REDUCING VERBAL OUTBURSTS DURING INSTRUCTION
Purpose:Prepare and enact intervention strategies to reduce verbal outbursts and other problematic behaviors of hard-to-reach students by studying the impact of certain strategies through the actions of a single student struggling with anautism spectrum disorder (ASD).Hypotheses:1.
Unclear classroom expectations
Ambiguous classroom expectations create tensions resulting in apathytowards acceptable behaviors, especially students with ASD. Furthermore, students struggling with limited self-awareness or perspective can experience greater anxiety in uncomfortable situations.2.
Inability to communicate frustrations
Students struggling with ASD commonly struggle with coursework dueto an inability to communicate the tasks were too challenging, confusing, or uninteresting. Over time, thesefrustrations create a sense of failure. Unsurprisingly, repeated failure generally manifests as some form of disengagement.3.
Combination of both
This reflects the complexity of explanations for misbehavior as a combination of actionsby the teacher and student. Each party is responsible in some way as reflected by educational research articles.Intervention Strategies:
Power card strategy
Teacher utilizes visual aids to draw attention to student behaviors which do or do notmeet expectations, each behavior with its own image or color. I utilized double-sided card with two colors:green for behaviors meeting expectations and red to highlight disruptions.
Peer group mentoring
I selected a group of students who meet classroom behavior expectations to be in agroup with the problem student and model acceptable behaviors. Furthermore, the students provided
emotional support and academic collaboration for each day’s lesson and acti
“Road map” for lesson
I provided a plan at the beginning of each class using the individual work system model(from TEACCH) consisting of the task the students need to complete, the work needed for completion, progresspoints, and actions to take upon completion. On top of that, I provided the topics and amount of time devotedto each exploration.Results:The power card strategy required significant amounts of instructional time in order to consistently provide thestudent with feedback regarding classroom behavior.Peer group mentoring provided feedback more consistently than the power card strategy while using classroominstruction time more effectively.
Providing the lesson’s structure provided students with clear behavioral and conceptual expect
ations for thelesson.The road map significantly reduced disruptive questions at the beginning of lessonsConclusion
Consequences for Instructional Practice:1.
Intervention methods must be applicable to a wide-range of students in order to manage instructional timeeffectively.2.
Providing students with the lesson’s objectives and the pathway for reaching that goal can decrease anxiety and
disruption while maintaining high levels of student engagement.