Television Monitoring of Behavior Strategy

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Houston ISD Professional Support & DevelopmentTelevision Monitoring of Behavior Problems

Television Monitoring of Behavior Problems

Many students with moderate conduct problems are not aware of the effect

of their conduct problems on the classroom. If a specific behavioral problemcan be identified, one effective strategy is to call a student's attention to theconduct problem in two mutually supportive ways: (1) charting theoccurrence of the behavior problem and (2) using a television camera as ameans of displaying a student's behavior directly to the student.

When Should I Apply This Strategy?

This strategy is applicable for both boys and girls across the age span whodemonstrate a wide variety of mild to moderate behavior problems. Thisstrategy is usually most effective when a student doesn't acknowledge that a

behavior problem exists. For example, students may feel that routine insultsare comical for others in the class and may not realize the effect that thesehave on other students or on the class. Other behavior problems for whichthis strategy is effective include:

blurting out answersname callinginterrupting other studentsinsulting other studentsrude or inappropriate language

Typically this strategy should not be used for extreme behavioral problemssuch as violent verbal outbursts or constant fighting. In those cases, thestudent is usually in denial about the effects of the behavioral problems, andother strategies would be more effective. Also, this strategy is not effectivefor low frequency behaviors that occur only once or twice per week, since itis very difficult to video those behavior problems.

Strategy Application

(1) Define the specific behavior or behaviors which you consider to be theproblematic or disruptive behaviors. Write down the definitions, and include

no more than two or three types of behavior. Plan on collecting data on thesebehaviors during a specific period (perhaps the morning instructional periodeach day).

(2) Set up a television camera on a tripod to observe the student andsurrounding students. A remote control is preferable for turning the cameraon. Alternatively, you may merely let the camera run for the entire period ofdata collection (note that 2 hours is the length of a common VHS tape), and

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capture on video all of the behaviors during that time. Then you must reviewthe tape (typically in fast forward) to find the problem behaviors.

(3) Begin an event record behavioral chart to record each occurrence of the

problem behavior. Chart the occurrences for five days, after the camera isset up. Run the videotape on each day during a baseline period to capturegood examples of the problem behavior.

(4) After a five day baseline is established, hold a conference with thestudent (and perhaps the student's parents) to discuss the problembehaviors. Show several examples of the problem behavior to the studentand share the baseline data chart with the student. Explain that the purposeof the camera is to videotape behavior problems, for the teacher and studentto review together.

(5) Intervention begins the next day. After the data collection period, hold aconference with the student and review the data you collected and the tapeof each behavior problem. Remember to discuss with the student the effectof each behavior problem on the other members of the class. This dailyconference should take approximately 15 minutes for the first two or threedays, and then decrease to as little as five minutes for succeeding days.

(6) Have the student identify a reinforcement which he or she will work for.Offer both short term (i.e., daily) and long term (once a week or end ofproject) reinforcement for the student.

(7) After intervention for two weeks, if your daily count of his or her behaviorshows a reduction in problem behavior, move to a conference with thestudent every two or three days rather than every day. Do this for twoweeks, and if the data shows elimination of the behavior, remove thevideocamera. Remember to continue once a week behavior conferences withthe student.

Additional Applications and Modifications

(1) After five days of intervention, consider having the student count his orher own behavioral outbursts. Offer some reinforcement if his count matchesyours.

(2) Share the videotape of the behaviors with special education teachers, theschool psychologist, or other teachers of this student. They may wish to try asimilar strategy with this student in their class. The videotape may also helpyou convince reluctant parents that a behavior problem does indeed exist.

(3) Some teachers have actually hidden the camera in a cardboard box forfilming. While this can decrease the effectiveness of the strategy for some



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kids, it may be appropriate for others. Remember that the purpose of thecamera is not to embarrass the student; the camera should be positioned toview a number of students.

(4) This strategy is useful in home environments. Parents may adapt thisstrategy to help a student understand how much time he or she spends off-task during homework periods, for example.


Television Monitoring of Behavior Strategy

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