Project One: Behavior Observation
Bankbridge Development Center
By: Nicole Marincola
Rowan University
Contents:
A1 Classroom Checklist:
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Classroom arrangement
Classroom Structure
Teacher
Student
Summary
A2 Classroom Floor Plan
B1 Target Student
B2 Target Behavior
B3 Observation- Interval Recording
B4 Anecdotal Report & ABC Analysis
B5 Motivation Assessment Scale
B6 Hypothesis
B7 Teachers Techniques
B8 My Comments & Suggestions
Classroom Observation
Class Arrangement:
During my observations I noticed that this particular classroom, A-6 in Bankbridge
Development Center, was arranged in a unique way. It worked well with the amount of
students and teachers that were in the classroom. When you walk in there are computers to
your right and on the left, along the wall there are cubbies for each student. What I found
interesting was the observation window above the computers. My cooperating teacher
explained to me that it is a secret window that allows their superiors to observe them at any
given time without distractions or warning. Moving further into the class you will see three
large rectangular tables with a few chairs at each. This is where the students eat breakfast and
lunch, and work at centers. On the right there is a large sink area and a fully functional
bathroom with an additional sink and small sized toilet. In both corners of the class there are
teacher desks/area. To the left along the wall there is a smart board and in that corner a
dressing/time out area. The student’s desks are in an odd formation, almost in an L shape, but
rather then facing the smart board they face the wall where the bathroom is located. The
classroom is definitely age appropriate and accommodates students with disabilities.
Classroom Structure:
The classroom structure was a little off putting to me. The rules, procedures, and
expectations were nowhere to be found in the classroom. The students are very low
functioning and there are only a few rules applied: No leaving seat without teacher’s
permission, students must stay in classroom, and follow directions. The teacher would remind
the students of the rules consistently throughout the day but the students never reviewed
them. The classroom is moderately comfortable. I would change a few things like the
arrangement of the desks and go over the rules with the students on a daily bases.
Teacher:
My cooperating teacher, Joanne is an experienced special education teacher for just
about twenty-five years. She is very dedicated to the students and demonstrated passion for
what she does. In the beginning of the day as the students enter the class she greets them each
individual and asks them to put their stuff away in their designated cubby. After they hang up
their coats and put away their book bag they routinely have to put their turn it in folder in the
bin. During circle time she will call on each student by name and have them participate based
upon their abilities and limitations. She does not move around much because she is very busy
with testing the students as of this time. I’m sure if testing was not taking place she would. She
is very positive and uses many gestures and tones to convey messages to students. Dividers
surround her desk, this is where her teaching materials are located, and behind her desk is a
coat closet where both her and the other teachers keep their belongings. Each day is prepared
and organized with various activities and lessons. Every visit I had thus far she had something
creative and fun planned for the students.
Students:
The students have their own desk, cubby, and assigned spot during centers. There are
many displayed examples of their work. My favorite project that is displayed is the apple tree,
this displays their favorite thing to do, a picture of themselves, and their favorite food. The
room is rather large and has a lot of room to move around and rearrange desks if need be. It is
an accessible classroom with its own bathroom.
Summary:
Overall I think the arrangement of the classroom is unique but it works well with the
students. I feel as though Joanne does a wonderful job instructing the class and educating the
students but I would have rules displayed and review them each day. The students work well in
routine so the cubby and assignment basket is ideal in this particular classroom.
Behavior Observation-
Target Student: “Kristy” is seven years old and in second grade. She is classified as Autistic and
is enrolled in a self-contained classroom. She is also assigned a one-one teacher assistant.
Target Behavior: Crying / Screaming
Definition: Student disrupts class by orally making loud noises that resemble crying during class
with the teachers’ permission.
Observation Technique: Interval Recording- Divides a specific observation period into equal
intervals/time periods. The observer records whether the target behavior occurred or not
during each interval. Starting at 9:05 each day I observed Kristy for 12 minutes using interval
recording and marked down each minute if she was crying or not.
Behavior Data
1min.
2min.
3min.
4min. 5min. 6min. 7min.
8min. 9min. 10min.
11min.
12min.
DAY 1
X
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X
X
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X
X
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DAY 2
X
X
X
X
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

X
X
X
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
DAY 3
X
X
X
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
X
X
X
X
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DAY/TIME
Anecdotal Report:
“Kristy” Came to class happy today, moving around a lot. The teacher asked her to sit
down and she started to head bang and whine We went to art class early and made pumpkins
out of paper. “Kristy” decided to eat the glue and so I pushed her chair in and told her to stop
She threw her self on the floor screaming and crying. I picked her up and she kept crying. I
asked her what she is working for and she calmed down.
ABC Analysis:
People
Antecedent Events
Behavior
Consequent Events
Came into class
happy today. Moving
around a lot.
Kristy head banged
and whined
Teacher took us to
art class early
We made pumpkins
of out paper
Kristy ate the glue
Teacher asked her to
sit down
She screamed and
cried. Threw herself
on the floor
I picked her up and
off the floor.
“Kristy”
Teacher
Class begun- 9:00
Teacher
Kristy
Kristy
Teacher
Class
Kristy
Class
Kristy
Me
Kristy
Me
Teacher asked her to
sit down
Kristy head banged
and whined
Teacher took us to
art class early
We made pumpkins
out of paper
Kristy ate the glue
I told her to stop
Me
Kristy
I told her to stop
Kristy
Me
She screamed and
cried. Threw herself
on the floor.
I picked her up and
off the floor
She kept crying
She screamed and
cried. Threw herself
on the floor
I picked her up and
off the floor.
Me
Kristy
Kristy
Me
She kept crying
I asked her what she
is working for.
Teacher took us to
art class early
We made pumpkins
out of paper
Kristy ate the glue
I told her to stop and
pushed her chair in
She kept crying.
I asked her what she
working for.
She calmed down
Behavior Function: Tangible
Hypothesis: If Kristy desires a tangible item or outcome, her behavior will be disruptive in
nature.
Brief Description: After completing the motivation assessment Kristy’s target behavior shows
tangible desires to be a dominant factor rather then, attention, sensory, and escape. My
hypothesis is correct. Tangible desires out weighs the other options by more then half.
Teachers Response:
When it comes to Kristy’s target behavior, Joanne tries to ignore her and move on with
the lesson. She also will give Kristy a pillow and allow her to calm down by lying on her desk.
Joanne knows that Kristy does not like or seek attention so ignoring her is the best way to get
her to calm down and refrain from screaming and crying.
Comments/Suggestions:
A part of me agrees with how my cooperating teacher deals with Kristy’s target behavior
because it seems to be the only response that works. On the other hand I feel as though Kristy
is trying to show there is a deeper meaning to her screaming and crying. Her crying is loud and
constant and I care about whether she may be in pain. I understand why Joanne ignores her
and moves on with the lesson because when Kristy cries the other students react negatively to
her and get upset. It causes a chain reaction in the classroom.