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attached* Course number and name: MAT 723 Action Research Type of artifact: Jefferson County Public Schools - district form Write a brief description of the artifact The behavior incident log is a documentation form that is filled out when a student exhibits unacceptable behaviors. The behavior incident log is used to establish patterns in the student’s crisis behaviors. As a special education teacher, I am required to analyze the behavior incident logs and create a functional behavioral analysis and a behavior intervention plan for each student. I review my first artifact, the data collection spreadsheet, and then pull the behavior incident logs for students who show up multiple times on the spreadsheet. I then analyze the incidents paying particular attention to the conditions under which the behaviors occur. I also pay particular attention to the “ABC” Antecedent, Behavior, and Consequence. Professional and/or Learner Outcomes Represented by this Artifact Relate this artifact to your listed professional and/or learner outcomes. 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. Reflection on the process • What does this artifact demonstrate as far as your learning? 1. The behavior incident logs demonstrate my ability to analyze behavior incidents and from that analysis, create individual plans to assist students. • What does it represent in relation to the changes you have made in your classroom? 1. This artifact has allowed me to look at the patterns into the problem behavior of a student. One example is Helena. I found a pattern in that most times I was requested to assist with her; it was due to a bus situation. Through the behavior incident logs and student interviews I was able to set up a behavior incident plan to successfully transition her from home to school, without incident. • Describe why you chose this artifact. 1. I chose this artifact because it is the crucial piece of data needed to create an individualized plan to help a student. Without the behavior incident log, it would not be possible to create a functional behavior analysis and behavior intervention plan. The behavior incident log allows me to find the patterns. Those patterns are important. As Weiss & Knoster quote, “…a person with seriously difficult behavior is unlikely to be acting out of a desire to be a troublesome but rather act as he or she does because of some need.” (2008). I am able to find what that need is, because of the behavior incident log. • Link the action research process, these results, the research you used to back your decisions and the program and/or course outcomes. 1. Candidates draw from their knowledge of education theory and research to undergird the formal and informal education processes that impact P-12 students’ learning and the learning environment • When a student is in crisis mode, they are not able to stay in the classroom, thus not able to gain knowledge. I am creating plans to place students back into the classroom and placing positive behavior supports in place to assist with the transition. Research shows that, “when positive behavioral approaches are used, situations that escalate to crises are significantly reduced” (Weiss & Knoster, 2008). The plans I create use the positive behavioral approaches and I share that knowledge with the students’ classroom teacher. 5. Candidates implement appropriate instructional models, strategies, and technologies to enhance the learning of all students.
From the analysis of the behavior incident logs, I created individualized plans to meet the needs of students who show pattern of problem behaviors.
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”.
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management of disruptive, assaultive, or out-of-control behavior. Brookfield, WI: National Crisis Prevention Institute. 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), 721730. 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. Webber, J. & Scheuermann, B. (1991). Accentuate the positive: Eliminate the negative! Teaching Exceptional Children, 24(1), 13-19. 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. Vygotsky, L. (1978). Mind in Society. Cambridge, MA: Harvard University Press