Read the introduction = Page ii = Defining Behavior Introduction
Read pages #7-8 = Overview
Read pages #9 = Observable Terms
Read pages #11 = Measurable Terms
Read pages #13 = Positive Terms
Read pages #15 = Clear, Concise, and Complete
CASE STUDY ACTIVITIES: Page #2 – Level A ~ Case 2
Student = Raul
Mrs. Banks only describes Raul’s behavior as disrespectful. In this case, she does not add anything to her description.
Mrs. Banks explanation of Raul’s target behavior has not been stated in a positive term. Also, it is not measurable, clear, concise, observable or complete. She only suggests that Raul is disrespectful. Though, he does not give topography of what is doing that requires redirection.
Banks should record the number of times Raul is disrespectful and the duration of the behavior. The extent of each activity should be documented to report to the School-wide Behavior Support Team.
CASE STUDY ACTIVITIES: Page #3 – Level B ~ Case 1
Student = Tiffany
Operational behavior refers to observable events that an investigator can measure independently. It is not possible to write a functional behavior because it is difficult to state precisely what Tiffany does. If screaming or shouting is used, one can write an operational definition. Though, this may not be correct because the description must be specific.
Leigh did not include elements of an operational definition that causes the temper tantrum (Logan,2011). She did not also state the duration that the temper tantrum lasts for. Lastly, she only explains that the behavior happened twice a day but did not say how long in between the conduct occurred.
CASE STUDY ACTIVITIES: Page #4 – Level B ~ Case 2
Student = Felicia
Target behavior #1 = She would not be quite during the lesson- Insufficient because talking obstructs the learning process (Ivanova,2015).
Target behavior #2 = should be independent- Insufficient because she looks out of the window.
Target behavior #3 = She cannot read on grade level- Not-sufficient because she is not learning.
Desired behavior #1 = Outbursts during the lesson- She cannot stay quite during instruction. This is adequate (Wong,2007).
Desired behavior #2 = To perform on grade level- This is not a target behavior as it deals with reading proficiency.
To perform at grade level is observable because it is something that the teacher can see in a learner. It is also measurable and can be stated in positive terms. It is also clear, short and complete.
Wong, S. (2007). Scientific Discovery, Social Change, and Individual Behavior Change. Behavior And Social Issues, 16(2), 190. doi: 10.5210/bsi.v16i2.1951
Logan, H. (2011). A new paradigm for behavior change. Journal Of Public Health Dentistry, 71, S34-S34. doi: 10.1111/j.1752-7325.2011.00220.x
Ivanova, D. (2015). Platform for Multimedia Interactive Learning Mythware Classroom Management. Педагогически Форум, 3(1). doi: 10.15547/pf.2015.005