Classroom Observation Analysis

John Henry is a 15 year old 9th grade student who suffers from ADHD and anxiety disorder. John frequently makes inappropriate verbalizations during teacher’s instructional time. This behavior causes distractions for himself and his peers. The teacher would ask John to stop talking out of turn, but the student only stopped for a short amount of time. The teacher would then pull John out of the classroom to speak one-on-one on some adjustments he can make with his behavior to make his learning more successful. After pulling John out of the classroom, he would be complaint for 2-3 days, but not for a week long period. Afterwards, the parent/guardian were contacted, but the target behavior was still not altered in any way. A collection of data was documented by the Special Education teacher over a weekly time frame. Using a classroom observation method was chosen to see how the student behaved in a regular classroom environment with his peers present. I wanted to observe how frequently the

The baseline data was collected to recognize how frequent John’s talkative behavior occurs within different times in a class period. From this data, I recognized that John Henry’s distracting behavior increases as the class continues to go on. The teachers tend to ignore John’s poor behavior at the beginning of class. John is a very persistent student and will remain to commit attention seeking behavior strategies to gain attention from their peers and fulfill their attention seeking appetite. With use of the classroom observation information, I was able to use a bar graph to depict how frequent the target behavior occurred in one class period. The bar graph showed a distinct pattern of increased behavior over 10 minute periods. Each instrument used to collect data showed a consistent pattern of increased target behavior as time increases in the