EDUC 623 ABC Analysis Form Completed PDF

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Summary

This was an assignment where we had to spend two hours journaling and observing a student who was known to have behavioral issues. I struggled to get started on the assignment and this should help you figure out what the professor is looking for! ...

Description

Running head Observation Assignment

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Observation Assignment Kayla Hillmann Liberty University

Observation Assignment

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ABC Analysis Observer: Kayla Hillmann Fictitious name or initials of individual being observed: Benjamin Matyi

Date

Time

Antecedent

Behavior

Consequence

Possible Function

11/06/2019

9:54

Resulted in Ben crying, and walking with his head down outside of the classroom. By the time he reached the office, he did not want anyone to touch him or talk to him.

He sat within the office for the remainder of class.

Teacher did not have to deal with him in class. Removal from classroom. He was able to function more clear within the setting of the office, away from said teacher.

11/06/2019

11:04

Ben read out-loud slowly and took his time. He looked to his teacher for confidence but began to cry because of what had previously happened that day.

His social studies teacher took him outside of the classroom and spoke calmly with him. Removing him from the situation was not per say a consequence, as it was to help him calm down.

Ben was able to sit back in the office until Mrs. Matyi came to pick him up and take him home for the rest of the day to recuperate.

11/08/2019

9:30

English Teacher was having students read out-loud, paragraph by paragraph. When Ben’s turn came, he stuttered, stumbling over his words. Teacher snapped at him and told him to hurry up. Social Studies teacher was having students summarize the chapter they just read out-loud in class. Along with answering discussion questions. Teacher asked Benjamin to respond to question. English teacher asked Ben to read out loud from one of the paragraphs.

Ben was sent to the office to have his mother called. He would not let anyone come near him, and mother did not respond.

We spent the remainder of class sitting in office. Removed from classroom for the rest of the day until next class.

11/08/2019

11:34

Ben refused to read out-loud and told his teacher to “go away.” English teacher became more hostile which caused Ben to stop responding to redirection. Ben refused to read out-loud, blatantly ignoring

Ben was taken into the hallway, where the teacher

Ben was able to express how he felt, in a calm

Ben’s social study teacher asked him to read out-loud.

Observation Assignment

2 his teacher and struggling to put into words how he felt. He put his head down on the desk and refused to make eye contact.

attempted to calm him down, without using hostility or force.

setting. He did not have to go home, but was still removed from the stressful situation.

Introduction: The week before I observed Benjamin I had the opportunity to speak with his mother about the trials and hardships that she had been going through in the last few weeks. Benjamin was having difficulty reading out-loud in his classroom and his teacher humiliated him and told him to read faster in front of his classmates. Later that day, a few of the older boys from his class shoved him into his locker and called him stupid. Benjamin came home that day hysterical screaming that he wanted to die because he was stupid and did not belong. The next morning his father had to take him into the school and put him in the office kicking and screaming. Mrs. Matyi said her husband and her both cried that morning because it was horrible to watch your child going through something like that and could not believe that the teacher would call him out in front of people like that. She was aware that Benjamin had a learning disorder as well. Observations: Day 1

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Benjamin is in the fourth grade. He was diagnosed with Asperger's Syndrome, sensory disorders, and learning disabilities. I personally know this family, which made it easier for me to get approval to watch him while at school. His mother explained they had been having a tough time getting him to school, as every morning it is a constant battle. I quickly discovered that his teacher should not be his teacher. They were currently reading a book as a class called, “Bridge to Terabithia.” It most definitely took me back to being a child, as my fifth grade teacher would read a chapter to us everyday at the end of school. Benjamin was extremely anxious and before he began to read he grabbed my hand and squeezed it. I gave him a smile and encouraged him. He read what he could, (they were each reading a paragraph), and the teacher looked extremely annoyed and impatient. She again told him to hurry up because everyone else was going to fall behind, and he froze. He began to cry and I wanted so badly to say something, but it wasn’t my place. She told him to go to the office. I quickly excused myself and caught up with him in the hallway. I hugged him and told him it was going to be okay. Many people may have said it was inappropriate but at that point my blood was boiling. When we arrived at the office the principle asked me what had happened. I asked Benjamin to sit down and I began explaining to her that this teachers behavior was extremely inappropriate. The principle apologized to me and brought Benjamin into the office. It took a few prompts and cues to get him to respond to her questions because he was so upset. I excused myself and called his mother. I told her I would work with him during week nights on reading if she was okay with it. Her response was that she couldn’t pay me. I told her it wasn’t about paying me, I don’t care about that. The principle allowed him to stay out of the classroom and we sat in the office and did the reading and discussion questions ourselves. I had time to spare so I was still about to go to one other class with Benjamin and it was his social studies class. His teacher was very kind and patient. They were reading a chapter out of their text book and then taking a quiz. I told Benjamin to stay calm and focus, to pretend it was only him in the room. He did so, and while he still read decently

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slow, he accomplished it with no stuttering! He stayed focused the whole time. The teacher looked at me with a beaming smile and he was beaming himself. That was most definitely my first AHA moment, and I am not even a teacher yet! Throughout the day I was able to observe Benjamin with his friends, often times I noticed when they would talk in a discussion group he would zone out, he would constantly be in his own world. He drew a lot, which I observed and I believe it may help him cope with the stress of being in a classroom. He does have a school guidance counselor he sees once a week and that seems to help him cope with his emotional aspect of his disability. Later that evening when I spoke to his mother, she told me that he came home happy as a lark and was extremely proud of himself. He told his mother he wouldn’t have been able to do it without Mrs. Hillmann and he wished I could come to school with him every day. She had to explain to him that I was only there to observe, it was not part of my assignment to help. But that I had agreed to continue helping him despite the fact.

Observation Day 2: Today Benjamin seemed distant. When it came to his turn for reading he was had lost his spot and told his teacher he would not read out loud. He refused to read and she looked at me shocked. All I could think in the back of my head was that it was kind of her fault. I was not comfortable and did not know what to do. I attempted to point out where the spot was within the book and he did not even read outloud for me. She increasingly grew a bit more hostile with Benjamin, telling him that she was going to make him leave the classroom and sit in the hallway. He shrugged and ignored her. I could tell she was getting angry and I was a bit worried that it would cause Benjamin to shut down even more and refuse anymore participation that day. I was able again to attend Social Studies with him, but even in this class

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he did not seem to want to be a part of any of it, he continued to draw in his notebook. While the children were doing their discussion group and talking about current events, she pulled me aside and asked me if I knew what was going on. I told her I had no idea and that he wasn’t even responding to me in a positive manner. Before I left the school that day, the principle told me that his English teacher called him a student with challenging behaviors. The teacher did not seem to have any patience with him and wanted him removed from her classroom. While Benjamin did show some challenging behaviors that day, I felt it was quite rude that she said it the way the principle portrayed it to me. His social studies teacher believed it was because Ben knew I would not be returning. Conclusion: According to this article, “Students with learning disabilities characteristically demonstrate unexpected underachievement and continued learning challenges in spite of appropriate instruction. Because reading is fundamental to competency of all future endeavors, reading interventions have been the focus of considerable public and professional attention.” (Bakk, 2013) It is important that his English teacher is able to get a hold of herself and figure out how to work with him, instead of against him. However, it seems as though his Social Studies teacher knew exactly what she was doing and how to help Ben instead of humiliating him. This was most definitely an eye opening assignment. It was sad and scary, but two or three weeks later I am still working with Ben in my free time. He is doing so much better and has so much more confidence!

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References: Learning Disabilities : Practice Concerns and Students with Ld, edited by Jeffrey P. Bakken, and Festus E. Obiakor, Emerald Publishing Limited, 2013. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/liberty/detail.action?docID=1133300....