CAN ONE CHILD ACTING OUT AFFECT THE BEHAVIOR

Can one child acting out affect the eha!io" of the "e#t of the cla##$ Anna %one# &e#le'an College

CAN ONE CHILD ACTING OUT AFFECT THE BEHAVIOR

In o #e"!ing a )"d*+th g"ade #,ecial education cla##"oo- co-,o#ed of t.o gi"l# and fou" o'#/ a #o"t of -i# eha!io" ,atte"n that -i-ic0ed a 1do-ino effect2 e-e"ged3 At #i-,le o #e"!ation it a,,ea"ed that one child4# -i# eha!io" di"ectl' led to the "e#t of the cla##4 -i# eha!io"3 In atte-,ting to e5,lain thi# ,heno-enon/ "e#ea"ch .a# done to e#ta li#h a 1no"-2 fo" the eha!io" of the cla##3 De!elo,-ental c"ite"ia .a# e#ta li#hed in a"ticle# ' El0ind/ Da!i#/ and 6a",o.it73 Afte" e#ta li#hing the no"-al eha!io" ,atte"n# ,ut fo"th ' E"i0#on/ 6ohl e"g/ and 8iaget de#c"i ed ' El0ind/ Da!i#/ and 6a",o.it7/ a ca#e #tud' .ho#e ,u",o#e .a# to an#.e" the 9ue#tion/ 1Can one child acting out affect the eha!io" of the "e#t of the cla##$2 In o"de" to unde"#tand .h' the child"en a"e acting out and .h' the' "eact in a -i-ic0ing -anne"/ one -u#t fi"#t unde"#tand .hat #tage of life the child"en a"e cu""entl' in3 The #tudent# ,a"tici,ating in the ca#e #tud' "anged f"o- age :;11 and .e"e in a cla##"oo- co-,"i#ed of oth thi"d and fou"th g"ade"#3 Gi!en thi# age "ange/ one can e#ta li#h that the#e child"en a"e cu""entl' in .hat E"i0 E"i0#on .ould call the 1Indu#t"' !#3 Infe"io"it'2 #tage3 One do.n#ide to thi# #tage i# the fea" of infe"io"it'/ that i# the feeling of failu"e .hich often ha# a a#i# in d"a.ing co-,a"i#on# et.een one4# #elf and one4# ,ee"#3 Becau#e #tudent# co-,a"e the-#el!e# to othe" #tudent#/ the' a"e thu# affected ' thei" eha!io" and -a' choo#e to i-itate that eha!io" <El0ind/ n3d3/ ,31=(>3 Thi# ,a"ticula" g"ou, of child"en a"e at a t"an#iti!e age/ that i# the' a"e nea"ing the end of one #tage and loo0ing to ente" into the ne5t #tage3 Thi# account# fo" the fact that .hile often ti-e# one #tudent acting out lead# to othe"# acting out/ the"e a"e #o-e in#tance# .he"e #tudent# choo#e not to "e#,ond in that -anne"3

CAN ONE CHILD ACTING OUT AFFECT THE BEHAVIOR

The#e child"en can al#o e catego"i7ed a# elonging to La."ence 6ohl e"g4# fi"#t le!el? ,"econ!entional -o"alit'/ and the' a"e additionall' di#t"i uted et.een #tage one and #tage t.o of the fi"#t le!el a#ed on thei" age and e!aluation done th"ough the ca#e #tud'3 Again "efe"encing thei" t"an#itional age/ Da!i#/ autho" of 16ohl e"g4# @o"al Atage#/2 note#/ At a,,"o5i-atel' the #a-e ti-e;;1B o" 11 'ea"#;;child"enC# -o"al thin0ing unde"goe# othe" #hift#3 In ,a"ticula"/ 'ounge" child"en a#e thei" -o"al Dudg-ent# -o"e on con#e9uence#/ .he"ea# olde" child"en a#e thei" Dudg-ent# on intention#3 &hen/ fo" e5a-,le/ the 'oung child hea"# a out one o' .ho "o0e 1= cu,# t"'ing to hel, hi# -othe" and anothe" o' .ho "o0e onl' one cu, t"'ing to #teal coo0ie#/ the 'oung child thin0# that the fi"#t o' did .o"#e3 The child ,"i-a"il' con#ide"# the a-ount of da-age;;the con#e9uence#;;.he"ea# the olde" child i# -o"e li0el' to Dudge ."ongne## in te"-# of the -oti!e# unde"l'ing the act3 <Da!i#/ n3d3/ ,a"a3 E> Thi# thin0ing e5,lain# the incong"uit' in the cla##"oo- of #tudent# .ith age# "anging f"o- :;11 ecau#e it #ugge#t# that the eight 'ea" old and the ele!en 'ea" old .ould e e5,ected to ha!e diffe"ent ,e"#,ecti!e#3 &ithin thi# le!el/ it i# e5,ected fo" #tudent# at #tage one to e5hi it 1Egocent"ic defe"ence to #u,e"io" ,o.e" o" ,"e#tige/ o" a t"ou le;a!oiding #et2 and 1O Decti!e "e#,on#i ilit'2 <Da!i#/ n3d3/ ,a"a3 )>3 Al#o on thi# le!el ut at #tage ( it i# e5,ected that #tudent# .ill thin01Right action i# that .hich i# in#t"u-ental in #ati#f'ing the #elfC# need# and occa#ionall' othe"#2 <Da!i#/ n3d3/ ,a"a3 =>3 The' .ill al#o focu# on the 1"elati!i#- of !alue# to each othe"4# need# and ,e"#,ecti!e#2 and 1nai!e egalita"iani#-/ o"ientation to e5change and "eci,"ocit'2 <Da!i#/ n3d3/ ,a"a3 =>3 All of the#e action# cul-inate to -ean that 1Fe#/ one child acting out can affect the eha!io" of the "e#t of the cla##/2 ut at the #a-e ti-e 1No/ one child acting out doe# not al.a'# di"ectl' "e#ult in a -odification in the "e#t of the cla##4# eha!io"32

CAN ONE CHILD ACTING OUT AFFECT THE BEHAVIOR

The #tudent# in thi# #tud' a"e al#o con#ide"ed li0el' to e in 8iaget4# Conc"ete O,e"ational Atage3 Thi# #tage i# unde" #o-e #c"utin' a# noted ' 6a",o.it7 <n3d3>/ 1De ate a out thi# #tage cente"# on .hethe" de!elo,-ent i# a continuou# i-,"o!e-ent in logical #0ill# o" a di#continuou# "e#t"uctu"ing of child"enC# thin0ing2 <6a",o.it7/ n3d3/ ,3(>3 Gi!en the idea that child"en a"e in fact unde"going change a# 6a",o.it7 <n3d3> de#c"i ed 1F"o- ea"l' to -iddle childhood/ child"en a,,l' logical #che-e# to a -uch .ide" "ange of ta#0#3 In the ,"oce##/ thei" thought #ee-# to unde"go 9ualitati!e change to.a"d a -o"e co-,"ehen#i!e g"a#, of the unde"l'ing ,"inci,le# of logical thought/2 it i# ea#' to unde"#tand that child"en -ight e ,"eoccu,ied ' thi# ne. cognition to the ,oint .he"e action# -ight ' incon#i#tent3 &ith the di#t"acting e5,an#ion of 0no.ledge/ eha!io"al -anne"# -ight e le## of a ,"io"it' than in ,"e!iou# 'ea"#3 Re#ea"ch ha# #ho.n that #tudent# at the age "ange f"o- :;11 a"e at a ,i!otal ,oint in thei" ,#'cho#ocial de!elo,-ent and the"efo"e act incon#i#tentl'3 &hile thei" action# a"e not e#,eciall' ,"edicta le/ it can e a##u-ed that the' -ight act acco"ding to thei" #tage in .hich E"i0#on catego"i7e# the- o" .ithin thei" #tage of -o"alit' acco"ding to 6ohl e"g o" in acco"dance .ith 8iaget4# #tage ,lace-ent3 O #e"!ation and #tud' i# the"efo"e nece##a"' to identif' the "oot of thei" eha!io"3 In ,u"#uing the an#.e" to the "e#ea"ch 9ue#tion/ 1Can one child acting out affect the eha!io" of the "e#t of the cla##$2 the -ethod of a ca#e #tud' .a# e-,lo'ed3 A ca#e #tud' i# 1done ' gi!ing #,ecial attention to co-,letene## in o #e"!ation/ "econ#t"uction/ and anal'#i# of the ca#e# unde" #tud'2 <Telli#/ 1GGH/ ,a"a3 1B>3 &hile the attention to detail in a ca#e #tud' can e a enefit/ 1A f"e9uent c"itici#- of ca#e #tud' -ethodolog' i# that it# de,endence on a #ingle ca#e "ende"# it inca,a le of ,"o!iding a gene"ali7ing conclu#ion2 <Telli#/ 1GGH/ ,a"a3 1)>3 To add"e##

CAN ONE CHILD ACTING OUT AFFECT THE BEHAVIOR

the 9ue#tion of .h' to u#e a ca#e #tud'/ Telli# <1GGH> note#/ 1Ca#e #tud' can e #een to #ati#f' the th"ee tenet# of the 9ualitati!e -ethod? de#c"i ing/ unde"#tanding/ and e5,laining2 <,a"a3 1+>3 The follo.ing ,a"ag"a,h# #ee0 to follo. the ,"eceding ,atte"n of de#c"i ing/ unde"#tanding/ and e5,laining3 In thi# ca#e #tud'/ #i5 #,ecial need# #tudent# "anging in age f"o- :;11 .e"e -onito"ed fo" ten .ee0#3 Thei" action# and dialogue .e"e "eco"ded o!e" the#e ten .ee0#3 The #tudent# .e"e o #e"!ed in thei" )"d*+th g"ade cla##"oo-3 The cla##"oo- .a# contained in a #,ecial education in#titute at .hich the ,"i-a"' -a0e u, of the #chool i# that of the lea"ning di#a led/ not e5t"e-e ca#e# of e-otionall' o" eha!io"all' di#a led3 The cla##"oo- i# #t"uctu"ed a#ed not on di#a ilit' ut in#tead the ch"onological age and ,"o5i-it' to the coo"dinating g"ade le!el3 &hile #tudent# do lea!e the cla##"oo- to attend othe" cla##"oo-# fo" ce"tain #u Dect#/ the cla##"oo- o #e"!ed i# thei" ,"i-a"' cla##"oo-3 The cla## .a# co-,o#ed of t.o fe-ale# and fou" -ale#/ all of Cauca#ian ethnicit' and -iddle cla## inco-e3 The di#a ilitie# the#e #tudent# ,o##e## include Auti#- A,ect"u- Di#o"de"/ Attention Deficit H',e"acti!it' Di#o"de"/ and lo. II3 Gi!en the #tudent#4 ch"onological age a# .ell a# thei" de!elo,-ental #tage# e#ta li#hed ' E"i0#on/ 6ohl e"g/ and 8iaget/ thei" eha!io" .a# o #e"!ed/ field note# .e"e ta0en/ one te#t .a# conducted and the "e#ult# .e"e co-,a"ed to ,"e!iou#l' founded "e#ea"ch3 In o"de" to identif' .hich of 6ohl e"g4# #tage# of -o"al de!elo,-ent the child"en .e"e cu""entl' at/ I ,"o,o#ed the follo.ing #cena"io? Hein7 Ateal# the D"ug In Eu"o,e/ a .o-an .a# nea" death f"o- a #,ecial 0ind of cance"3 The"e .a# one d"ug that the docto"# thought -ight #a!e he"3 It .a# a fo"- of "adiu- that a d"uggi#t in the #a-e to.n had "ecentl' di#co!e"ed3 The d"ug .a# e5,en#i!e to -a0e/ ut the d"uggi#t .a# cha"ging ten ti-e#

CAN ONE CHILD ACTING OUT AFFECT THE BEHAVIOR

.hat the d"ug co#t hi- to -a0e3 He ,aid J(BB fo" the "adiu- and cha"ged J(/BBB fo" a #-all do#e of the d"ug3 The #ic0 .o-anC# hu# and/ Hein7/ .ent to e!e"'one he 0ne. to o""o. the -one'/ ut he could onl' get togethe" a out J 1/BBB .hich i# half of .hat it co#t3 He told the d"uggi#t that hi# .ife .a# d'ing and a#0ed hi- to #ell it chea,e" o" let hi- ,a' late"3 But the d"uggi#t #aid? KNo/ I di#co!e"ed the d"ug and IC- going to -a0e -one' f"o- it3K Ao Hein7 got de#,e"ate and "o0e into the -anC# #to"e to #teal the d"ug;fo" hi# .ife3 Ahould the hu# and ha!e done that$ <Da!i#/ n3d3/ ,3 1BG> Ba#ed on the an#.e" anal'#i# ,ut fo"th in the a"ticle/ 16ohl e"g4# Atage# of @o"al De!elo,-ent/2 I dete"-ined .hich #tage each #tudent .a# at and -' "e#ult# .e"e the follo.ing Student A Student B Student C Student D Student E Student F Age 8 9 10 10 11 11 Yup. [Why?] Because of the lady. His lady.

Response No. [Why?] Yes. No. * Thats mean.

No. No. No. [Why?] Wait...Yes [Why?] Because it [Why?] Because it was bad. Because his was wrong Youre not wife is dying and bad to supposed to do. do that. Level 1. Stage 2. Level 1. Stage 1.

Stage

Level 1. Stage 1.

Level 1. Level 1. Stage 1/2. Stage 1.

Level 1. Stage 2.

Lchild .a# !i#i l' confu#ed and to"n/ then eca-e e-otionall' di#t"aught

The !a"'ing "e#ult# di#,la'ed in thi# cha"t #u,,o"t the idea that the #tudent# a"e/ de#,ite thei" #i-ila" age/ in diffe"ent #tage# of 6ohl e"g4# @o"al Theo"'3 The #tudent# fall et.een 1Le!el 1;8"e;con!entional @o"alit'/ Atage 1;O edience and 8uni#h-ent O"ientation2 and 1Le!el

CAN ONE CHILD ACTING OUT AFFECT THE BEHAVIOR

1;8"e;con!entional @o"alit'/ Atage (;Indi!iduali#- and E5change32 Ao-e of the #tudent# te#ted in #uch a .a' to indicate the' #uit neithe" #tage co-,letel'/ .hile othe"# landed a o!e/ elo./ o" on thei" age a,,"o,"iate #tage3 The"e .a# #uch !a"ia ilit' in the te#t "e#ult# to #ugge#t an in#ta ilit' of the cla##ification# of the #tudent#3 The in#ta ilit' of thei" #tage# -a' e a facto" in the #tudent#4 #,o"adic and incon#i#tent eha!io"3 O #e"!ation of the cla##"oo- led to the conclu#ion that the"e a,,ea"# to e no t"ue t"end a# to .hich #tudent# a"e in t"ou le -o"e often3 Thi# i# ,e"tinent ecau#e it #ugge#t# that the"e i# no one #tudent o" g"ou, of #tudent# that tend# to identif' a# 1t"ou le-a0e"#2 .hich .ould/ in fact/ influence thei" cla##-ate#3 Again/ #,o"adic/ al-o#t ine5,lica le eha!io" tend# to #.a' othe" #tudent# into acting out "athe" than a #o"t of "ole -odel of -i# eha!io" in anothe" #tudent3 Con#i#tent .ith the fea" of infe"io"it' ,"o,o#ed ' E"i0#on/ #tudent# tend to eha!e ette" in the ,"e#ence of autho"it'3 Ba#ed u,on ch"onological age/ the #tudent# in the #tud' a"e al#o theo"eticall' in 8iaget4# Conc"ete O,e"ational Atage3 Gi!en the ,a"tici,ant# and length of thi# ca#e #tud'/ thi# ,lace-ent into 8iaget4# Conc"ete O,e"ational Atage i# difficult to e#ta li#h3 &hile the #tudent# di#,la'ed #o-e cha"acte"i#tic# of the Conc"ete O,e"ational Atage/ that i# the unde"#tanding of #o-e fo"-# of logic/ the"e .a# -uch g"eate" conflict to the #tage that #u,,o"t3 Atudent# #hould/ ' 8iaget4# #tanda"d# e 9uic0 to ,"oce## info"-ation/ e5e"ci#e inhi ito"' cont"ol/ and ,o##e## -o"e #electi!it' and ada,ta ilit' <6a",o.it7/ n3d3/ ,3(>3 Gi!en the added facto" of the child"en4# #,ecial need# #tatu#/ it i# #i-,l' too difficult to a,,l' the #tanda"d# of 8iaget4# Theo"'3 The ina ilit' to a,,l' 8iaget4# Theo"' i# 'et anothe" #ou"ce of incong"uit' that lead# to the logical follo.ing incong"uit' in the #tudent#4 eha!io"3

CAN ONE CHILD ACTING OUT AFFECT THE BEHAVIOR

Th"ough o #e"!ation/ te#ting/ and "e#ea"ch anal'#i# in the fo"- of a ca#e #tud'/ the follo.ing conclu#ion# can e "eached3 The eha!io" of #i5 #,ecial need# #tudent# "anging in age f"o- :;11 o #e"!ed in thei" )"d*+th g"ade cla##"oo- can e e5,lained th"ough thei" t"an#itional ,lace-ent# in #tage# ,"o,o#ed ' E"i0#on/ 6ohl e"g/ and 8iaget3 Ao/ can one child acting out affect the eha!io" of the "e#t of the cla##$ The an#.e" i# 'e#/ ut that doe# not nece##a"il' -ean that one child acting out .ill affect the "e#t of the cla##3 Gi!en the e!e";changing natu"e of the -iddle aged child/ eha!io" i# often un,"edicta le3 O #e"!ation# and te#ting f"o- thi# ca#e #tud' ha!e confi"-ed thi# idea of the changing and de!elo,ing -iddle aged child3 Thi# info"-ation i# !alua le oth to ,"e;#e"!ice teache"# and teache"#3 Unde"#tanding the natu"e of the lea"ne" i# c"ucial to good teaching3 &hile the ,a"tici,ant# of the ca#e #tud' eing #tudent# of #,ecial education -ight e con#ide"ed a li-itation to the a,,lica ilit' of the "e#ult#/ it -ight e an indiffe"ent facto"3 In o"de" to eli-inate in 9ue#tion of the effect of the ca#e #tud' eing on #,ecial education #tudent#/ othe"# -ight "e#ea"ch the #a-e 9ue#tion in a "egula" education cla##"oo-3

CAN ONE CHILD ACTING OUT AFFECT THE BEHAVIOR

Refe"ence# Da!i#/ D3 <n3d3>3 6ohl e"gC# -o"al #tage#3 Ret"ie!ed f"o- htt,?**...3ha!e"fo"d3edu*,#'ch* dda!i#*,1BGg*0ohl e"g3#tage#3ht-l El0ind/ D3 1E"i0 E"i0#on4# Eight Age#? One -an in hi# ti-e ,la'# -an' ,#'cho#ocial ,a"t#32 Recei!ed f"o- htt,?**ca#to"3oit3,d53edu*#ite#*...333*##c tME"i0#on#EightAge#of@an3,df3 6a",o.it7/ D3 H3 <n3d3>3 Cogniti!e de!elo,-ent in -iddle childhood3 Un,u li#hed -anu#c"i,t/ 8#'cholog'/ Uni!e"#it' of 6an#a#/ La."ence/ 6an#a#3 Ret"ie!ed f"o,#'ch30u3edu*denni#0*C8)))*Cogniti!e @iddle3,df R'an/ 63 O3 <(BB:>3 @iddle childhood3 Ret"ie!ed f"o- htt,?**...3google3co-*u"l$ #aNtO"ctNDO9NOe#"cN#O#ou"ceN.e OcdN(O#9iN(O!edNBCCgIFDABOu"lNhtt,; P)AP(FP(F...3lea"ning#eed3co-P(FMguide#P(F1)1EM@iddleMChil; dhoodMGuide3,dfOeiN.h"DT,Q%D#Hn#I6M'f&CC.Ou#gNAFIDC;NG8tM),#a &RH"IHR7DBcERanV-iI