Behavior in a Classroom

Behavior in a Classroom

The article describes the significance of operationally defining behavior in a classroom. A perfect example of problem behavior within a school can be demonstrated through a student, Jane, who primarily uses classroom activities and objects. The student tends to yell and cry if she fails to get what she wants. The teacher would get disappointed and irritated whenever she engaged in distracting behaviors, characterized by persistent protests whenever computer activities were done, refusal to end break, and refusal to allow her classmates to borrow playing materials. Operational behavior is a technique used to manage and understand behaviors within a school environment (Webster, 2021).

An appropriate type of measurement for this scenario is repeatability, which refers to the method by which an activity can be counted or repeated over time (Shepherd & Linn, 2014). It can be done through a daily observation sheet to count the number of behaviors. The data collected would be substantiated by judging if certain behaviors are disruptive and how frequently the subject engages in these behaviors.

The antecedent of this scenario is that the teacher asked Jane to turn off the computer; Jane reacted by yelling at the teacher and resisted the teacher’s instruction. This behavior followed a consequence whereby the teacher told Jane to quit the computer. The next step in planning this behavior would be, if attention appears to heighten bad behavior/conduct, to teach the individual how to seek attention more appropriately or use attention for productive purposes. Teachers can use downtime as perfect reinforcement (Miltenberger, 2015). Responses should also always emphasize a wanted behavior and encourage replacement behavior. This short-term behavior allows learners to meet their needs as they learn skills to engage in the desired behavior (Shepherd & Linn, 2014). This will further reduce the occurrence of problematic behavior. Finally, understanding the responses and consequences that preserve, increase, or diminish a behavior over time is also vital. Most importantly, teachers must understand why a behavior is occurring or recurring.

References

Miltenberger, R.G. (2015). Behavior Modification: Principles and Procedures (6th Edition). Cengage Limited. https://purdueuniversityglobal.vitalsource.com/books/9781285227924

Shepherd, T. L., & Linn, D. (2014). Behavior and Classroom Management in the Multicultural Classroom: Proactive, Active, and Reactive Strategies. SAGE Publications, Inc. (US). https://purdueuniversityglobal.vitalsource.com/books/9781483322131

Webster, J. (2021). How to write and use operational definitions of behavior for students. ThoughtCo. https://www.thoughtco.com/operational-definition-of-behavior-3110867

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Refer to this article from this week’s reading:

Webster, J. (n.d.). (2021, September 13). How to write and use operational definitions of behavior for students. ThoughtCo. https://www.thoughtco.com/operational-definition-of-behavior-3110867

Behavior in a Classroom

This article describes the importance of operationally defining a behavior in the classroom setting.

Create a short scenario that includes a problem behavior in the classroom setting. After you have chosen a problem behavior, create an operational definition.
Choose the best type of measurement and explain how this data will be collected. Provide a rationale for why this is the best measurement for this behavior.
Describe your scenario’s Antecedent, Behavior, and Consequence and the hypothesized function.
What is the next step in planning to change this behavior?
Complete your discussion this week by responding to multiple peer posts. Comment on their short scenario that includes a problem behavior and whether or not their operational definition is clear and complete. Add thoughts on whether or not their working definition could be easily measured and how it could be measured.