Republic of the Philippines

SULTAN KUDARAT STATE UNIVERSITY

College of Teacher Education
ACCESS, EJC Montilla, Tacurong City

FINAL REQUIREMENT
IN
PROFED 604
(FOUNDATION OF SPECIAL AND
INCLUSIVE EDUCATION)

Written By: Tambungalan, Jasmine S.

BSED ENGLISH 2A

Submitted To: Anne rill Lorio,

 A CASE STUDY OF A SELECTED STUDENT WHO HAVE A SEEKING BEHAVIOR
PROBLEM

INTRODUCTION

This article provides an overview of the importance of direct observation in the field of EBD

and current direct observation strategies and behavioral targets, as well as an analysis of the

strengths and limitations of direct observation.This study provides an overview of one of the

behavioral problems of a student.

Every child with a behavior problem can be a useful source of information – clear and

structured observations can provide feedback on the efficacy of IEPs or classroom

management strategies

Direct observation of student and educator behavior has been an essential component of the

diagnostic process, student progress monitoring, and establishing functional and statistical

relationships within research.

In this study it will provide an overview of one of the behavioral problems of a student. "The

Attention Seeking "

He/she wants to recognize for himself by people. He/she is obsessional or "hypocrite" in the

classroom by showing unwanted acts to be easily recognized.

To clarify, attention-seeking behavior in the classroom is any behavior a student engages in

—whether it’s positive or negative—that results in an adult or student providing some form of

social acknowledgment to the child. Attention-seeking behaviors are social, meaning they

only happen in the context of other people.for instance Attention-seeking problem behaviors

in the classroom can come in all forms—including out of seat behavior, blurting out, making

noises, bullying or teasing peers, excessive hand-raising, or merely talking when it’s not an

appropriate time.
In short, attention-seeking problem behaviors share these qualities:

Maintained by social attention from others – When students engage in attention-seeking

behavior, they receive what they were looking for—a response from others.

May start as mild and easily redirected behavior, but can quickly become a problem.

Often does not respond when addressed with a reprimand. Even negative attention in the

form of a redirection or reprimand to a student may still be providing notice to the problem

behavior. Often students who are seeking attention will accept any attention, even if it’s in

the form of an attempt to discipline the student.

Methodology

To accomplish these goals, the investigator chose a teacher who will select a specific

learner who he or she believes is experiencing behavioral issues. The investigator used a

checklist to assess the student who's acting like they are seeking attention. Also the

investigator adds a follow up question to assess the teacher and the student as well.

According to Ma’am Meriam , these are the tools that she used.Once you’ve collected data

on a student’s attention-seeking behaviors in the classroom, you’ll want to develop some

ideas on what the student should be doing instead. Focus on the question: What are the

replacement behaviors or things this student could be doing instead of attention-seeking?

Then focus proactive strategies on teaching and rewarding those replacements. Some

examples might include:

Provide attention on a time-based schedule. Once you collect data, you may discover

that a student engages in attention-seeking problem behavior on average every 15 minutes

throughout the day. One strategy is to provide social attention to that student before

problem behavior occurs—perhaps every 12-14 minutes. By checking in with that student

and giving praise for good behavior, you may avoid problem behaviors from happening in

the first place. Over time as the student builds success, slowly increase the time. If that

seems like too many resources dedicated to one student, remember when the problem

behavior occurs, you’re likely spending time away dealing with the response anyway.

Set clear expectations for all students about attention-seeking. For example, don’t allow

some students to blurt out others. Don’t permit blurting in some activities but not others. For

some students, inconsistent expectations create confusion.

Practice and reward how to appropriately ask for attention. Don’t assume that all

students have mastered hand-raising and other social cues for recognition. Practice these

skills and provide praise when the student uses them.

Teach and reward appropriate waiting. Sometimes the student has the tools to initiate, but

not the skills to wait appropriately for attention. Practice waiting for longer durations and

provide praise when the student waits for your attention.

Teach the student how to initiate a friend without disruption. Some students lack the

skills to know what to say to a peer and instead rely on inappropriate interactions to gain

attention. Try out a social skills curriculum in your classroom to help students better engage

without disruption.

Use a behavioral contract or “if…then…” statements to indicate when it’s okay to gain

attention. Sometimes a simple behavioral contract like “if you complete your seat work

quietly, then you can have five minutes of free time with a friend” can be a powerful

motivator for students to decrease attention-seeking behaviors.

Use visual schedules to indicate when attention can be delivered. Many students with

additional needs respond well to visual cues. By indicating when it’s an appropriate time to

gain an adult or peer’s attention, you set more apparent and easy to follow expectations.

Results

Based on the interview and checklist done, it was found that there is problem behavior that

occurred in the classroom. This student was notified as showing more aggressive problems

by doing Attention Seeking. There can be a number of reasons for why the individual is

engaging in attention seeking behavior such as:

*Low self-esteem: The person is dealing with low self esteem. They inwardly feel that if they

do not demand attention that people may ignore them altogether.

● Loneliness: Some individuals feel incredibly lonely and they use this behavior as a

means to feel more connected to other people. Even if the individual spends a great

deal of time around other individuals they can still experience loneliness.

*To feel valuable: The individual needs attention in order to feel like a valuable person. This

is because their self worth depends on the evaluations of other people and this is a type of

emotional immaturity.

● Feeling of inferiority: The individual fears he or she will be lost in the crowd.

Therefore, even though he or she is capable and acts superior, this child feels

inferior. Above all, when this child doesn’t do something extra, he or she never gets

any attention.

This makes the child feel worse. Know that this child may not want to do this, but feels it is

necessary. Some individuals have issues with jealousy. They do not like it when the

attention is on other people so they attempt to steal the limelight.

Narcissistic supply: Many individuals who are prone to attention seeking behavior suffer

from a mental health condition known as narcissistic personality disorder. This involves an

inflated sense of self importance and feelings of superiority.

Conclusion

Students who display disruptive behaviors in class may be doing so for a heavy number of

reasons. This project first identifies who are the acting out students; and then hypothesizes

that some of the possible explanations behind the behaviors may be that the student feels

that their relationship with their parent/caregiver is incomplete or distressing. Administering

the PARQ Assessment Tool is the chosen method to determine the students view particular

to their relationship with their caregiver. It is believed that the seeking attention/acting out

students will likely also be the students who feel rejected by their caregiver. To help

substitute for the inadequate nurturing relationship, one intervention could be to match the

student with a mentor that not only supplies a close, caring connection but also is

intentionally designed to boost a student’s academic success by using an afterschool

homework group as the setting for the intervention. Kids may only believe they are receiving

homework assistance but a nurturing, supportive relationship will be a required dynamic of

this particular intervention.

It is logical to think that not all kids with unfulfilling connections with their caregiver(s)

act out. In fact, many kids can turn inward, detach and prefer to be invisible. A possible

shortcoming of this particular project is the “squeaky wheel gets the grease” design. To truly

identify all students who could benefit from a mentor relationship, the school counselor

would be required to administer the PARQ Assessment Tool to the entire grade level.
 The students who are inclined to act out in class may only be trying to make up for

what they are not getting from their caregiver(s). Students who feel rejected and uncared for

will use any tactic to gain attention; even if it is negative attention from misbehavior. This

need for positive, nurturing interactions can be fostered through a relationship with a mentor.

With a mentor, these students’ maladaptive behaviors will be less necessary, and thus, less

disruptive to the classroom teacher. This study is just a beginning for researchers to truly

identify what hinders some students from being happy, healthy, and productive. Most

interventions focus on data improvement, test scores, or grades. For this Capstone

intervention improved scores is a secondary result. A strong, positive, nurturing, relationship

is the central focus and from it comes many layers of improved results for the student and

the classroom. Mother Theresa said, “We think of poverty as only being hungry, naked, and

homeless. The poverty of being unwanted, unloved, and uncared for is the greatest poverty

mankind knows”. These students know their condition and they are trying to get basic needs

fulfilled.

Reference :

Teachers Observing Teachers: A Professional Development Tool for Every

School. (2022). Education World. Retrieved from :
https://www.educationworld.com/a_admin/admin/admin297.shtml?
fbclid=IwAR2LGc0V53mHMdkdi49my62bhOPfWt9YJboPVKo2fI_7aDdrj8AjXSypeE
c
APPENDICES

A SCALE FOR DETECTING BEHAVIORAL PROBLEM

THE INTERVIEWER WHILE GIVING FOLLOW UP QUESTION AND MA’AM MAULANA

WHILE CHECKING THE ATTACHMENT .