When setting out to complete a functional behavioral assessment I knew exactly what student I wanted to observe and utilize for this project. The target behavior of the student being observed was paying attention during class. This student had to be reminded during every period to work independently or be guided back on task. The object of this behavioral assessment was to increase the amount of time that this student pays attention and remains on task during class.
Through observation I was able to determine that it was easiest to assess this student’s focus during reading workshop. Each student is asked questions and randomly chosen to continue reading where the last person left off. Because this student is constantly unaware of where the last person left off reading and is unable to answer comprehension questions when asked, it is obvious when she is not paying attention. Tracking her focus would be easy by tallying the amount of times the student is called on and can answer the question. She would not receive a tally if she was called on and could not answer the question. The frequency at which this occured was recorded daily during reading workshop and then charted in a graph. The baseline for recording this behavior lasted for three days.
The antecedent being observed was as follows. Each day the student brings her copy of the shared reading book to the carpet with the rest of the students. The student opens her copy to the page directed by the teacher and is supposed to follow along in her own copy as the teacher or another student reads. The students are expected to pick up where the last person left off when their name is called to read next. The target behavior is observed every time this student is called on. She is never aware of where the last person left off and is never able to answer questions regarding information from the text. The consequence occurs when the students are asked to go back to their seats to answer questions from the chapter that has been read and this student cannot complete her work because she was not paying attention to the answers in the text. Because each question is discussed while the students are on the rug it becomes even more obvious that this student is not focusing on the reading or discussion. If this student were to pay attention and follow along with the reading, completing the comprehension assignment after reading workshop would become increasingly easier for her and she would be able to do well on the final assessment once the class finishes reading the book.
The class has a token economy that uses a sticker chart to rewards students for doing the “right thing.” Once the student fills up their chart with stickers they are invited to a pizza party luncheon with their teacher. Students usually receive stickers for changing negative behavior without being told. For example, one student always rushes through copying notes off the board and constantly has spelling errors or missing information. When this student copies slowly and his notes are perfect he receives a sticker for his effort and improvement. The student’s negative behavior is pointed out, but it is up to the student to fix it on their own. Rewarding this student with stickers when paying attention, motivated her to stay focused more often therefore increasing the target behavior. At first, this student needed to be motivated verbally and told of her reward for paying attention during reading workshop. Instead of waiting for the student to be caught not paying attention, I talked with the student before reading workshop reminding her to stay focused and negotiating the deal. When she stayed on task, rewarded her with a sticker. I will continue to reward with stickers until this increase in behavior becomes habitual for this student.
My intervention plan actually worked better than I had expected it to. After the initial period of observation I spoke to the student directly explaining to her that if she put more effort in her work and paid more attention during class her work would be a lot easier. I emphasized the fact that I wasn’t saying this to be mean, I was simply telling her this because I cared about her and wanted to be proud of her for doing her work. I promised her that if she was called on during reading workshop and she knew exactly where we were or if she could answer a question without being prompted she would receive a sticker for that period and would continue to receive stickers for repeating this behavior daily. When I spoke with the student her response was minimal and she only shook her head to indicate that she understood. I was afraid that this was a negative sign that the target behavior would not increase. Yet, after observing her behavior for the past three days I actually noticed a huge difference. Her increased attention span has been so obvious that my cooperating teacher has actually commented on it and has given her a 3 (out of a 4) for her effort level for the past few days. I don’t know if something finally clicked with the student, but after trying to implement an intervention plan her ability to pay attention for longer periods of time has increased. Not only have I noticed this during reading workshop, but throughout other periods of the day I have noticed a change. Because her focus is more consistent, finishing assignments independently has become an easier task for her and she is able to complete her work on time. I feel that this has definitely been a success for the student and myself.
Through observation I was able to determine that it was easiest to assess this student’s focus during reading workshop. Each student is asked questions and randomly chosen to continue reading where the last person left off. Because this student is constantly unaware of where the last person left off reading and is unable to answer comprehension questions when asked, it is obvious when she is not paying attention. Tracking her focus would be easy by tallying the amount of times the student is called on and can answer the question. She would not receive a tally if she was called on and could not answer the question. The frequency at which this occured was recorded daily during reading workshop and then charted in a graph. The baseline for recording this behavior lasted for three days.
The antecedent being observed was as follows. Each day the student brings her copy of the shared reading book to the carpet with the rest of the students. The student opens her copy to the page directed by the teacher and is supposed to follow along in her own copy as the teacher or another student reads. The students are expected to pick up where the last person left off when their name is called to read next. The target behavior is observed every time this student is called on. She is never aware of where the last person left off and is never able to answer questions regarding information from the text. The consequence occurs when the students are asked to go back to their seats to answer questions from the chapter that has been read and this student cannot complete her work because she was not paying attention to the answers in the text. Because each question is discussed while the students are on the rug it becomes even more obvious that this student is not focusing on the reading or discussion. If this student were to pay attention and follow along with the reading, completing the comprehension assignment after reading workshop would become increasingly easier for her and she would be able to do well on the final assessment once the class finishes reading the book.
The class has a token economy that uses a sticker chart to rewards students for doing the “right thing.” Once the student fills up their chart with stickers they are invited to a pizza party luncheon with their teacher. Students usually receive stickers for changing negative behavior without being told. For example, one student always rushes through copying notes off the board and constantly has spelling errors or missing information. When this student copies slowly and his notes are perfect he receives a sticker for his effort and improvement. The student’s negative behavior is pointed out, but it is up to the student to fix it on their own. Rewarding this student with stickers when paying attention, motivated her to stay focused more often therefore increasing the target behavior. At first, this student needed to be motivated verbally and told of her reward for paying attention during reading workshop. Instead of waiting for the student to be caught not paying attention, I talked with the student before reading workshop reminding her to stay focused and negotiating the deal. When she stayed on task, rewarded her with a sticker. I will continue to reward with stickers until this increase in behavior becomes habitual for this student.
My intervention plan actually worked better than I had expected it to. After the initial period of observation I spoke to the student directly explaining to her that if she put more effort in her work and paid more attention during class her work would be a lot easier. I emphasized the fact that I wasn’t saying this to be mean, I was simply telling her this because I cared about her and wanted to be proud of her for doing her work. I promised her that if she was called on during reading workshop and she knew exactly where we were or if she could answer a question without being prompted she would receive a sticker for that period and would continue to receive stickers for repeating this behavior daily. When I spoke with the student her response was minimal and she only shook her head to indicate that she understood. I was afraid that this was a negative sign that the target behavior would not increase. Yet, after observing her behavior for the past three days I actually noticed a huge difference. Her increased attention span has been so obvious that my cooperating teacher has actually commented on it and has given her a 3 (out of a 4) for her effort level for the past few days. I don’t know if something finally clicked with the student, but after trying to implement an intervention plan her ability to pay attention for longer periods of time has increased. Not only have I noticed this during reading workshop, but throughout other periods of the day I have noticed a change. Because her focus is more consistent, finishing assignments independently has become an easier task for her and she is able to complete her work on time. I feel that this has definitely been a success for the student and myself.