Houston ISD Professional Support & Development

Television 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 problem can be identified, one effective strategy is to call a student's attention to the conduct problem in two mutually supportive ways: (1) charting the occurrence of the behavior problem and (2) using a television camera as a means 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 who demonstrate a wide variety of mild to moderate behavior problems. This strategy is usually most effective when a student doesn't acknowledge that a behavior problem exists. For example, students may feel that routine insults are comical for others in the class and may not realize the effect that these have on other students or on the class. Other behavior problems for which this strategy is effective include: blurting out answers name calling interrupting other students insulting other students rude or inappropriate language Typically this strategy should not be used for extreme behavioral problems such as violent verbal outbursts or constant fighting. In those cases, the student is usually in denial about the effects of the behavioral problems, and other strategies would be more effective. Also, this strategy is not effective for low frequency behaviors that occur only once or twice per week, since it is very difficult to video those behavior problems. Strategy Application (1) Define the specific behavior or behaviors which you consider to be the problematic or disruptive behaviors. Write down the definitions, and include no more than two or three types of behavior. Plan on collecting data on these behaviors during a specific period (perhaps the morning instructional period each day). (2) Set up a television camera on a tripod to observe the student and surrounding students. A remote control is preferable for turning the camera on. Alternatively, you may merely let the camera run for the entire period of data collection (note that 2 hours is the length of a common VHS tape), and
HISD Professional Support & Development

Houston ISD Professional Support & Development

Television Monitoring of Behavior Problems capture on video all of the behaviors during that time. Then you must review the 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 is set up. Run the videotape on each day during a baseline period to capture good examples of the problem behavior. (4) After a five day baseline is established, hold a conference with the student (and perhaps the student's parents) to discuss the problem behaviors. Show several examples of the problem behavior to the student and share the baseline data chart with the student. Explain that the purpose of the camera is to videotape behavior problems, for the teacher and student to review together. (5) Intervention begins the next day. After the data collection period, hold a conference with the student and review the data you collected and the tape of each behavior problem. Remember to discuss with the student the effect of each behavior problem on the other members of the class. This daily conference should take approximately 15 minutes for the first two or three days, 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 of project) reinforcement for the student. (7) After intervention for two weeks, if your daily count of his or her behavior shows a reduction in problem behavior, move to a conference with the student every two or three days rather than every day. Do this for two weeks, and if the data shows elimination of the behavior, remove the videocamera. Remember to continue once a week behavior conferences with the student. Additional Applications and Modifications (1) After five days of intervention, consider having the student count his or her own behavioral outbursts. Offer some reinforcement if his count matches yours. (2) Share the videotape of the behaviors with special education teachers, the school psychologist, or other teachers of this student. They may wish to try a similar strategy with this student in their class. The videotape may also help you convince reluctant parents that a behavior problem does indeed exist. (3) Some teachers have actually hidden the camera in a cardboard box for filming. While this can decrease the effectiveness of the strategy for some
HISD Professional Support & Development

Houston ISD Professional Support & Development

Television Monitoring of Behavior Problems kids, it may be appropriate for others. Remember that the purpose of the camera is not to embarrass the student; the camera should be positioned to view a number of students. (4) This strategy is useful in home environments. Parents may adapt this strategy to help a student understand how much time he or she spends offtask during homework periods, for example.

HISD Professional Support & Development