Observational Recording And Implementation Strategies For Student Behaviour

Table 1. Student One Observational Recording; (source: Author)

BEHAVIOURAL RATING RECORD – Student A
Year Level	State primary ‘Off-Task’ behaviour Self-distraction failing to complete tasks Save Time On Research and Writing Hire a Pro to Write You a 100% Plagiarism-Free Paper. Get My Paper	Age 4	Gender Male
Classroom activity where the behaviour occurred: Primary Connections in Science Classroom Activity
Describe any environmental factors which could trigger or prompt the behaviour: The environment in the classroom posed more interesting activities than the ongoing classroom session. The student continually distracted himself by not following instructions given for the classroom activities. The level of distraction increased when the lighting was decreased and when the classroom activities were intense. Another factor that could have caused the observed self-distraction in the student is the actions of other students, especially noise.
Session Time Period of observation	Inappropriate Behaviour (Actual behaviour student displays e.g. interrupting other students, calling out, refusing to complete tasks, off-task behaviour)	Frequency 1 = very rare 2 = occasional 3 = often 4 = frequently	Intensity 1 = slight 2 = moderate 3 = major 4 = severe	Duration 1 = a few minutes 2 = half to one hour 3 = a few hours
Session 1 (e.g. 9 – 10 am)	Self-distraction refusing to complete tasks	4	3	1
Session 2	Self-distraction from noise	4	3	2

Table 2. Student Behavioral Rating Record;( source; Author)

BEHAVIOURAL RATING RECORD – Student B
Year Level 4	State primary ‘Off-Task’ behaviour Noise-making	Age 5	Gender 5
Classroom activity where the behaviour occurred: Problem-solving classroom
Describe any environmental factors which could trigger or prompt the behaviour: The class environment provided an environment riddled with noise and the student found noise from outside the classroom more exciting than those ongoing in the lesson. The child was constantly diverting his attention away from the classroom activities by failing to follow directions. When other students made distractive noise the intensity of the off-put behaviour of the student increased.
Session Time Period of observation	Inappropriate Behaviour (Actual behaviour student displays e.g. interrupting other students, calling out, refusing to complete tasks, off-task behaviour)	Frequency 1 = very rare 2 = occasional 3 = often 4 = frequently	Intensity 1 = slight 2 = moderate 3 = major 4 = severe	Duration 1 = a few minutes 2 = half to one hour 3 = a few hours
Session 1 (e.g. 9 – 10 am)	The student B makes unnecessary noise distracting others	2	2	1
Session 2	The student B stands up while undertaking a classroom activity and walks to the seating area of another student leading to conflict	2	1	1

Table 3. Implementation Phase Table; (source: Author)

Questions	Student A	Student B
Describe two (2) techniques YOU used to establish expectations of behaviour at the start of the session	I will inform the student of my expectation during different classroom activities by clearly defining the incentives that the student will receive for desirable behaviour and punishment for off-task behaviour. I will demonstrate to the student how to behave appropriately during classroom activities.	During various classroom exercises, I will clearly define the rewards that the student will get for desired behaviour and the punishment that the student will receive for off-task behaviour. I will show the student how to behave correctly during classroom activities straightforwardly and concisely.
Describe two (2) support strategies YOU used to provide a safe, supportive and equitable learning environment	The first strategy I will employ is to learn all the names of the students to ensure I can call him out whenever he misbehaves. I would constantly move around the class to be close to the off-task student so that I can correct any misbehaviour whenever it occurs.	The first approach I will use is to memorize all of the pupils’ names so that I can call her out when she misbehaves. I would continually walk about the classroom to be near to the kid who was off-task so that I could address any misbehaviour as soon as it occurred.
List the non-verbal actions that YOU used to acknowledge responsible behaviour	Moving around the class and using gestures to address misbehaviour Using thumbs up to acknowledge good behaviour Smiling to encourage continued working on the task	Nodding to encourage good behaviour Thumbs up are used to reward exemplary conduct. Smiling to inspire the student to keep working on the activity
How did YOU re-direct inappropriate behaviour or defuse conflict situations for Students A & B?	I redirected the inappropriate behaviour of the student by communicating and asking her to focus on the task at hand.	I diverted the student’s unacceptable conduct by engaging with her and urging her to concentrate on the subject at hand.
Describe the outcome of YOUR implemented strategies?	The student reduced the frequency of the inappropriate behaviour	The student ceased perpetuating the inappropriate behaviour.

Table 4. Developmental Problems; source; Author

Student C
Developmental area to be supported:	Emotional
Specific area/skill to be developed:	Attention
Age/Year Level:	5
Gender:	Female
Support strategy implemented
Support strategy/is description / explanation:	Including physical activities amid learning sessions to boost attention. This will be done by allowing students to exercise with balls and other devices to improve attention.
What resources will you prepare and use in the implementation of the strategy?	I will use exercise resources and sports tools to facilitate the use of physical exercise to boost education.
Describe the outcome of your implemented strategy.	The outcome of the strategy was to increase the attention span of student C.
What feedback did you give to the teacher?	I asked the teacher to improve on the use of a physical activity to improve attention.

Student D
Developmental area to be supported:	Cognitive
Specific area/skill to be developed:	Memory
Age/Year Level:	5
Gender:	Male
Support strategy implemented
Support strategy/ies description / explanation:	The strategy employed involves making the learning activities as engaging and interesting as possible.
What resources will you prepare and use in the implementation of the strategy?	I used different resources such as interactive learning materials based on digital technologies
Describe the outcome of your implemented strategy.	The strategy increased the memory of the students and improved their ability to retain items learnt in class
What feedback did you give to the teacher?	They asked the teacher to keep on improving the memory retention strategies and devise age-appropriate ones.

Student Overview
Identified disability:	Autism Spectrum Disorder
Age/Year Level:	4
Gender:	Male
	Your responses
a.	Identify potential impacts/barriers of the disability on student’s learning	The disability makes it difficult for the student to relate with others effectively Also, the student risks being stigmatized thus further affecting the emotional health of the student
b.	List two (2) professional networks you could consult to further understand students’ needs.	National Autism Helpline New South Wales Autism Association
c.	State two (2) specific curriculum goals (learning outcomes) for this student.	The objective is that the student achieves academic progress similar to children without developmental issues Another goal is to improve the emotional well-being of the students
d.	List resources, including current assistive technology used to support this student.	Visual tools Interactive technologies Photos
e.	Describe what reasonable adjustments to the curriculum are in place to assist in the inclusion of the student.	The curriculum should be adjusted to adhere to the learning speed of the student with ASD.
f.	Describe what opportunities are regularly provided to extend the student’s skills.	The student is continuously engaged in therapeutic care to improve their confidence despite the developmental problem
g.	What steps are taken to ensure that assistive equipment, used by the student, is maintained by work health and safety regulations?	The resources and assistive equipment will be periodically assessed by independent experts to ensure they are aligned to the needs of the student with ASD and their development.
h.	What data has the teacher asked you to gather and record during the session?	I was asked to gather data on the academic, social and behavioural dimensions of the student.
i.	How will outcomes of the session be monitored and recorded? What method should be used? Example – work samples, and/or daybook.	The outcomes of the session will be monitored through a daybook.

Table 5. Record of Support Session;( source; Author)

Record of the support session
Date of support session:
Time/length of support session:	40 minutes
Activity description: What task was the student required to participate in?	Drawing and Painting
Observations and data reported to teacher:
a.	Student progress concerning goals (learning outcomes):	The student improved significantly in their psychosocial skills
b.	Any difficulties as encountered:	I encountered difficulties in teaching the student how to use art without prior skills in the area.
c.	State what strategies and/or modifications were made during the activity. This can include planned modifications or others that occurred spontaneously.	I combined art and physical exercises alongside attention breaks
d.	Any other information as requested by the teacher:	The teacher requested information on the development of the student.
e	Write a summary of your observations, Include information about student’s progress and behaviour during the session	The student improved significantly after the intervention. The social, physical and emotional dimensions of the student showed that the interventions were helpful.
Teacher feedback:
f.	Seek and record feedback from the teacher regarding your performance during the support session. (This could include comments on your performance, and any adjustments made to strategies and resources)	The teacher asked me to improve on the strategies I had used.