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.

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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.