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Artifact number: 2
Learner Outcomes
1. Student who is verbally aggressive will de-escalate before teacher is required to use SCM
Success Criterion: Student will de-escalate within 3 minutes of teacher intervention. Student
will be able to participate in the behavior interview.
Planned Artifact: student interview, data collection, behavior incident logs
I analyze the “ABC” of the incident. I look for what I did as well as reflect on what other
options were available to me. The behavior incident log allows me to look at a specific
incident(s) with a student and compare it to past incidents to create a functional behavior
analysis as well as a behavior intervention plan.
2. Student who is physically aggressive and requiring physical restraint will de-escalate.
Success Criterion: Student will de-escalate within 5 minutes to the use of SCM.
Success Criterion: Student will de-escalate within 5 minutes when SCM is used.
Planned Artifact: student interview, data collection, behavior incident logs
I analyze the “ABC” of the incident. I look for what I did as well as reflect on what other
options were available to me. The behavior incident log allows me to look at a specific
incident(s) with a student and compare it to past incidents to create a functional behavior
analysis as well as a behavior intervention plan.
Report of Outcomes Attainment
As stated above, the behavior incident log documents a specific incident of a specific student.
Each student was individually analyzed. From the behavior incident logs during this 3 week
study I created a functional behavior analysis and behavior intervention plan for two students,
Helena and Andre’. As I continue my research I plan to create more individualized plans as
interventions for students at my school.
• What does this artifact demonstrate about you as a teacher? Link what you found to the
NBPTS Core Propositions
1. Teachers are committed to students and their learning.
I chose this topic because I was spending numerous hours out of the
instructional/learning environment dealing with a student that was out-of-control.
My students were missing out on material as well as the student in crisis. I am
committed to continuing this research project and document each incident so that
I can make myself as well as my superiors aware of the amount of time I am not
teaching. The behavior incident log is the stepping stone to creating a proactive
approach so that the student as well as I is out of the instructional environment as
less as possible.
3. Teachers are responsible for managing and monitoring student learning.
It is very difficult to monitor and manage student learning, socially,
without documentation. This artifact allows me to monitor their social learning, a
skill that is needed in the “real-world”.
References
Anderson, C. M., & Kincaid, D. (2005). Applying Behavior Analysis to School
Violence and Discipline Problems: Schoolwide Positive Behavior Support.
Behavior Analyst, 28(1), 49-63.
Epstein, M., Atkins, M., Cullinan, D., Kutash, K., & Weaver, R. (2008). Reducing
Behavior problems in the elementary school classroom. IES practice guide. What
Works Clearinghouse,
Jones, V. & Jones, L. (2007). Comprehensive classroom management. Boston, MA: Pearson
Press.
Long, N.J., Morse, W.C., Newman, R.G. (1980). Conflict in the classroom.
Belmont, CA: Wadsworth Publishing Company.
Sugai, G., & Horner, R. H. (1999). Discipline and behavioral support: Practices,
pitfalls, and promises Effective School Practices, 17, 10-22.
Swift, J.N., & Gooding, T. (1983). Interaction of wait time feedback and questioning instruction
on middle school science teaching. Journal of Research in Science Teaching, 20(B), 721-
730.
Tobin, K.G. (1980). The effect of an extended teacher wait-time on science achievement.
Journal of Research in Science Teaching, 17, 469-475
Walker, H.M., & Walker, J.E. (1991). Coping with non-compliance in the
classroom: A positive approach for teachers. Austin, TX: Pro-Ed, Inc.
Weiss, N., & Knoster, T. (2008, January 1). It May Be Nonaversive, but Is It a Positive
Approach? Relevant Questions to Ask throughout the Process of Behavioral
Assessment and Intervention. Journal of Positive Behavior Interventions, 10(1),
72-78.