Transcript Action Research Project

Action Research
Project
Empowering Teachers as Leaders
April 2014
By Ashley Dvorak
When
Student
Engagement
is High,
Student
Success will
likely Increase
Area of Focus
Statement
The purpose of my research is to identify
behavior management strategies that
increase student engagement within the
classroom.
Literature Review
 There are many misused strategies such as Planned Ignoring,
Escape Conditioning, and Shaping Behaviors that can cause more
problems than good.
 Classroom teachers can use the “A-B-C’s” to identify behaviors
(Antecedent, Behavior, & Consequences.) (Obenchain & Taylor,
2005, p. 10)
 Changing the classroom environment can have positive effects on
classroom behaviors (i.e. seating arrangements, organizational
modifications, & clearing high traffic areas) (Guardino & Fullerton,
2010).
 Martens and Andreen describe a 3 tiered system that addresses
behavior concerns; universal = tier 1, targeted = tier 2, & intensive=
tier 3 (2013).
 Tutoring sessions to increase academic abilities have proven to
decrease student behaviors (Gest & Gest, 2005).
 Student Self-Management Programs have shown to be effective in
managing student behaviors (Mitchem, West, & Benevo, 2001).
Research Group
Team Members:
 Traci Brittain, Behavior Inclusion Consultant, to observe
and record information.
 Brenda Meyer, Para-Educator, assisting in the monitoring
of the effects of various strategies.
 RTI Team Members, to participate in weekly meetings
and updates on student behaviors
Students:
20 fourth grade students with 3 students having the main
focus
Ethical Considerations
 The 3 students being monitored closely
have already been identified as Level 1
RTI with permission slips sent home
earlier in the year.
 Principal and RTI team will be aware of my
studies.
 No other considerations are necessary.
 If additional students need to be
monitored, Time on Task evaluation
permission slips will be sent home.
Research Questions
1. What are some of the underlying issues that
are causing misbehaviors in these students?
2. What strategies are effective in dealing with
common misbehaviors?
3. What are some positive and, if applicable,
negative effects on engagement when using
different behavior management strategies?
Data Collection
Data collection will be done mostly through
my personal journaling and monitoring of
our Behavior Inclusion Consultant.
Data will include: Lesson, Time of Day,
Strategies utilized, effectiveness, off task
behaviors, thoughts and concerns.
Data Analysis
Analysis of data will begin by reviewing my
personal journals after the allotted data collection
timeframe, reviewing data collected with Traci
and Brenda, and finally reviewing with the RTI
team.
After analyzing the data, we will determine the
effectiveness of the strategies as a team, and
decide whether or not to continue those
particular strategies.
References
Gest, S.D., & Gest, J.M. (2005). Reading tutoring for students at academic and
behavioral risk: effects of time-on-task in the classroom. Education &
Treatment Of Children, 28, 25-47.
Guardino, C.A., & Fullerton, E. (2010). Changing behaviors by changing the
classroom environment. Teaching Exceptional Children, 42, 8-13.
Martens, K., & Andreen, K. (2013). School counselors’ involvement with
a school-wide positive behavior support intervention: Addressing
student behavior issues in a proactive and positive
manner. Professional School Counseling, 16, 313-322.
Mitchem, K.J., Young, K., West, R.P., & Benevo, J. (2001). CWPASM: A classwide peer-assisted self-management program for general
education classrooms. Education & Treatment Of Children, 24,
111-140.
Obenchain, K.M., & Taylor, S. S. (2005). Behavior management. Clearing
House, 79, 7-11.