Purpose of Experiment
Use of active responding (AR) strategies in the classroom has been an increasingly prominent subject matter in education-based behavioral research. These studies consistently show improved test scores and comprehension across a multitude of subjects and environments. Although previous research has focused on an institutional approach, Armendariz (1999) asserts that active responding (AR) concurrently reduced the occurrence of problem behaviors in the classroom. In “Using Active Responding”, Armendariz explains that the purpose of the study was to analyze the effects of AR using response cards on problem behavior reduction. Implications of this study could affirm that AR is an effective and efficient means to facilitate learning, while acting as a classroom behavior-management system.
Methodology
Participants were 22 bilingual third grade students, 11 male, 11 female. Data was collected three days per week during Math class, for 20 minutes each session. Researchers measured any occurrence of “disruptive behavior” defined as: getting out of the seat, touching others, speaking out without raising hands, etc. An ABA reversal design was used, which consisted of five baseline sessions using traditional hand raising methods, and six “B phase” sessions, in which all students were to answer using response cards.
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However, despite the lack of academic control, this study strongly supports active responding with response cards as an effective replacement for disruptive behavior. Furthermore, “instructional procedures can serve to effectively manage and instruct an entire classroom” (157). The author cautions that this method requires a higher response effort than traditional lecture and maintains that response effort, along with lack of teacher reinforcement likely contributed to abandonment of the proactive
After completing the “Cooperative Discipline” course through the Regional Training Center, I am planning on revising my behavioral management techniques to follow the cooperative discipline model in my eighth grade English classroom. The cooperative discipline, or the hands-joined style, is a more appropriate approach to managing behaviors in my classroom than the hands-off or hands-on styles. With the hands-off style, there is too much freedom and not enough structure in the classroom, and with the hands-on style, defiant students are likely to rebel against the teacher’s strict rules. However, with the hands-joined style, “students are included in the decision-making process and therefore are strongly influenced to develop responsibility and choose cooperative behavior” (Albert, 2012). When students are provided with clear expectations but are still part of the decision-making process, they are more likely to behave appropriately in the classroom.
Vera, I. (n.d) How to Manage Disruptive Behavior in Inclusive Classrooms. Available at: https://www.teachervision.com/classroom-discipline/resource/2943.html (Accessed: 10 January 2014).
Response to Intervention (RtI) is a framework based off the problem solving method that integrates assessment, and targeted instruction, within a multi-tiered intervention system. Implementation of RtI in schools is crucial to identify which students need additional intervention that will help increase their literacy skills, and prevent them from falling behind. RtI is based off multi-leveled tiers that are each categorized by the intensity of the intervention that is being used. The RtI framework is also used as a valued tool in monitoring and improving student behavior in the classroom through a model known as Positive Behavioral Intervention Support (PBIS).
Scheuermann, B., & Hall, J. (2012). Positive behavioral supports for the classroom. (2nd ed.). Upper Saddle River, NJ: Pearson Education Inc. ISBN # 10:0132147831
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There are different ways that a teacher can deal with a student’s undesirable behavior. Some of these strategies are: positive reinforcement, negative reinforcement, punishment or extinction. The type of r...
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