain the teachers attention,
how to follow directions, and how to ignore inappropriate behaviors. Some results from
implementing this program have included increased on task-behavior, improved social
and peer behaviors and reduced disruptive behaviors.
This article discusses how SR (Self-Regulation) skills are crucial and necessary for
students academic, social, and behavioral achievement and development. The three
instructional domains that were mentioned in this article were goal setting, emotional
regulation, and social problem solving. It explains how to teach this in the classroom and
gives suggested activities for elementary/middle school students such as role playing, and
using graphic organizers. It also goes into SR in the curricula, and SR instruction and the
components/domains that go into these as well. These domains are essential for
developing effective SR processes for adolescents. The purpose of this article is to inform
and give examples about how and why self-regulation is such an important factor in a
students development.
Data Collection:
I am currently in an internship at West Towson Elementary School with one of the
Special Educators, Mrs. Kerrigan. Mrs. Kerrigan also teachers English Language Arts for
a 4th grade General Education class of nineteen students. We also teach resource classes
and push in/ pull out for Kindergarten, 1st, and 2nd grade students. Jackson is in our 4th
grade ELA class that we see twice a day. During this class, I was able to observe
Jacksons behavior(s). I was also able to observe him in his math, science, and Spanish
classes. I decided to choose Jackson for my PBSP (Positive Behavior Support Plan)
because he continued to be a disruption to our class and to his other classes. I was
interested to see if Jacksons behaviors varied depending on the class, the teacher, and the
time of day. I decided to observe Jackson during his different classes, and on different
days to get a full understanding of his behaviors. I took handwritten notes of my
observations and recorded the number of times the behavior occurred, what the behavior
looked like, why it was occurring, and what the consequence was/how it was handled.
Since I did not know much about Jacksons background, I decided to review his
files from school and speak to his teachers. Since Kindergarten, Jacksons teachers have
always given him the same comments for almost every quarter. They have said and
continue to say that he has a lot of potential, but that his disruptive behaviors have gotten
in the way of his success and reaching his full potential. He has gotten written up before
for disruptions during his classes and in the cafeteria. Last year, he was written up three
times and this year he has gotten written up twice. These disruptions have gotten to the
point where he has been sent out of the room and his parents have been called. Jackson
has also had issues in the past with bullying other students, being inappropriate in his
classes, and not completing his work on time because of talking and getting off task.
Last year in the third grade, Jackson was on a point sheet/behavior chart. This did
not help him and he was soon taken off of it. I was told that Jacksons homeroom teacher
from last year did not work with Jackson on this. Instead, he left it up to Jackson to be
responsible of, which is a possibility of why it did not work out or benefit him. Jackson is
the type of student who needs constant repetition, specific praise, and someone who cares
about his success. When I asked Mrs. Kerrigan about Jackson, she told me that she
thought his biggest disruptions in the class were his calling out tendencies and his
disruption to instruction both during independent and group work. She also told me that
she thought the reason for this was to seek attention and a sense of belonging from his
peers. She believes that his home life may be a factor in this and that school is his safe
haven because of the attention he receives, whether it be positive or negative. Jacksons
math and science teachers also agreed with Mrs. Kerrigans comments and told me the
same details about Jackson. They believe that his biggest disruption in the classroom is
caused by talking and not following directions, and that the lack of attention he is
receiving at home may have something to do with this.
Before beginning this process, Mrs. Kerrigan, Mr. Braverman, and myself all had
a conference with Jacksons parents. This occurred February 18th at 8:30 a.m. before the
students arrived for the day. The reason for this meeting was to update Jacksons parents
on his progress in class and his behaviors that were affecting his success. It was discussed
at the meeting that it seemed as if Jacksons friends were pulling away from him at school
as a result of his behaviors and that he was upset about his most recent report card
because of the comments he received from his teachers. During this conference, it was
apparent that Jacksons Mom and Dad had two different viewpoints and opinions of their
son. His Mom told us that Jackson works better when he is in a structured setting, and
that she has noticed that he rushes through his work to get to the next best thing. She
also told us that she doesnt know what strategies to use at home help him succeed in
school. When we mentioned some of Jacksons behaviors at school, his mom smiled and
laughed and told us that she cant imagine what must be happening at school in
comparison to whats happening home.
Jacksons Dad, who is a retired Behavior Specialist, had a much stronger opinion
about Jacksons needs in the classroom. He believed that reinforcers and incentives for
doing good work or reaching targeted behaviors daily would not work for his son. When
Jacksons Mom suggested holding Jackson in for recess, his father told us that he needed
that time and to not take it away from him. He also told us to make Jackson finish his
work if he was not able to during class and to sit with him to help him process this when
it is needed. He mentioned that giving Jackson breaks throughout the day may be
beneficial, but that they would need to be pre-determined so that Jackson would not be
able to take advantage of them. We discussed as a group the option of giving Jackson a
point sheet, but Jacksons father did not want him to be reinforced for doing what hes
supposed to be doing every day. By the end of the meeting, we decided on a check-list or
a to-do list for Jackson. We talked about what behaviors needed to be put onto this
chart, and how this process was going to work. Once I heard all of Jacksons parents
suggestions, I created Jacksons to-do list and checked with them to make sure they
approved of it.
After having a conference with Jacksons parents, interviewing his teachers, and
collecting my data I came to the conclusion that Jacksons behavior(s) may be stemming
from something attention related. It seems as if Jackson does do better in structured
settings, such as our ELA class and his science class, but calls out and is more disruptive
in settings such as his math class. I believe that Jackson feeds off of the energy of his
peers and is more disruptive when he knows he can be. Since Jackson is the ring-leader
in his grade and is one of the more popular students, his peers think he is funny which I
believe also adds to the frequency of his disruptive behaviors. From observing him, I do
believe that his behaviors are occurring for a reason, that they can be controlled, and that
they are affected based on the environment he is in.
10
Date: 2/17/16
Antecedent
The student is
seeking attention
from his peers and
the teacher.
*Happens all class
Behavior
Consequences
The teacher is
The student calls
The students
talking about going out and says Or
behavior is ignored
to California.
you can take a car while group
instruction is
occurring.
The teacher tells
the class that they
will be using
computers for their
projects.
11
The teacher
praises him on
raising his hand
and not calling out.
The student
comments on the
page not working
out loud.
Student: Jackson
Date: 2/22/16
Antecedent
The teacher is
talking about
different sports in
Spanish.
Behavior
The student began
calling out the
names of athletes.
Consequences
The students
behavior is ignored
The teacher is
asking the class
questions
12
until they move on
to a different
activity *
Student: Jackson
Date: 2/22/16
Time: 2:05-2:30
Class/Teacher: Math, Mr. Braverman
Observer: Leah Gruber
Instructional Activity: Going over a test previously taken
Other Relevant Information: This is the second to last period of the day.
This is a first year teacher, and the class is usually hectic. The environment of this
class is loud and there is not much control. This is a General Education class.
Times
9
Antecedent
The student is
seeking attention
from his peers and
his teacher.
*Happens all class
Behavior
Consequences
The teacher is
explaining how a
specific problem
needed work
shown for it.
The students
behavior is
ignored.
The teacher is
explaining parts of
the test.
The student is
leaning up against
the wall and
talking to himself
out loud.
13
The students
behavior is
ignored.
The teacher is
going over a
problem that most
of the class had
gotten wrong.
The student is
talking to himself
and questioning
the problem out
loud.
The students
behavior is
ignored.
The teacher is
going over a math
problem in depth.
A classmate is
going over a math
problem and other
peers are talking.
The student is
laying on the floor
and calls out: Can
I sit in a seat?
14
Student: Jackson
Date: 2/23/16
Time: 2:05-2:30
Class/Teacher: Math, Mr. Braverman
Observer: Leah Gruber
Instructional Activity: Going over the last parts of a test the class had taken and
having a group discussion.
Other Relevant Information: This is the second to last period of the day. This is a
first year teacher, and the class is usually hectic. The environment of this class is
loud and there is not much control. This is a General Education class.
Times
7
Antecedent
The teacher is
giving directions.
Behavior
The student is
drawing a picture
and talking to his
friend loudly.
Consequences
The teacher tells
the student to put
the drawing away
and to turn
around.
A classmate cannot
solve a problem on
the board.
The student
started yelling
comments about
the MAP test.
15
Student: Jackson
Date: 3/8/16
Time: 2:15-3:30
Class/Teacher: Math, Mr. Braverman
Instructional Activity: Independent math packet work
Other Relevant Information: This is the second to last period of the day. This is a
first year teacher, and the class is usually hectic. The environment of this class is
loud and there is not much control. This is a General Education class.
Times
11
Antecedent
The teacher has
assigned a busy
work lesson to the
students.
Behavior
The student is
saying a quote out
loud multiple
times.
Consequences
The teacher is
working with
another student
and does not
respond to the
students calling
out.
The student is
saying comments
out loud trying to
get his classmates
attention from
across the room.
The student is
talking and calling
out over his
directions.
The student
continues to talk.
The teacher hands
out an exit ticket.
16
Student: Jackson
Date: 2/29/16
Time: 9:50-10:05
Class/Teacher: ELA, Mrs. Kerrigan
Instructional Activity: Group Discussion and beginning a lesson on verbs.
Other Relevant Information: This is the first period of the day. It is a General
Education setting with nineteen other students.
Times
3
Antecedent
The teacher is
talking about her
son working out.
Behavior
The student calls
out: I love
burpees! Then
goes down to the
ground and begins
to do one.
Consequences
The teacher redirects him and
tells him to not do
one on the rug.
The teachers
home screen comes
up.
The students
behavior is
ignored.
The students
behavior is
ignored.
17
Student: Jackson
Date: 2/29/16
Time: 2:15-2:30
Class/Teacher: Math, Mr. Braverman
Instructional Activity: Partner packet work
Other Relevant Information: This is the second to last period of the day. This is a
first year teacher, and the class is usually hectic. The environment of this class is
loud and there is not much control. This is a General Education class.
Times
8
Antecedent
The teacher is
allowing the class
to work with a
partner on a math
packet.
Behavior
The student is
picking up
manipulatives and
calling out his
thoughts to the
class. The student
also begins singing
and talking with
his friends.
Consequences
The students
behavior is
ignored.
The teacher is
working with a
group of students
The student is
making pictures
with his
manipulatives and
calling out to his
friends telling
them to come look
at what hes done.
The students
behavior is
ignored.
The student is
surrounded by five
other peers. The
boys in the group
are paying
attention to him
and gathering
around his desk.
18
can do a dance if
they finish early.
Student: Jackson
The students
behavior is
ignored.
Date: 3/1/16
Time: 2:35-2:55
Class/Teacher: Science, Ms. Huber
Instructional activity: Reading and doing work from a packet as a group
Other Relevant Information: This is the last period of the day. This is Jacksons
homeroom teacher and he is in the same classroom as his homeroom in the morning.
This is a General Education class and Jacksons desk is right next to Ms. Hubers.
Times
4
Antecedent
The teacher is
talking about a
past assignment
with the class.
Behavior
The student calls
out about
something he
remembered from
a worksheet.
Consequences
The students
behavior is ignored
and the teacher
keeps instructing.
The student is
raising his hand
and in a whisper
calling out and
saying Can I
read?!
19
20
21
occurs. I will give Jackson specific praise when he is able to practice these new behaviors
and when he has a good day.
3. When will you teach it?
I will teach the replacement behavior during Jacksons first period class of each day and
during our check-in in the morning. I will start at the beginning of the day because this is
when Jacksons behaviors are less frequent and when he is able to reflect on them. I will
inform his teachers of the replacement behavior(s) that should be occurring and the
check-list that we have agreed upon. After every class, Jacksons teacher will talk with
him about how his behavior was in class and process this information with him. They will
leave comments and either give him a check or an x.
4. How will you know when the student has learned it?
I will know Jackson has learned the replacement behavior(s) when he is able to practice
proper impulse control and his tendencies of calling out become less frequent. I will
know Jackson is learning his replacement behavior(s) when he is able to distinguish his
appropriate behaviors from his inappropriate behaviors. For instance, if he makes a
comment out loud or to himself during class but realizes and raises his hand instead. Or,
if he is having an off morning and he is able to turn his day around and practice his
replacement behavior(s) throughout the rest of the day. I will also know if he has learned
the replacement behavior(s) when I check in with him at the end of the day, and if he is
able to reflect on them. If Jackson is able to learn his replacement behavior(s), his current
behaviors will decrease and the replacement behavior(s) will increase.
Positive Behavior Supports
22
One of the positive behavior supports I plan to utilize with Jackson is a check-in
sheet at the beginning and end of each day. This sheet asks Jackson how he is in the
morning, and how he thought his day went in the afternoon. Each day will be numbered
between zero and five, and there will be room for me to write comments. I decided to
make the check-in sheet in this fashion because I wanted Jackson to feel comfortable with
it and open to tell me anything if he wanted to. I didnt want to ask Jackson how he
thought his day was going to go, because he would respond with a number five each time.
Jackson always intends on having a good day, but sometimes there are other factors that
get in the way. This is why whenever I check-in with Jackson I am going to ask him how
his night was and how he is that day. At the end of the day, we will use this check-in sheet
to reflect on his actions and to process his behaviors if needed. I plan on using this checkin chart to not only help Jackson understand his behaviors, but to be there for him if he
wanted to talk about anything that was going on in his life. Im hoping that if no one is
hearing him out at home, I can be an outlet for him here at school.
Along with the check-in sheets twice a day, I plan on giving Jackson specific
praise throughout the day and informally checking in on him. Since his Dad did not want
us to give him incentives for his behavior, specific praise and positive feedback work just
as well with Jackson. He also responds better and his disruptive behaviors are decreased
throughout the day when he is called on in class more frequently. Jackson always has
something to say and is very eager in class to share his ideas. Knowing this, I will call on
Jackson as much as possible and I will check in with him during class to give him this
positive feedback when he is doing his work, staying on task, and having a good day.
Whenever Jackson has a good class period, I will make sure to mention this to him. When
23
Jackson knows someone cares about him and his efforts, his performance is positively
affected.
The third behavior support that I will put in place for Jackson is his To Do List.
This to-do list is a list of five desired behaviors that Jacksons parents, Mrs. Kerrigan, and
myself have agreed upon. Since Jacksons parents did not want him to be on a behavior
chart where he would be given points or incentives for following directions, we decided
to give him a daily reminder sheet instead. The check-list used was the third draft I came
up with before Jacksons father agreed on it. On this to-do list, the positive behaviors that
are listed are that Jackson should: join in GoNoodle keeping body to self, raise my
hand to share on topic answers, circle the verbs in the directions, have a positive
attitude and complete work in time allotted. On each check-list there is a box for
Jackson to check off, a box for the teacher to check off, and a place for comments to be
left. If Jackson believes that he did the targeted behavior in class then he is able to check
off his box, but if his teacher does not agree his check mark does not count. Each night,
Jacksons parent or Grandma will look at the chart and sign off on it. This chart will be
used as a reminder to keep Jackson on task and to hold him accountable for his actions.
The behavior that I will be focusing on most is having him raise his hand to share on
topic answers. The other behaviors on the chart were additional behaviors that Jackson
was having trouble with throughout the day and needed to be reminded of. This chart will
also be used as a communication system between Jacksons teachers, himself, and his
parents. Throughout the day, Jackson is going to receive feedback about his behavior(s)
from his teachers. This behavioral support, and the other two will be used every day in
each one of his classes.
24
Data
Collection
and
Visual
Representation:
Examples from Week One:
25
26
Week 1
9
8
7
6
5
Checks out of 8
4
3
2
1
0
1
2
Days
27
28
29
30
31
32
33
34
35
36
Week 4
10
8
6
Checks out of 8 4
2
0
1
3
Days
37
Total
40
30
Number od Checks per Week
20
10
0
1234
Number of Weeks
38
get used to the idea of the chart. During this week, Jackson had a positive start to the
plan. There was only one day where he didnt get eight out of eight checks, which was
Wednesday the 9th. The reason for this was that there was a substitute in his math class
and he/she did not check Jacksons to-do list that day. I believe that since this was the
first week of Jacksons new behavior support plan, he did very well on it because he was
still getting used to it and receiving reminders about it. I began to notice a difference in
Jacksons behavior during this first week, especially because I was giving him specific
praise when he had a good class/day and because when he did call out, I was able to
remind him of his chart goals.
During the second week of implementation, Jacksons calling out tendencies were
not as controlled. The highest amount of check-marks he received during this week were
six. This meant, that there was at least one class a day where he was not receiving his
check mark for raising his hand to share on topic answers. On Monday, he didnt get his
check mark in science, and on Tuesday and Thursday it was during the second half of
reading. His lowest days for the week were Wednesday and Friday. On Wednesday,
Jackson only received check marks for his science class and on Friday he didnt receive
check marks during the first half of reading or science. This was the first week that I
began to see Jacksons behaviors vary. He was having trouble processing his behaviors
and understanding why they were disruptive.
The third week that this plan was implemented was another week where Jacksons
behaviors varied. This was the week leading into spring break, and school was closed on
that Friday, which is why there are only four days of data collected. During that Monday,
Jackson did not receive a check mark in science. On that Tuesday, Jackson received all
39
eight check marks, but on Wednesday Jackson did not receive his check marks for the
first half of reading or math. During the day before spring break, Jackson maintained his
usual behavior and only received six check marks because he did not get his check in
math from Mr. Braverman. After this third week, I realized that Jacksons behaviors were
not changing because he was not losing or gaining anything from this experience. I
decided to contact his parents to update them on how his behaviors have not changed. At
this point, Jacksons mom had recommended that we keep him inside from recess for five
minutes whenever he was having a bad day behaviorally. Jacksons dad did not answer
the email, and there were still no incentives that were mentioned.
Throughout the last week of implementation, Jacksons disruptive behaviors
decreased. His calling out tendencies lessened and he seemed to be more invested and
interested in his classes. On Monday and Tuesday, Jackson received all eight of his check
marks. On that Wednesday, he only received four check marks. This was one of Jacksons
more disruptive days, and he had a substitute in our reading class. Since Jackson was
having an off day I decided to try keeping him in for five minutes of recess. Before
doing this, I talked with Jackson and helped him process his actions that caused this
decision. I was surprised to see that this did have an affect on him, because the next day
he received all eight of his check marks, and that Friday was a half-day which was why
he only received two checks.
After looking at this data and my check-in sheets that I had completed with
Jackson every morning and afternoon, I began to realize that his behaviors varied more
depending on the amount of support he received. The more reminders and specific praise
he got throughout the day, the less he called out. I also noticed that his calling out
40
behaviors decreased when he was called on more and engaged during class. Jackson is
the type of student who responds better when he knows others care. Seeing this data, I
could tell that Jacksons behavior did vary depending on the class. For instance, during
our reading classes, Jacksons calling out improved tremendously. As a result of this, his
grades improved because he was staying on task and not causing a disruption to himself.
Jackson usually always received his check marks for reading, unless there was a
substitute. I think a reason for this was that I was there reminding him, monitoring him,
and caring about his success.
During Jacksons math class, I began to notice a pattern of him not receiving his
checks, and an increase in disruptive behavior both during class, during my observations,
and on his to-do lists. I decided to ask Jackson why this was, since he is good at math and
was doing well with the behavior plan in reading class. He told me that since Mr.
Braverman isnt a real teacher, and his class is always hectic that he feels that his
behaviors are increased and he can act however he wants in the class. He also told me,
that if he were able to switch math classes, he would. Hearing this, I realized that it
wasnt just Jackson misbehaving because of his own tendencies, it was because he felt
that he could in this type of environment. Mr. Braverman is a first year Behavior
Specialist who teaches a math class as well. Jackson feeds off of the other students in the
classroom when he is in this class, which is a main component of why he didnt receive
his check marks for almost every day.
Even though the data varied, Jacksons calling out tendencies did decrease in most
of his classes. Jacksons behaviors depend on the type of environment he is in, and how
much support he is getting from that teacher. On the days that I made sure to check in
41
with Jackson throughout the day, gave him specific praise, and reflected/processed with
him about his day when he didnt receive all of his checks or got specific comments from
teachers, his behavior improved. Looking at the total amount of check marks per week,
Jacksons calling out behaviors started at twenty nine checks the first week, then went
down to twenty five, then to twenty six, but increased to thirty one total check marks by
the fourth week. After talking with Jackson, keeping him in for recess one day for a few
minutes, and holding him accountable, his calling out behaviors became less frequent.
From implementing this plan, Jackson has become more aware of his actions throughout
the day and during class, and has learned how to process, reflect, and recognize his
disruptive behaviors and when they are not appropriate.
Reflection:
Going into this project, I knew that the success of Jacksons behavior plan might
be more difficult to accomplish because his Dad did not want him to receive incentives or
to be on a point sheet. This to-do list made Jackson accountable for his own actions,
but since he was not losing or gaining anything from it, his behaviors varied from day to
day. At home, wherever Jackson was for the night, he did not receive any type of
punishment or reward regardless of what was written on his sheet. This was why
Jacksons Mom suggested keeping him in from recess for five minutes. I believe that if
Jackson had some type of incentive to keep him on track with this behavior chart then he
would react more positively toward it, apply himself, and have much more success with
it. Unfortunately though, without his parents permission and consent, I cannot implement
such a plan.
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during our meeting. I would first talk to Jackson about his behaviors in his classes and
how they need to be changed, and then get his opinion on how he thinks they could and
what would motivate him to do so. I believe that if I had done this before talking to his
parents, this project would have gone differently.
Something else that I might have done differently when planning and
implementing this project would be to update Jacksons parents weekly on his progress.
Even though they were seeing his progress on the sheets he was bringing home, he was
often trying to justify the reasons for his calling out or talking out of turn tendencies by
changing the wording on the charts or writing his own comments in place of his teachers.
For instance, if a teacher wrote the word inappropriate on his chart, he would often
cross out the letters in and just keep the word appropriate. He would also write his own
words and change the comments of his teachers, such as crossing out the words
disruptive and writing silly instead. Jackson had a difficult time understanding the
point of view of his teachers and accepting their comments for how they were. He
became embarrassed and didnt want his parents to see the truthful comments that his
teachers had been writing so he tried justifying them as much as he could. Knowing this
now, I would have had a weekly communication system with Jacksons parents going on.
Once Jacksons disruptive behaviors started increasing during weeks two and three, and I
notified his parents, he turned his behavior around and became more involved and aware
of his actions. If I could do this again, I would definitely keep his parents updated from a
teachers point of view each week to make it clear that maybe a different behavior plan
might be a good option for him. If I had done this, and they were informed from an
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adults/teachers perspective, then maybe Jacksons parents would have been open to the
idea of putting him on a point sheet or using incentives.
Completing this project has taught me a lot about classroom management and the
factors that can and do go into each students behavior plan. I have learned that not every
student is the same and there are always factors both in and out of school that effect the
childs behavior. I now know that it is not always the students behavior that is the
problem, but that the classroom management itself could be a large factor in whats
creating the disruption. From this project I have learned that classroom management is
handled differently by each individual student and that there cannot just be one way to go
about managing your class. After monitoring Jackson and learning about the factors that
go into his talking out of turn behavior(s) I now understand that adjustments can and
should be made to classroom management strategies depending on the students needs.
Whether its a General Education setting or a Special Education classroom, behavior
management is a key component to a well run, positive, and effective environment for
students. Teachers play a role in each students behavior, and by caring about them as
individuals and paying attention to how and what they would benefit from, these
classroom management strategies can be made. Good classroom management is a team
effort, both from the students and the teachers.
After implementing this plan, I learned that Jackson is a typical 4th grade boy,
who is looking for acceptance, someone to care for him, and a positive environment to be
a part of. The implementation of this plan had an effect on the outcomes because Jackson
now realizes how his calling out tendencies can be disruptive to himself and to others. I
think that by participating in this plan he has had the opportunity to reflect and process
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his behaviors and be supported in a way that he hasnt been before in school. My main
goal of this project was to understand Jacksons behaviors, what was causing them, and
how to help him. Ive learned a lot about myself as an educator and about the components
that go into creating and implementing a Positive Behavior Support Plan after completing
this assignment.