Behavior Management Project
Classroom and Behavior Management
EDE4302, EDM 4310, ESE 4322, EEX 4261
Description
Print this out and follow it carefully as you write your final report.
You may want to review the following articles before writing your report:
Identifying and Specifying Behavior
Data Collection
Analyzing Data due 4/19
Grading Rubric
Use the following headings in your paper - I will not grade it unless you follow this format:
Abstract
Introduction
Target Behavior
Hypothesis
Rationale
Techniques
Methods
Objective
Baseline Data
Procedures
Results
Data Description
Summary and Interpretation
Critique
Suggestions for Further Research
Task: design, implement, and report a project to increase a target behavior in a single child or
adolescent.
Specifications
punishers as your consequents.
2. If you use a child from practicum be sure to get permission from the school's administrator.
1.
The project must be designed using behavioral tactics, focused on increasing a target behavior, and employ only positive or negative reinforcers as consequents. Do not use
3.
Participants should be selected in this priority

4.
Target behaviors to be increased can be social or academic.
Procedure
1.
Complete reading chapters 3, 4, 5, and 6 in the text book and any readings given you by the course instructor. Attend closely to the descriptions of (a) what constitutes a behavior, (b) identifying behaviors for change, (c) the ABC paradigm, and (d) the use of reinforcers. Also, review the examples of project reports posted on the course eLearning site. a.
One of your own children b.
A child from your extended family (e.g., brother, sister, niece, nephew, cousin, grandchild) c.
A close friend’s child or adolescent with whom you have established a positive rapport d.
A child in your classroom, if you are a teacher. This option is not available for student teachers, teacher aides, or school support personnel.
2.
Select a subject, identify a specific social or academic target behavior to be increased
(note a fair pair), and write a performance objective. The behavior should be one that you think can be increased in four to five weeks. Use the “tests” described in the pdf reading – stranger, so what, & dead man.
3.
Complete a functional behavioral assessment (refer to pp. 84 & 85 in your text).
4.
Submit your Project description for approval. You may not start your project without approval from the instructor. Suggested timelines for Fall 2009 are a.
Feb. 1st submit the Behavior Management Project Description - a template will be provided. You will receive approval approximately one to two weeks later. b.
Feb 22nd, but no later than March 1st collect and chart one week of baseline data c.
No later than March 8 – April 2nd conduct interventions and chart data d.
Write project final report April 5th - April 18th e.
April 19th submit the project final report to the dropbox
5.
As soon as your project is approved, take a baseline of the target behavior for at least one week (7 days). You may have to collect data for additional days if you cannot justify
“stability” in the baseline period.
6.
Once you have taken baseline data, you can begin your behavior modification intervention. Keep detailed notes. Keep track of every time you do or do not engage the behavior and keep a detailed log of your reinforcement delivery. If you do this for 4 or more weeks , you should see increases in the target behavior and you should have collected enough data to write your project report.

7.
You MUST do the project exactly as you described in the project outline approved by the instructor. Any changes (with the exception of changing your reinforcer) must be approved by the instructor.
Example Project This project is missing the abstract because it was not
done correctly.
Your written report will adhere to the following format:
Abstract:
Summarize your project in 150 – 300 words. Review other abstracts if unsure how to do this.
Introduction: Operational definition of the behavior Operational Definition of Behavior
Hypothesis – what is the function of this behavior?
What goal or need is being met for the student when this behavior is demonstrated?
Under what conditions (antecedent) is the behavior exhibited?
Discuss A-B-C or include ABC chart Literature Review – include 3 peer-reviewed journal articles that address research about the behavior itself and research about the behavior modification strategy you have chosen.
Techniques:· What is the fair pair? What incompatible behavior will you teach to replace the target behavior? How will you teach it? On what behavior did you collect data and how? What reinforcement did you use? What was the schedule? What was your reasoning behind choosing this reinforcement? This should be based on some type of interest inventory or interview.
Methods:
State your objective·
Describe the results of your data collection for the baseline – include specific details that support the need for intervention Describe your data system and your reinforcement schedule.
Results:
Describe how the behavior changed (or did not) using supporting data.
Discussion:
 Discuss the results and why you believe the intervention was or was not successful –
 analyze everything you did
 What was the biggest strength of your project?What was a weakness?
If you were to do the study again what would you change and why?
Chart: Did you:·
 Title it so that the reader has no misunderstanding about the behavior being charted?·
 Labeled your X and Y axes?
 Included baseline data and identified any changes in the reinforcement schedule or
 affective incidents?
Did you provide a key for changes in reinforcement or affective incidents?

Rubric
Key Assignment: Behavior Management Project
Program SLO:
1.6 Content: Design and establish effective learning environments that are conducive to high achievement of elementary children
1.4 Content: Implement a variety of strategies to motivate and help elementary students acquire knowledge and skills needed to succeed in life
NCATE Standard: 1b
Conceptual Framework Outcome(s): Ethical/Moral Being, Lifelong Learner
Exceeds
Expectations
Meets
Expectations
Does not
Meet
Expectations
Competency Rubric
FEAPS Subject Area
Competencies
ESOL Performance
Standards
Reading
Endorsement
Competencies
Course SLO 2. Identify a target behavior in need of being increased, develop a performance objective, and implement a behavior intervention plan, to include a reward menu with input from the subject.
2.1, 9.3, 9.6 61.4.2, 61.4.4,
61.4.5
00.9.3 n/a n/a
Criteria
Introduction
Target Behavior
Hypothesis
Points or Grade
4
Assignment Grading Rubric
Performance Descriptors
Points or Grade
3
Behavior is either academic or social and is operationally defined.
A hypothesis is developed that identifies the function of the behavior and predicts the
Academic or social behavior is not defined in observable or measurable terms.
A hypothesis is developed that identifies the function of the behavior but conditions were
Points or Grade
2
Target behavior is one that does not need to be increased.
The hypothesis is not logical or realistic.
Points or Grade
0
Target behavior not included
The hypothesis was not included.

Rationale
Techniques
References
Objective
Criteria
Methods
Baseline data
Procedures conditions under which the behavior is likely to occur.
Behavior modification strategy is research-based and clearly described.
The techniques chosen for data collection, fair pair, and reinforcement are a good match to the target behavior.
All 3 references support the technique chosen. not described.
Research to support strategy is limited or description is lacking important details.
The technique chosen for one of the following was not a good match: data collection, fair pair, or reinforcement
2 references support the technique chosen.
Research does not support strategy and description is inadequate.
The technique chosen for two of the following was not a good match: data collection, fair pair, or reinforcement
1 reference supports the technique chosen.
Strategy is not identified.
Technique was not a good match for all three.
No references included
Points or Grade
4
Assignment Grading Rubric
Performance Descriptors
Objective includes definition of behavioral expectation, conditions, and criteria for success.
Baseline data was collected over the period of at least one week and provided evidence of the need for behavior modification.
Points or Grade
Objective is missing one of the three criteria
Baseline data was collected but description does not provide evidence that behavior needs to be modified.
3
Antecedent is specifically identified and data system described.
The reinforcer is logically connected to the targeted behavior and serves as a motivator for behavioral change.
Antecedent is poorly defined or data system partially described.
The connection between the reinforcer and the target behavior is not logical.
Points or Grade
2
Objective is missing two of the three criteria
Baseline data was collected for less than one week and lacks support for the need for a behavioral change.
Antecedent is not identified or data system not included.
There is a mismatch between the reinforcer and the target behavior.
Points or Grade
0
Objective not included
Baseline data not included
Antecedent and description of data system not included.
Description of reinforce is not included.

The schedule for reinforcement is described and if necessary consequences identified.
Schedule for reinforcement is not included or is an inappropriate choice.
The schedule for reinforcement would not be effective.
Exceeds
Expectations
Meets
Expectations
Does not
Meet
Expectations
Course SLO 3.
Evaluate the effectiveness of a behavioral intervention strategy to motivate a student to improve social or academic skills needed to succeed in the classroom.
Criteria
Data Description
Results
Competency Rubric
FEAPS
2.1
1.9
Subject Area
Competencies
61.4.3
00.3.2, 00.7.2
Assignment Grading Rubric
Performance Descriptors
Points or Grade
15
Points or Grade
10
Results describe a change in observed behavior which is supported by data.
Results are described but data does not provide strong evidence
ESOL Performance
Standards n/a
Points or Grade
4
Results are poorly described and not supported by data
Schedule of reinforcement is not included
Reading
Endorsement
Competencies n/a
Points or Grade
0
Results are not included
Criteria
Discussion
Assignment Grading Rubric
Performance Descriptors
Points or Grade
10
Points or Grade
8
Points or Grade
5
Points or Grade
0

Summary of Results and Interpretation
Critique
Suggestions for further research
Criteria
Format/Writing Mechanics
Title Page and Abstract
References
Figure
Mechanics
Results are summarized and analyzed and rationale is provided for effectiveness or lack thereof.
Strengths and weaknesses of the intervention plan are identified and reasons why are explained.
Improvements to the study are described or an idea for extension of the research is identified.
Summary and analysis does not provide a complete picture of the intervention process or rationale is not provided for the results.
Strengths have not been identified or explained or weaknesses not identified or explained.
Improvements to the study are not directly connected to a weakness of the study or the extension is not realistic.
One of the following not included:
Summary interpretation
Explanation for both strengths and weaknesses is not effective.
One of the following not included:
Improvements to the study
Ideas for an extension
Points or Grade
10
Performance Descriptors
Title page follows required format, abstract is 150 – 300 words and effectively summarized the study.
References are from peer-reviewed journals and are in APA format
Figure is included to display data accurately
There is a logical sequence of ideas and transitions between paragraphs which enhance the organization of the paper.
There are no errors in punctuation,
Points or Grade
8
Title page is missing some of the required components or abstract is less than 150 words and inaccurately summarizes the study.
Two references are from peer-reviewed journals and are in APA format
Figure is not set up properly or confuses the display of data.
The organization of ideas is not fully developed and transitions are weak.
One or two errors in punctuation, capitalization
Points or Grade
5
Title page or abstract are missing.
One reference is from peer-reviewed journals and are in APA format
Figure is not set up properly and confuses the display of data.
Limited evidence of structure or organization.
Three to four errors in punctuation,
Neither summary nor interpretation is included.
Strengths and weaknesses are not addressed.
Improvement and extension ideas are not included.
Points or Grade
0
Neither title page nor abstract meet requirements
No references
Figure is not included
Structure and organization is lacking.
10 or more errors in punctuation, capitalization and

spelling, and grammar.
There are no errors in sentence structure and word usage. and spelling.
One or two errors in sentence structure and word usage. capitalization and spelling. Three to four errors in sentence structure and word usage. spelling. 10 or more errors in sentence structure and word usage.
Work Samples with Feedback
Exceeds Expectations
Does Not Meet Expectations
Behavior Management Project 1
Behavior Management Project 2