Evaluating First Grade Behavior

Behavioral Assessment

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Capella University

Instructions: Just as Shindler (2010) recommends the importance of accountability and responsibility in learning, it is highly suggested that you complete all steps for your own growth and learning.

· Apply directions that follow each heading below. Do not change or delete any of the headings. Refer to the assignment instructions to determine the content to place under each heading.

· Have a peer provide feedback on your paper and complete the Peer-Feedback Form. You may ask a fellow learner or someone you work with to complete the form. Include the complete Peer-Feedback Form with this assignment.

· Carefully complete self-assessment requirements by following the steps in the Process of Self-Assessment section. The idea behind the use of the Self-Assessment of Competencies rubric is to assist you in critically analyzing your work and identifying assignment criteria that align to overall competency outcomes. Criteria for steps 3 and 4 will be key to completing assignment expectations.

· Delete these instructions and any references that do not apply to your assignment. Your assignment will be returned if the instructions are not deleted and/or references do not align with references in your assignment.

Behavior Assessment

· Provide a detailed overview of a student's current behavior that needs to be changed in order to improve the learning environment.

The primary aspect of Paulo Miguel’s behavior that needs to be changed is his willingness to come to school. For the majority of the semester he has demonstrated a marked unwillingness to participate in the first grade classroom. During most of this semester his father has had to walk him into the class, because he refuses to come by himself. He will first cry and then yell at his father in order to dissuade the latter from making him come to school. This entire process is a huge distraction for the other children who willingly come to school to learn. Once Paulo actually comes in the classroom and his father leaves, he participates. Still, the disruption of seeing him crying and yelling is not conducive to the overall learning atmosphere. Some of the other children become antsy while he is carrying on. Still others take the opportunity to seize some of his lack of cooperation and balk at doing their tasks. I have spoken with Paolo’s father many times about his behavior and the distraction it presents for my classroom overall.

· Identify the outcomes for the student's behavior change, including the rationale for the change, the behavior goal, and the replacement behavior. 

The most desirable outcome for the student’s behavior change is for him to willingly come into the classroom. I want him to walk in and take his place at his desk the same way all the other students do, so that he is not a distraction. The projected outcome is to have him more reserved and focused on understanding his lessons as soon as class begins, so he can help maximize the learning potential of all the students. Ultimately, the rationale for the change is that if Paolo demonstrates a willingness to participate in class without first attempting to not go to school, he will improve the overall atmosphere of the classroom. He will make it much more attuned towards learning and exploration as opposed to rebelliousness and discord. The behavior goal is for Paolo to enter the classroom in an orderly fashion, much the way the other children do. The replacement behavior includes a friendly farewell to Paolo’s father, a prompt seat at his desk, and quickly taking out his supplies to start the day. This is typically expected behavior of first graders.

· Develop intervention procedures to implement in order to change the identified behavior.

The first intervention procedure is to talk to Paolo about how unacceptable his behavior is. This intervention is to make him understand that his behavior is anomalous, and not suited to that of a respectable first grader. During this conversation I will compare his behavior to that of his classmates. The next intervention procedure is to provide an incentive for Paolo to want to come to school to learn. This will take the form of allowing children five minutes at the end of the periods before lunch, recess, and the end of the day to play a game. Only students who are seated on time without any delays will be able to do so. Thus, there can be a situation where if Paolo continues his behavior he will watch others enjoy the games to which he is not privy. The final intervention is to speak with Paolo’s father again. During this conversation his father will learn of my talk with Paolo, my expectations, and the proposed incentives. The hope is that these measures will spur Paolo’s father to stop babying him about coming to school.

· Results and Reflection

[You will not complete this part in Unit 8; in Unit 10, you will submit this as part of your Classroom Management Portfolio. After you collect data for a week on your change, return to your document and report your results and your reflection on the change here for submission later. Before you submit your course project, complete this final section by answering the following questions:]

Did your intervention help to change the behavior?

Was there a difference in its frequency or severity?

What data supports your assessment?

Instructions: These are examples and are formatted. Delete what you do not use and put your references in alphabetical order. Do not include references if you do not cite any in the body of your paper. Delete the reference page if you do not have any references. Delete these instructions before submission.

References

Author, A., Author, B. C. E., & Author, D. (2000). Title of chapter in a book. In E. E. Editor (Ed.), Book title (pp. 00-00). City: Publisher.

Author, A., Author, B. C. E., & Author, D. (2000). Title of article. Name of Journal, 3(7), 00-00. Doi:xx.xxxx/xxxxxxxxxxx (for articles with DOI)

Author, A., Author, B. C. E., & Author, D. (2000). Title of article. Name of Journal, 3(7), 00-00. Retrieved from http://www.xxxxxxx (for articles without DOI)

Peer-Feedback Form

Ask a fellow peer to provide feedback on what you have written. They should check off the box next to each question, and write a brief comment that will improve their work.

Peer reviewer: Date:

Trait on which to provide feedback

Yes

No

Comments

Provides a detailed overview of a student's current behavior that needs to be changed in order to improve the learning environment.

Identifies the outcomes for the student's behavior change, including the rationale for the change, the behavior goal, and the replacement behavior. 

Develops intervention procedures to implement in order to change the identified behavior.

Is critical thinking evident?

Is the writing clear and concise?

Do word usage errors occur?

Do grammatical errors occur?

Do mechanical error occur? (Punctuation, capitalization, et cetera).

Is APA 6th edition used correctly?

Rubric Instructions: Self-Assessment of Competencies

The idea behind rubrics is to assist you in critically analyzing your work and ability to meet competencies that are aligned to criteria on the rubrics. With self-assessment and reflection of the criteria on the rubric prior to submission, you will have a solid idea of your competency and quality of work. Regular use of self-assessment as a way to reflect will improve your writing and target assignments toward your instructor’s expectations.

You will use the same rubric that the instructor uses for each assignment. You will grade your own assignment using the rubric, as will your instructor. After submission, your instructor will compare the two rubrics. If they match, you will earn extra points. However, in the end, your instructor’s assessment will be the one that counts.

Process for Self-Assessment:

1. Think critically about your work before filling out the rubric. The rubrics must match to earn extra points. So, be honest in your appraisal of your work.

2. Use this assignment template and rubric. Upload to the appropriate assignment area.

3. Assess your assignment according to the rubric. Include comments that share how your assignment meets the level you chose along with evidence from your assignment. Boldface words, phrases, or parts in your assignment that you feel support your level choice and comments.