Artifact 1

Cheryl Hoskinson
ED 252 Behavior Management
April 17, 2016

Week 3 Summary Questions Chapters 6 & 7

1.View the completed ABC forms for Brock. These observations are from 3 different
days: 3/24,3/28,3/1. (Download the .pdf attached to this drop box. Answer the following
question: Is Brock trying to avoid something? Or; gain something? Which is it? Why do
you think so?
I believe that Brock is trying to get the adults attention, because it does not matter who is
in his way. For instance, if another student is in his way he will push them aside. He
never quiets down until an adult like the principle or vice-principle pays attention to him.
2. On page 147 in your text, read 6.3, Classroom Connection, Collecting baseline of the
behavior. How may having some solid baseline data for Mike assist his teacher in
developing a program plan?
Having a baseline would give Mikes teacher a solid starting point from which a program
for Mike can be developed. For instance, if the teacher was to collect data for two weeks
on how many time Mike turned in his homework. The teacher could then look at the data
say Mike did his homework 4 times in the last two weeks the teachers goal was to have
Mike turn in his homework 8 times in the following two weeks. The teacher and Mike
would have something solid to start a program.
3. Chapter 7 discusses the purpose teachers using simple single-subject designs to
evaluate intervention. After reading the chapter you will need to review the following 4
single subject designs: A-B Design, A-B-A Design, A-B-A-B Design, ABC Design. You
do not have to define them for me but make sure you understand what they are to answer
the following:

3.1 Classroom Connection 7.1 on page 156.

Do you think the measurements Marty used are valid for her purposes? Why or why not?
I think that the measurements that Marty used are just fine because she takes a baseline in
charting her target behaviors for five days which are:
a) Asking another child for help
b) Praising another childs work
c) Working cooperatively on a class assignment with another child
Marty takes these readings while the students are in their row seating arrangements to
form the baseline. This is the A stage. Then she moves them to the new seating
arrangements which are tables facing each other where more interaction can take place.
This is considered the intervention stage or B. Marty notices that there is an increase in
the targeted behavior as people are conversing more with each other. As the book points
out what would be very interesting is if Marty after a few days of charting the new
seating arrangements goes back to the row seating which would be considered stage A
again, and see if there is any change in the students behavior towards each other.
3.2 Classroom Connection 7.2 on page 167. Margaret is sure that since her program
worked for 3 children, it will work for other children with similar behaviors. Is her
assertion valid? Why or why not?
I believe that if other children in her classroom are showing the same hitting behavior as
John, Julia, and Mike that it is safe to assume that it will work with other children as well.
However, as everyone learns differently not everyones behavior may be changed by the
A-B method. What is good for the goose may not be good for the gander. There is always
an exception to the rule. In other words, for the most part this method of changing
behavior will work. However, if it does not work have plan B ready.
3.3 Classroom Connection 7.3 on page 169.
How would you advise teachers so they do not invalidate the design aspects of Gregg's
strategy?
I would advise teachers just to support Greggs strategies, and not to interfere with
Greggs teaching methods. If the teacher is having difficulties with some of their students
maybe they can use some of Greggs methods to utilize on their difficult students. They
can learn from each other.
3.4 Classroom Connection 7.4 on page 172.
What are the challenges to conducting such a study at the middle or at a high school
level?
2

The multiple-baseline design across setting used to chart used to chart Tommys on task
behavior in multiple settings requires communication and coordination among several
teachers as was Tommys case which required the Math, English, and Science teacher.
This is a common challenge in middle or high school where students change classes, and
behave differently in different classes for different teachers. Mainly to make this behavior
modification work for students like Tommy teachers need to work with each other.
4.List the two primary methods of interval recording. Provide examples of behavior that
could be measured by each method.
The two primary methods of interval recording are partial interval recording which
requires the observer to record whether the behavior occurred at any time during the
interval. The frequency or duration of the behavior is not monitored. Whole interval
recording however requires the observer to record the occurrence of the behavior only if
the behavior was present throughout the entire interval. Thus the duration of the behavior
is monitored.
The partial-interval approach is preferred for behaviors that are short in duration (hitting
and touching), while the whole-interval approach is appropriate for behaviors that occur
for an extended duration (off-task and talking).
5. How should the FBA impact the development of a behavior support plan?
The purpose of a Functional Behavior Assessment (FBA) is to provide information that
will be used to design effective positive support plans. The idea behind an FBA is to
gather details about the events that predict and maintain a students problem behavior. For
instance, does the student want to avoid or escape something unpleasant or obtain
something desirable like other peoples attention.
6. Tawney and Gast provide six guidelines for measuring and evaluating behavior. List
them.
1) Define the target behavior in measurable and observable terms.
2) Collect sufficient data to provide the information necessary to make programming
decisions. It is not necessary to collect data on all behaviors.
3) Become familiar with data collection alternatives so intelligent decisions can be
made regarding the most effective measurement method per student and behavior.
4) Select a data collection method that is practical. In other words, choose a method
that can be consistently and reliably used within the constraints of the
environment. A simple data collection system is more likely to be used than a
demanding one.
5) Integrate data collection into the daily routine. Again, data collection should not
take an extraordinary effort on the part of teachers.
6) Review and evaluate the data regularly, and use the data to make programming
decisions.