Professional Documents
Culture Documents
Artifact number: 1
Professional Outcomes
1. Teacher will spend less time out of the instructional environment taking care of out-of-control
student behavior
Success Criterion: Teacher will be back in the instructional environment within 10 minutes of
being called to an out-of-control behavior incident.
Planned Artifact: Data Collection Spreadsheet
The data collection spreadsheet allowed for documentation which made me as the teacher
more aware of the amount of time that was spent out of classroom. When I started to
analyze the data I discovered that I was often taking unnecessary time getting back to the
instructional setting. I found that before I started keeping the data I would take much
longer in the debriefing stage for minor incidences.
2. The number of out-of control behavior incidents requiring SCM will decrease.
Success Criterion: Reduce students requiring SCM to 2 of 10 behavior incidents.
Planned Artifact: Data Collection Spreadsheet, SBRT forms (district forms)
The data collection spreadsheet made me to see patterns with students who required SCM. I
became more aware of how many times I was using SCM and in return made a
conscience effort to deescalate before students got to the out-of-control point that they
needed to be physically managed.
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
The data collection spreadsheet allowed me to find calculate averages and analyze the
data of incidents when a student is verbally aggressive.
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
The data collection spreadsheet allowed me to find calculate averages and analyze the
data of incidents when a student is verbally aggressive.
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.