Edu 690 Final Amanda Bright Man

7/30/2019 Edu 690 Final Amanda Bright Man

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Running head: USING BEHAVIORAL INTERVENTION STRATEGIES IN THE

CLASSROOM 1

Using Behavioral Intervention Strategies in the Classroom: An Early Intervention to

Keep Students in the Classroom and Engaged.

Amanda Brightman-Uhl

EDU 690

April 22, 2013

University of New England


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USING BEHAVIORAL INTERVENTION STRATEGIES IN THE CLASSROOM 2

Abstract

This Action Research Project investigated and determined the impact of early

behavior intervention in the classroom and its ability to decrease behavior outbursts in the

classroom, thus leading to increased student engagement and decrease special education

referrals. Four students and their general education teachers participated, grades:

kindergarten, first, third and sixth. Data collection methods included observation,

behavioral data collection, functional behavior analysis and teacher interviews and

surveys. The participating teachers were interviewed before and after implementation of

the individual behavior support plans to gauge their confidence levels. Data was collected

on the occurrence of targeted behaviors and behavioral interventions were implemented

in accordance to this data. A gradual decrease in behavioral mentoring occurred from the

teacher researcher, responsibility was transferred totally to the general education teachers.

The intervention period for this study was short and the results left some question as to

what behaviors were really extinguished and if behaviors were decreased over a

prolonged period. Results of the behavioral data collection and charting were promising

however.


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Table of Contents

Abstract2

Table of Contents.3

Introductions5

Hypotheses..6

Research Questions.6

Literature Review6

Methodology .17

Research Design17

Data Collection Plan..17

Results19

Findings..19

Discussion..28

Limitations..30

Summary31

Action Plan ...31

Conclusion.33

References.35

List of Tables

Table 1- Data Collection Matrix....18

Table 2- IK Behavior Chart...21

Table 3- AK Behavior Chart.22


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Table 4- LB Behavior Chart .23

Table 5- CI Behavior Chart...24

Table 6- Teacher Questionnaire Before Implementation..25

Table 7- Teacher Questionnaire After Implementation26


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Introduction

The ability to behave appropriately in a group affects every student in school and

even later into their lives. It helps individuals deal with stressful situations, get along with

others in a variety of situations and even hold down a job. Even though acting

appropriately in school has always been expected, there have been increased referrals for

special education services due to problem behaviors. While there is speculation as to why

this might be happening, the ultimate goal is to educate students in the least restrictive

environment possible. When dealing with behaviors that interrupt instruction to the point

that general classroom behavior plans are no longer working, more intensive

interventions might be necessary. Some schools have started adopting school wide

behavior support plans but this is far from being universal. Still the emphasis seems to be

on teaching to the test, with reading and mathematics instruction in the forefront, and

differentiation and interventions for academic purposes only. As time goes on and

educators realize that behavior has an impact on engaged learning time and students

achievements, more behavioral interventions will be used earlier in the process.

In this Action Research Project whole classroom behavior management plans

were used in the participating classrooms, however individual behavior support plans had

not been implemented with students before these interventions occurred. The purpose of

the study was to see if implementing individual behavior support plans would decrease

targeted behaviors, thus leading to increased student engagement time, as well as

decrease classroom interruptions and special education referrals for behavior.


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Hypothesis

The students targeted in this study exhibited significant behavioral difficulties in

the classroom beyond what the typical student exhibits; this in turn affects whole class

engaged learning time.

The following study was established to test the hypothesis that early behavioral

interventions will cut down on behavior related classroom interruptions thus leading to

more engaged learning time. Research will be collection while four teachers implement

individual behavior support plans in the classroom.

Research Questions

Does the typical general education teacher have enough knowledge to implement

an individualized behavior plan without the help of an aid?

Can a general education teacher implement an individual behavior plan for one

student without the help of an aid?

Does the use of an individualized behavior plan with a struggling student increase

overall student engagement and achievement?

How successful are behavior intervention on decreasing problem behaviors when

used as a last step before a special education referral?

Literature Review

Almost every student has engaged in a problem behavior at one time or another. It

becomes concerning when students continue to engage in these behaviors and disruptions

start to negatively impact their education as well as their peers. When a child is engaging

in a negative behavior they are trying to get a need met. What is the function of the


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negative behavior? It is important to intervene early in this type of situation and

determine what the need is without reinforcing the negative behavior. If a student is

looking for attention and attention is given from the teacher in order to stop the

disruption, what behavior is being reinforced? Most of the time negative behavior gains

attention. For some students negative attention is better than no attention at all. Small

classroom disruptions can often be handled with good classroom management skills and

the use of a whole classroom behavior plan. There are some instances though, when a

student needs additional support to be successful in the general education setting. There

may be instances where teachers need extra support or training in classroom management

and behavioral interventions. If problem behaviors are caught early enough and a

behavioral response to intervention (RTI) is tried, studies have shown that special

education referrals for behavior should reduce, the amount of punitive punishments used

should go down, and student achievement should improve.

Skinner & Belmont (1993) focus on student motivation and how individual

teachers behavior influence this. When thinking about student behavior and why early

interventions work, it is important to think about the teachers role. In this study they

examined three dimensions of 14 teachers behaviors on 144 children aged 3-5 years.

Skinner et al. (1993) explain that the opposite of engagement is disaffection. Disaffected

children are passive, do not try hard, and give up easily in the face of challenges.

Disaffected children can be bored, depressed, anxious, or even angry about their presence

in the classroom; they can be withdrawn from learning opportunities or even rebellious

towards teachers and classmates. Skinner et al. (1993) found that the more engaged and


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attentive the student was the more positive attention they received, with the opposite

being said for the disaffected student. These findings suggest that students who are

behaviorally disengaged receive teacher responses that should further undermine their

motivation. When thinking about student behavior it is important to look at the general

education classroom first. This is where the first steps of intervention should take place.

If there is a particular student who is having a hard time behaving in the classroom it is

important to ask how is the teacher interacting with them? What steps is the teacher

taking to differentiate behaviorally? What is the teachers motivation when interacting

with the students? Do they just want the disruption ended or are they trying to figure out

the root of the problem? This is a great article to research because of its work with

preschool aged children, its focus on their developing intrinsic motivation and how

teachers play a vital role in this. Skinner et al. (1993) found that teachers interactions

with students predicted student behavioral and emotional engagement in the classroom,

both directly and through their efforts with student perception of their interactions with

teachers. Teacher behavior influences student perceptions of their interactions with

teachers. It is exciting to think about the connection between this information when

thinking about early behavior intervention in the general education setting.

Tillery, Varjas, Meyers & Collins (2010) explain a series of in depth interviews

with kindergarten and first grade teachers to see how they view their impact on student

behavior. This study was conducted in 21 rural public schools in the Southeastern United

States. It describes their different approaches on behavior management and what they see

as most important in regards to this. Tillery et al. (2010) states that because problem


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behaviors become more entrenched in a students repertoire over time, early

identification and treatment is imperative to ensure positive future outcomes.

Consequently, teachers of children in the primary grades are ideally positioned to serve as

the frontline defense for intervening with behavioral difficulties if provided with the

proper training and resources. Using a RTI for behavior problems in the classroom

sounds like a logical step as it is already done for academics everyday. Having specific

tiers as Tillery et al. (2010) explains, using behavior interventions within an RTI

framework can be an effective and efficient method for determining eligibility for special

education as well as achieving federal mandates for early intervention and accountability.

Most important, positive behavior interventions and supports are a preventive measure

that can allow children to receive much-needed intervention before they reach a crisis

state. A teachers involvement and philosophies of education will often have an impact

on their classroom management skills. The research in this article really brings to light

the fact that most general education teachers do not have the training in behavioral

management beyond the typical student occasionally acting out. It was also found that

teachers often take a one-size fits all approach with little to no differentiation in their

classroom behavior plans. Overall, teachers agreed that when their students are on task

and following directions, engagement and academic achievement is higher.

Daniel & King (1997) gives a great overview on the pros and cons of inclusion.

Daniel et al. (1997) explain that boundaries that once separated general education and

special education are becoming increasingly blurred as the educational reform known as

inclusion is emerging in schools throughout the nation. Inclusion is the placement of


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students with disabilities in regular education classrooms. With the switch to more

inclusion type models and the cuts being made to special education, it is crucial that

teachers start taking on more of the differentiation responsibilities. Many agree this is less

restrictive, with benefits including increased academic and social opportunities. Daniel et

al. (1997) also touch on why inclusion might not, work stating that teaching as "one-size

fits all" disregards the individual needs of special education students. Moreover, when the

demands of servicing students with disabilities, some severe, are added to the regular

education classroom, the needs of low, average, and above-average students are often

ignored. This is where the need for early interventions could really help these individual

students. This reinforces the fact that teachers will need more training in inclusion

strategies as well as a strong, closely supervised, School-wide Positive Behavioral

Interventions and Supports (SWPBIS). Many schools have moved away from the pullout

method and have opted to provide extra supports in the classroom. Daniel et al. (1997)

state that there does appear, however, to be a higher instance of behavioral problems

among students in inclusion classrooms, implying that the inclusion teacher may devote

significant time to discipline problems, thereby diminishing time spent on instruction.

Moreover, the problems brought into the inclusion classroom by students with special

needs may potentially have negative effects on other students in the classroom. This gives

an interesting perspective on the other side of inclusion and how its not always the best

option. There are, of course, times when behaviors are so severe that a self-contained

program is the least restrictive option. It also reinforces the concept once again that

SWPBIS is the direction schools should head in.


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Langdon, Carr, & Owen-DeSchryver (2008) do an outstanding job of explaining

precursor behaviors. They give specific examples of how to detect behavior problems by

identifying the precursor behaviors before the interruption occurs. Langdon et al. (2008)

state that precursor behaviors are innocuous behaviors that reliably precede the

occurrence of problem behavior. It has been suggested that problem behaviors occur in a

sequence, from least to most problematic. Langdon et al. (2008) state that the relationship

between precursor behavior and problem behavior could provide information useful in

the prevention of problem behavior. It has been hypothesized that intervention efforts

applied to these earlier, often more innocuous behaviors, might prevent the occurrence of

more severe forms of problem behavior. For example, if a students precursor behavior is

task refusal which then typically leads to aggression (kicking, hitting, etc) it would be

safe to assume that intervening when there is task refusal would cut down on the

occurrence of aggression. Without appropriate training or knowledge of functional

assessment, general education teachers might not know how to appropriately treat these

precursor behaviors.

Kern, Childs, Dunlap, Clarke, & Falk, (1994) explain the use of functional

analysis and functional assessment to manage behaviors in the classroom. Kern et al.

(1994) take a look at behavior in a very systematic way using data collection and event

recording to determine what behaviors to target and how to appropriately address these

behaviors. In order to address problem behavior in the classroom, Kern et al. (1994)

explain it is first important to identify environmental variables and stimuli that are

associated with occurrences of the targeted behavior. The advantages of this systematic


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approach to identifying controlling variables include increased confidence that the

identified variables are related functionally to the target behavior and a greater likelihood

of intervention effectiveness in cases in which other approaches have failed. Knowing

what precursors behaviors are and how to target them before more challenging behaviors

present themselves are key to this process. Kern et al. (1994) believe that teachers who

possess good classroom management skills are more likely to change, make

accommodations or modifications to the environment and their own teaching styles to

best accommodate the needs of individual students. If a general education teacher is able

to identify the most basic functions of problem behaviors and make small changes based

on these observations, this is in all actuality a very basic form of functional behavior

analysis. This study found that curricular-based interventions by teachers can in fact

significantly reduce problem behaviors in the classroom. Once again, the training of

teachers or having a school-wide plan of action concerning behaviors is crucial to early

intervention.

Codding, Feinberg, Dunn, & Pace (2005) study was to expand the literature on

special education teachers' treatment and integrity for implementing antecedent and

consequence procedures in an ongoing behavior support plan. The teachers in this study

were given weekly feedback on their implementation of individual behavior plans in the

classrooms. Feedback based on performance has always proven successful and vital in

academic interventions; it has been proven true for teachers using behavior interventions

as well. One piece of the study examined four general education teachers and their

abilities to implement individual interventions targeting out-of-seat and talking out of


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turn behaviors. What were targeted in particular were the precursor behaviors and the

likelihood that addressing those precursors would cut down on more disruptive behavior.

The mainstream teachers received training in behavioral intervention and were observed

before the implementation, baselines were collected on each student in question, and then

the intervention took place. Feedback was given on a weekly basis from the special

education teacher involved in each case. Codding et al. (2005) explain that research has

demonstrated that weekly feedback leads to increases in treatment integrity and may be

more practical for supervisors, clinicians, and consultants than daily performance

feedback. This study gives great insight on how to be successful when implementing

individual behavior plan in the general education setting.

Lassen, Steele, & Sailor (2006) examine schools implementing SWPBIS to see if

behavioral interventions cut down on student suspensions, office discipline referrals,

academic achievement, etc. This study was done over a three-year period (2000-2003)

involving multiple schools in urban areas with a high number of mixed races. This article

and research provides another perspective on SWPBIS by giving insight on interventions

being done with older students. When starting a SWPBIS in a school for the first time

you dont always have the luxury of starting with strictly five year olds, you may be

trying to implement behavioral interventions with eighth graders or even higher. Lassen

et al. (2006) state that it is estimated approximately 10% of children and adolescents in

the United States suffer from some form of mental illness that significantly impairs their

ability to function in an everyday setting. There are some instances where a more

restrictive environment is needed but many times disruptions from behavior can be


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addressed and maintained without leaving the general education setting. SWPBIS rely on

being proactive and not reactive, solving behavior problems before they get to a place

where special education referrals must be made. Reading about this study gives us

perspective on SWPBIS being implemented in urban schools with moderate to severe

behavior challenges. If school wide interventions can work in these struggling schools to

create a better school environment, cut down on punitive punishments and boost

academic achievement, it should work anywhere. Its a known fact that disruptions in

class impact instructional time and student engagement. It is important to note that

teachers were given extra training on handling classroom behavior disruptions. The

students were also trained in a school expectation program called Step by Step. After

reviewing the data after three years most of their hypotheses were proven to be true.

Suspensions were greatly reduced, schools recovered an approximate 659 instructional

hours per year since implementing the SWPBIS and standardized assessment scores in

math increased significantly while surprisingly scores in reading decreased the first year

and then slowly increased over the next two. This reminds us that SWPBIS can greatly

improve many areas of a school, not only academic achievement. There are other factors

at play here of course. Behavioral interruptions account for lower academic achievement,

but they are not the sole reason. It was interesting to compare this study of urban schools

with those of the rural schools. It showed that even though they are different in many

ways, they have many of the same worries and problems regarding behavior.

Sugai & Homer (2006) dig deeper into SWPBIS and how schools can adopt a

program and make it successful. Sugai et al. (2006) point out that sustained and expanded


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uses of these interventions and practices have not been consistent or widespread. A

number of factors can affect the adoption and sustained use of these effective practices.

For example, recent mandates have increased expectations that schools will provide for

the educational needs of all students and create safer learning and teaching environments.

Thinking about this coupled with many schools having fewer resources to work with, its

no wonder that it is hard for an individual school to take the initiative but if you think

about SWPBIS in the long term it makes sense and can save schools money. If a school

takes the time to train and educate their teachers then more restrictive interventions can

be avoided. Each time a student is referred to special education, an aid is hired, a student

is sent to a specialized program or a behavior consultant is called in, it costs the school

money. If more was invested in being proactive instead of reactive it would be worth it

not only for monetary purposes, but because it is whats best for the students. As the past

articles have shown, use of the one size fits all or the get-though approaches do not

work in all behavioral-based situations. Another very important fact to keep in mind is

not to jump on the SWPBIS bandwagon; research must be done to see which behavioral

RTI plan will work best for each school. It is also important to research the specific plan

you are adopting. Has it had good outcomes for others? Sugai et al. (2006) state that

when experimentally supported practices are not available, promising practices can be

useful; adoption and implementation however, should proceed with caution. To avoid

unforeseen negative side effects, excessive costs, and inefficient use of resources and

time, promising or innovative practices should be pilot tested, and if adopted, evaluated

early and frequently. Equally important, innovative practices must be conceptually


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sound---that is, grounded in a theoretical model that has been experimentally validated.

Like having an academic RTI, a behavioral RTI would need a leadership team to create a

plan of action for implementation of the SWPBIS. Constant evaluations would need to be

done during the process and regular check-ins to see how its going for everyone in the

school. This article ties in nicely with teachers getting individual feedback in the

classroom regarding individual behavior plans. If you roll the two together you have a

nice, well-rounded behavioral RTI with efficient tiers that serve all students.

These articles bring together some important ideas regarding behavioral

interventions. They touch upon school-wide, single classroom or individual student

interventions. They focus on the data that supports each of these types of interventions

and how they each impact student achievement. A common theme in all of the articles is

the needs for teachers to be better trained in behavioral interventions. In hopes to

eventually create a behavior response to intervention in my own school, I found these

articles to be very useful in my research. I have the tools and training needed to use

functional behavior assessment with individual students and create individual behavior

plans. I hope in doing so, this will cut down on the special education referrals for

behavior, help guide teachers in differentiating for behavior, and help increase students

achievement in the classroom. I am aware that behavior disruptions take away from

instructional time so my overarching goal of a SWPBIS will be well on its way after this

research project is complete. It is important to note, some behavior problems are caused

by an underlying mental health disorder and may need more restrictive interventions no

matter what in-class interventions are tried. It is important to rule out all medical reasons


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for why a student may be engaging in negative behaviors. An individual behavior support

plan may be implemented after finding the function of the behavior and choosing key

behaviors to target. This would be done when other classroom behavior management

strategies have been tried without success.

Methodology

Research design

The purpose of this Action Research Project was to determine if using early

behavioral interventions in the classroom would increase student engagement, decrease

behavioral incidents in the classroom and reduce special education referrals.

Additionally, the teacher researcher investigated the ability of general education teachers

to implement individual behavior plans in their classroom.

Data Collection Plan

A data collection matrix was developed to help determine the impact of early

behavior interventions in the classroom (Table 1).


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Table 1

Data Collection Matrix

Research Questions 1 2 3

1) Does the typical

general education

teacher have enoughknowledge to

implement an

individualized

behavior planwithout the help of

an aid?

Teacher survey Interviews with

participating

classroom teachers

Teacher and student

observations

2) Can a generaleducation teacher

implement anindividualized

behavior plan for

one student withoutthe help of an aid?

Teacher survey Interviews withparticipating

classroom teachers

Teacher observation

3) Does the use ofan individualized

behavior plan for a

struggling studentincrease overall

student engagement

and achievement?

Student recordreview of past

punishments; time

spent out of theclassroom

Teacher and studentobservations

Data collection andcomparison of:

* Grades beforeand after

implementation of

behavior plan

Data collection and

comparison of:

* Minutes of

instruction not

interrupted by

negative behaviorsbefore and after

implementation ofindividual behavior

plan

4) How effective is Teacher survey Teacher and student Data collection and


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behavioral

intervention ondecreasing problem

behaviors when

done as the last step

before a specialeducation referral

for behavior?

Student recordreview of past

punishments

observations comparison of:

* Occurrences of

behavior before and

after behavior plan

implementation


Data for this Action Research Project was collected over a four-week period. Teacher

surveys, interviews, classroom observation, five-minute interval data collection, charts of

target behavior and their occurrences, and functional behavioral assessments were

completed and collected during the time period of March 4, 2013 through April 12, 2013.

Results

Findings

Data is presented in graph form from behavior interval data collection, teacher

questionnaires and observations done in summary form.

Before the behavior support plans were implemented the teacher researcher had

the four participating general education teachers fill out a questionnaire, the results of this

found on graph 5. The questionnaires were used to measure the teachers perceptions on

implementing the behavior supports plans themselves. Another questionnaire was given

after a month of implementation, results shown on graph 6. The information will be

helpful in determining if each teacher felt supported enough during early behavior

intervention of implementing a behavior support plan on their own.


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The teacher researcher compiled the five-minute interval sheets on each of the

four students participating in the early behavioral interventions. The results for each of

these students can be found in graphs 1 through 4. Data collection was started on the 11th

of February 2013 and the behavior plans were started on the 25th of February. Starting the

data collection before the implementation of the behavior plans, helped the student

researcher get behavioral baselines and made it possible for the behavior analysis

assessments to be done and individual behavior plans created.

In graph 1 the targeted behaviors for student IK are body posturing, rude vocal

tone and calling out. The graph shows that these targeted behaviors were observed

between 2% and 13% of the students school day before implementation of the individual

behavior support plan. When the behavior plan was started on the 25th of February the

targeted behaviors had decreased slightly but were still observed between 0% and 6% of

the students school day between the dates of February 25th and March 5th. After March

5th the targeted behaviors were no longer observed.

Graph 1. Behavior Data Results


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IK Behavior Chart

0

2

4

6

8

10

12

14

16

18

20

School Days

Body Posturing

Rude Vocal Tone

Calling Out

Graph 1. Student data collected from five-minute interval sheets on targeted behaviors.

In graph 2, the targeted behaviors for student AK are task refusal, eloping, and

tantrum. The graph shows a baseline of targeted behaviors observed between 0% and 6%

of the students school day. After implementation of the individual behavior support plan

the students targeted behavior stayed between 0% and 6 % without a lot of fluctuation

for the first week. After the first week the targeted behaviors were observed much less

and not at all on many days. A few extinction bursts were observed on March 4, 8, 11,

and 19.


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AK Behavior Chart

0

2

4

6

8

10

12

14

16

18

20

School Days

Task Refusal

Eloping

Tantrum



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Graph 3. Behavior Data

Results

LB Behavior Chart

0

2

4

6

8

10

12

14

16

18

20

School Days

Task Refusal

Eloping

Destruction

Agression


In graph 3 the targeted behaviors for LB are task refusal, eloping, destruction and

aggression. The graph shows a baseline of targeted behaviors between 0% and 10% of

the students school day. After implementation of the individual behavior support plan,

the students targeted behavior decreased, but not right away. It took a solid week of

implementation before targeted behaviors started to subside. By March 6th the targeted

behaviors had diminished with only a few extinction bursts taking place on March 8, 11,

and 19.


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CI Behavior Chart

0

2

4

6

8

10

12

14

16

18

20

School Days

Eloping

Agression

Not Following Directions


In graph 4, the targeted behaviors for CI are eloping, aggression and not following

directions. The graph shows some significant incidents of behavior, observed between

4% and 12% of the students school day. After implementation of the individual behavior

support plan it took roughly a week to see a noticeable decrease in targeted behaviors.

There are only two days shown with no behavioral observations of the targeted behaviors,

March 6 and 11. This graph shows an overall decrease in behavior but no extinction at

this time.


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Teacher Questionnaire Before Implamentation of Behavior Plan

0

0.5

1

1.5

2

2.5

3

3.5

4

Agree Somewhat

Agree

Unsure Somewhat

Disagree

Disagree

Teacher Opinion

I feel prepared to implement anindividual behavior plan on my own:

I believe I have the skills and training toimplement the individual behavior plan:

I feel comfortable asking for helpimplementing the plan if I feeloverwhelmed:

I will follow through with the behaviorplan even if I am not seeing results

I am confidant in my abilities to follow abehavior plan with supervision:

Graph 5. Questionnaire asked teachers a number of questions on their comfortimplementing behavior support plans before the implementation.

Graph 5 represents the answers received from the four general education teachers

participating in the actions research project before the implementation of the individual

behavior support plans. Two teachers agreed that they felt prepared to implement the

individual behavior plan on their own while one agreed somewhat and one was unsure.

Two teachers agreed somewhat they had the skills and training to implement the

individual behavior plans while two somewhat disagreed. All four of the participating

teachers agreed that they felt comfortable asking for help implementing the plan if feeling

overwhelmed. Three agreed they would follow through with the implementation of the

behavior plan even if they felt they were not seeing results while one somewhat agreed.


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Two teachers agreed that they were confident in their abilities to follow a behavior plan

with supervision while one somewhat agreed and one felt unsure.


Teacher Opinion After Implementation of Behavior Plan

0

0.5

1

1.5

2

2.5

3

3.5

4

4.5

Agree Somewhat

Agree

Unsure Somewhat

Disagree

Disagree

Teacher Opinion

I feel prepared to implement anindividual behavior plan on my own:

I believe I have the skills and training to

implement the individual behavior plan:

I feel comfortable asking for helpimplementing the plan if I feeloverwhelmed:

I will follow through with the behaviorplan even if I am not seeing results

I am confidant in my abilities to follow abehavior plan with supervision:

Graph 6. Questionnaire asked teachers a number of questions on their comfort

implementing behavior supports plans after the implementation.

Graph 6 represents the answers received from the four general education teachers

participating in the actions research project after a month of implementing the individual

behavior support plans. Three teachers agreed that they felt prepared to implement the

individual behavior plan on their own as opposed to two before the implementation. One

still somewhat agreed while no one was unsure as opposed to one person before

implementation. Four teachers agreed that they had the skills and training to implement

the individual behavior plan after a month of implementation as opposed to two


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somewhat agreeing and two somewhat disagreeing. All four of the participating teachers

continued to agree that they feel comfortable asking for help implementing the plan if

feeling overwhelmed, the same as before implementation. Four now agreed they would

follow through with the implementation of the behavior plan even if they felt they were

not seeing results as opposed to before implementation, when one teacher somewhat

agreed. Three teachers agreed that they were confident in their abilities to follow a

behavior plan with supervision after a month of implementation as opposed to before,

with two agreeing, one being unsure and one somewhat disagreeing before

implementation.

Classroom observations were preformed on February 4, 5, 6 11, 15, 25, and 26,

March 1, 4, 8, 11, 15, and 22, 2013 by the student researcher and lasted approximately 30

minutes each. The functional behavioral assessments were done after the observation

days of February 4, 5, 6 11, and 15. The teacher researcher had the individual behavior

plans written and ready to be implement on February 25th, right after returning from

February break. The classroom observations done on February 25, March 1, 4, 8, 11, 15

and 22 were used as check-ins to make sure the plans were being followed, make changes

to any plans that might need it, and to see how the students were reacting to the plan. The

teacher researcher also collected the five-minute interval data sheets during these times to

check the overall effectiveness of the plans.

Teacher interviews were also done after school as a group on all observations

days. The interviews lasted ten to fifteen minutes and the four participating teachers

asked questions, received feedback and conferred with each other and the teacher


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researcher about their experiences. The teacher researcher would ask questions similar to

the teacher questionnaire to gauge how the teachers thought the process was going.

During the interviews the teachers of students AK and CI shown in graphs 2 and 4

struggled the most during the first two weeks of plan implementation. The teacher

researcher noted that on the last observation day, March 22nd, all four teachers stated they

could see a big difference in the participating students behaviors and the classroom

atmosphere as a whole.

Discussion

When analyzing the data for IK found in graph 1, the teacher researcher could see

by looking at it that there was an initial drop in behavior because of the novelty of the

behavior plan being implemented. After a few days the behavior increased. This typically

happens because the student wants to see if the teacher will be consistent and follow

through in the same manner each time the targeted behavior occurs. The behavior

decreased again after about a week of implementation and spiked one last time before

decreasing once again. This is called an extinction burst. An extinction burst happens just

before a behavior is extinguished, one last attempt to see if previously tolerated negative

behaviors will be tolerated again. If a behavior plan is followed then you will see similar

results to graph 1, with the targeted behavior dropping off completely. This participating

teacher was very confident in her ability to implement the behavior support plan and that

came across during classroom observations. She was consistent and on top of the data

collection. Chances are good that the behaviors will be easier to control and be less of a

disruption to the rest of the class.


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When looking over the data for AK, found in graph 2, the teacher researcher

could see that this student was still engaging in problem behaviors. While there was a

decrease after the initial implementation there continued to be spikes, although the

percentages did decrease overall. The teacher researcher did note during observations and

the teacher interviews that this participating teacher did show signs of hesitancy when

implementing the plan. She seemed unsure of when to address the targeted behaviors and

tried ignoring when she should have been attending, sending mixed messages to the

student. After more coaching from the teacher researcher and a slight change to the

behavior plan the last few weeks showed a drop in behaviors.

Student LB, data found in graph 3 showed a decrease in behaviors almost

immediately after the implementation of the behavior support plan. This student in

particular presented with some very serious and disruptive behaviors. Because of

exhibited behaviors this student had the biggest risk of being pulled from the mainstream

classroom. The student presented in graph 3 has four targeted behaviors as opposed to

three. While there are still small spikes in behavior the general education teacher stated

that she felt like she had control over her classroom again. In this case the teacher

researcher noted that the participating teacher had had experience with behavior plans

before and was observed as being very comfortable implementing the behavior plan

efficiently and effectively.

Student CI, data found in graph 4, shows a more gradual decrease in targeted

behaviors. Before the implementation of the behavior support plan the targeted behaviors

were taking up 13% of this students school day. While the plan was still relatively new,


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the targeted behaviors had decreased significantly over a one-month period. There were a

few extinction bursts but each time the baseline for this student was lower than

previously. During observations and teacher interviews it was obvious to the teacher

researcher that as the teacher saw changes in the behavior of her student, the more

confident she became following though with the plan.

Limitations

There were limitations that were considered when examining the data results of

the study. The first was relying on others to collect behavioral data. Only having nine

observations that lasted roughly 30 minutes in each classroom left the bulk of the data

collection and implementation of the individual behaviors plans up to the general

education teachers. The small number of student and teacher participants represented a

limited sample. The way each teacher implemented the individual behavior support plan

varied depending on his or her different teaching and classroom management pedagogies.

Things that would have enriched the study are additional student observations and a

longer time period to collect behavior data. The research finding will be solely used

within the setting of Great Salt Bay Community School and the research data will be

shown to the schools administration and perhaps the rest of the faculty after that. This is

a means to introduce individual behavior plans to general education classrooms; its affect

on student management and special education referrals due to behavior will also be

addressed.


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Summary

The significance of this study is that early behavioral interventions in the

classroom do reduce interruptions caused by negative behaviors overall. Direct

monitoring and mentoring of behavioral specialists and general education teachers help

facilitate independence and competence in implementing individual behavior support

plans. By cutting back on interruptions caused by behavior there are more opportunities

for engaged learning time.

When a teacher has the skills, knowledge and confidence to implement behavior

support plans in the classroom it is shown to reduce the occurrence of negative behaviors.

This Action Research Project shows that with teacher dedication and buy-in to the

reeducation of classroom interruptions, individual behavior support plans can work and

work well. Teachers started creating more learning opportunities connecting behavior to

learning as the process went on, helping all students with behavioral self-regulation.

When students are able to identify their feelings and find alternative ways to deal with

frustration and stressful situations the skills will help them for the rest of their lives.

School is not just about learning academic skills but about interacting appropriately with

others, mood regulation, self-calming and impulse control just to name a few others.

When teachers have the skills to help their students attain their own behavioral stability it

creates a better, more positive learning environment conducive to learning.

Action Plan

The teacher researcher will continue to oversee the implementation of the four

individual behavior plans. Data will continue to be gathered, charted and graphed along


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with grades being compared of students before and after implementation. The teacher

researcher will also continue to create behavior plans and work with students referred to

special education for behavior. The teacher researcher also plans on meeting with the four

participating students teachers for next year, to help them with the implementation of

their plans and the transition to a new classroom and teacher. This will make the

transition smoother and some of the students may even be able to transition back to the

general classroom behavior management plan.

The effect of early behavioral intervention in the general education classroom will

continue to be researched and studied in hopes of creating a school wide behavior support

plan. The initial study was limited in time further research will be done over a longer

period of time with other sample groups. The longer the research takes place and with

more participants the more results you have to pull from. The teacher researcher will ask

if any other teachers would like to be part of the research and try individual or whole

class behavior support plans. This would provide the teacher researcher with additional

data, experience and perspective on what a whole school behavior plan would look like

and the impact it could ultimately have. The teacher researcher will hold a meeting where

the participating teachers can offer collaborative support and discuss their own

experiences with other interested teachers.

The teacher researcher plans on meeting with the four participating teachers, any

other teachers willing to participate, the vice-principal and principal to present the data

collected to make a case for a school wide behavior support plan. The teachers currently

involved in the action research will be asked to discuss what effects the implementation


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of individual behavior plans have on their own classrooms. The participating teachers

will also be asked to share their experience and how they think a whole school behavior

support plan would benefit everyone. Parents of the participating students will be asked

to join in talking about how their childs behavior has improved in the classroom and

what they thought of the process. This study has proven that with early behavioral

intervention, problem behaviors can be reduced in the classroom with an individual

behavior support plan. It also makes a strong case for a whole school behavior support

plan. Early intervention has been shown to increase student engagement time and overall

academic achievement. The teacher researcher will also suggest a teacher workshop day

be used to train general education staff on behavior de-escalation and how to implement

behavior plans for a whole group and individually in the classroom. Any type of

movement in the direction of early intervention in relation to behavior is key and a step in

the right direction.

Conclusion

As a result of this Action Research Project, the teacher researcher has expanded

not only her understanding and knowledge of behavior intervention in the general

education classroom but the understanding of others. General education teachers, rather

then trying to ignore negative students behavior in the classroom or referring students to

special education for behavior, are able to use other strategies to decrease classroom

disruptions.

The ability to implement individualized behavior interventions are key in the

general education setting. Differentiation should not only be done for academics, but


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behavior as well to cut back on special education referrals, increase engaged learning

time for all students and to keep students in the least restrictive environment. This Action

Research Project indicates that behavioral intervention in the classroom can be successful

in decreasing targeted behaviors, thus leading to increased student engagement time if

structured and adequate supports are available.

As part of the researchers action plan moving forward, district wide staff

development days will be made available to train willing staff in individual behavior plan

implementation. The current participating students will be followed through the

beginning of the next school year to help with the transition to a new teacher. A new set

of students with concerning behaviors will be targeted to work with during the next

school year. Whole school awareness of early behavioral interventions and school wide

behavior support plans will continue to be stressed. A RTI for behavior will be worked on

by the researcher and presented school wide with the help of administration in the years

to follow. The researcher looks forward to continuing to improve her behavior

interventions in the general education setting by working with teachers and

administration to make better, less restrictive learning environments for all students.


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References

Codding, R. S., Feinburg, A. B., Dunn, E. K., & Pace, G. M. (2005). Effects

of immediate performance feedback on implementation of behavior

support plans.Journal of Applied Behavior Analysis, 38, 205-219.

Daniel, L., & King, D. (1997). Impact of inclusion on academicachievement,

student behavior, and self-esteem, and parental attitudes.The Journal of

Educational Research, 91(2), 67-80.

Kern, L., Childs, K. E., Dunlap, G., Clarke, S., & Falk, G. D. (1994). Using

assessment-based curricular intervention to improve the classroom

behavior of a student with emotional and behavioral challenges.Journal

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Langdon, N., Carr, E., & Owen-DeSchryver, J. (2008). Functional analysis of

precursors for serious problem behavior and related intervention.

Behavior Modification, 32, 804-827.

Lassen, S. R., Steele, M. & Sailor, W. (2006). The relationship of school-wide


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school. Psychology in the schools, 43(6), 701-712.


Mills, G.E. (2011). Action research: A guide for the teacher researcher

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Skinner, E., Belmont, A. & Michael J. (1993) Motivation in the classroom:

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Sugai, G. & Horner, R. H. (2006). A promising approach for expanding and

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Edu 690 Final Amanda Bright Man

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