Assignment5-1-2




	ESE502 : The Class : Behavior Management : Assignment5-1-2

Recognize Behavior Management Strategies

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Objective Two: Recognize appropriate Behavioral measurement strategies for gathering data on student performance.

An easy way to complete this objective is to read the sections referring to charting in the Malott text. If you have little background in charting,begin by reading about baselines. A baseline is a tally of how often a person exhibits a behavior (frequency of occurrence) before any effort is made to change the behavior. This is an example of a simple baseline:

Smoking: lll ll ll ll lll

_______________________________________________________________

6 7 8 9 10 11 12 1 2 3 4 5

a.m. p.m.

On p. 58, Figure 4.4, there is a good example of a baseline that is more complex. It has an "X" or horizontal axis that measures over an entire month, and adds the "Y" or vertical axis that looks at frequency over time. This kind of charting allows the adult to monitor and make note of a single behavior. For most teaching purposes, this is adequate. It will allow you to observe a student and chart a target behavior.

For a more advanced approach to charting, read the other pages in the text.

SUGGESTED READINGS
pp. 58-60; 66-68; 88-89; 125-26; 139-41; 429-48.

SUGGESTED ACTIVITIES

Choose a student in your class who does something inappropriate or annoying.
Define the target behavior. For example, if using nail biting, will you count instances when the child is actually biting the nail, will you include or exclude spitting out the nail, and will you include times when the child is chewing at the cuticle? What about if the student has a finger in the mouth, but doesn't appear to be actually biting the nail?
Select an observation time. If measuring a student's time on task, it is fine to observe for a block of time, say 30 minutes, and record every instance when the student is off task. It is also a good practice to look up once every 60 seconds and record the youth as on or off task.
To get the most productive use of observation, it is helpful to note the time of day, and to observe during different subjects and with different teachers. It it really helpful if you watch for antecedents, you know, those things that seem to start the nail biting or pull the student off task.

SUGGESTED EVALUATION
Submit one or two observations, showing understanding of behavior charting.

RUBRIC
Observation includes at least an hour of watching and recording the student. The target behavior is clearly defined, and is observable. The data is recorded on a chart showing frequency of target behavior and there is an effort to identify antecedents that may be triggering the behaviors as well as consequences that may be reinforcing behavior maintenance.

E-mail J'Anne Ellsworth at jet@sedona.net