Summary Of General Education Classroom Observation

My practicum student only attended two days of school this week. I was able to observe him both days in the general education classroom, and was impressed with how he sat and looked at the teacher during the fifteen-minute lesson. Following instruction the students completed a 30-minute work task triggering the problem behavior where Shyne would leave the work area or hide under a desk. The assigned tasks involved writing skills above his ability level, and at the end of both days he only wrote his name on the assignments. The consequence following the behavior, was removing the task because it was the end of the school day. Aspy and Grossman (2011) suggest adjusting the task demand to meet the cognitive differences and deficits of students …show more content…
In my classroom he is frequently engaged with direct questions. In the general education classroom Shyne did not raise his hand to answer questions, however the teacher only uses hand-raising and choral responses. As a result, Shyne does not verbally participate in her class because he has not acquired those skills. He has opportunities to raise his hand in both classrooms, and peer models who display the appropriate behavior. Aspy and Grossman (2011) suggest that skill deficits should be addressed in behavioral interventions and may be a source of behavior concerns. If Shyne were able to raise his hand during general education, he would have more opportunities to engage in instruction. In order to teach this skill I plan on using a whole-task method to teach a behavior chain for raising his hand. A whole task method will teach all sub-skills at the same time, rather than adding only one link at a time (Mayer, Sulzer-Azaroff, Wallace, 2014). The task analysis includes: 1. Listen for a question 2. Raise your hand to talk 3. Wait for teacher to say you name 4. Answer teacher. We will role-play answering simple questions during the priming activities. If the behavior does not begin occurring in class, I will start using a visual to prompt the student during opportunities to answer questions. The same visual was used at the beginning of the year to teach Shyne to raise his hand to get out of his seat instead of talking