Field Experience Observation ABC Chart
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Liberty University *
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Course
623
Subject
Health Science
Date
Dec 6, 2023
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docx
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EDLC 623
F
IELD
E
XPERIENCE
O
BSERVATION
ABC C
HART
Observer: Rykeem Germany
Participant: Dwayne Wade (
pseudonym name)
Setting: 5
th
Grade Classroom
Duration: 2 Hours
Date
Time
Antecedent
Behavior
Consequence
Possible
Function
9/8/2023
11:30am
As we get
settled in.
Teacher
provides a
math problem
for the
students to
solve
individually to
gauge where
the students
are with the
standard.
While other
students are
working the
student in
particular
looks around
the classroom
and doesn’t
look at the
worksheet.
The student
finds other
things to
touch or look
at except for
the
worksheet.
To avoid
working the
student asked
to go to the
restroom.
Student was
able to avoid
the activity
by using the
restroom for a
few minutes.
9/8/2023
11:50am
The class is
asked to read
a chapter in
their books
quietly.
While the
class was
reading
quietly the
student
started to
beat on his
desk and
stare out the
window.
Student was
allowed to read
in a reading
corner to
prevent
distraction and
to help him
focus which
was away from
the window.
Student was
able to avoid
reading
quietly for a
few minutes
before being
moved.
9/8/2023
12:15
As a group,
the class had a
discussion
about a
historical
topic
The student
announces to
the class that
the
discussion
was “boring”
and that he
doesn’t want
to talk about
Teacher asked
student to step
outside of the
classroom for a
few seconds to
try to talk to the
student.
Student was
able to avoid
the activity
for a few
minutes while
outside the
classroom
EDLC 623
the
discussion
9/8/2023
12:40
To get the
class engaged
the teacher
asked students
to write about
their weekend
plans
Instead of
writing about
their
weekend
plans the
student
decides to
draw on his
paper.
After drawing
on his paper the
student asked
to sharpen his
pencil multiple
times.
Student asked
to sharpen
pencil
multiple
times which
helped him
avoid the
activity even
further.
9/8/2023
1:30
Told the class
that there is a
pop quiz
today and
proceeds to
pass out the
pop quiz
material
The student
advised that
he had a
headache and
asked to go
to the nurse.
Allowed
student to go to
the nurse
Student
avoids
assignment
by
mentioning
headache and
goes to the
nurse.
EDLC 623
Observation Summary
While constructing my two-hour observation of the student, I was able to identify several
behavior patterns that disrupted the child’s peers and or the teacher. After observing the child’s
behavior and putting together my observation, I was able to identify where the student’s behavior
aligned with escape or avoidance functions. When the child was instructed to do an activity
involved with academic tasks the student displayed a pattern of a behavior that was disruptive
and or a pattern that showed escaping or avoiding academic activities that were designed for the
child to focus and or to do work.
Math Problems: During my observation, the students were instructed to do an
independent Math problem. When instructed to do so, the student in particular showed signs of
discomfort and or uninterested. While the class was engaging in the assignment the student did
not. His escape during the assignment was to ask to use the restroom. Unsure that the student
really needed to use the bathroom or not, because of the timing it suggests that the child was
using the restroom to avoid the math problem that the class was instructed to work through
independently.
Silent Reading: During the time when the class was instructed to do silent reading, the
student displayed avoidance behaviors. Instead of avoiding the instructed assignment the student
displayed disruptive behavior. Which included beating on the desk and or staring out the
window. In attempt to get the student engaged in the activity and prevent him from beating on
the desk and or staring out the widow the child was moved to the reading corner. Although the
same expectations were still in place for the child to complete the reading activity, the child
could have seen this as him being successful in avoiding the reading activity.
Group Discussion: There was a group discussion on our history lesson, where the
students had to discuss the historical events that took place. The student’s behavior of avoidance
and disruptive became more of a distraction to the class and or the teacher. As announcing to the
class that the activity was boring and that he did not want to do the activity which disrupted the
class. The behavior was an obvious indication that he was uninterested in the activity. The child
was asked to step outside of the classroom in hopes that this would redirect him with this being a
time out. Although the child may have taken this as a good thing because he was avoiding the
assignment or escaped the group discussion. This was to redirect him and prevent him from
continuing to disrupt the class.
Writing Assignment: As we continued with our day, the behavior of avoidance continued.
The class was instructed to do a writing assignment. With the child being uninterested, the child
thought it would be okay to draw on his paper while the other student were doing their writing
assignment. The student asked multiple times to sharpen his pencil which was allowed in hopes
that he would do that writing activity but the child continued to draw instead. The sharpening of
the pencil further disrupted him with the writing assignment. This was an indication that he was
escaping the writing activity and did not want to participate and or engage.
Pop Quiz: As a surprise to the class a Pop Quiz was announced. Due to the surprise I was
able to see a clear indication of avoidance behavior or escape behaviors. To avoid the pop quiz
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EDLC 623
the child asked if he can go to the nurse. Unsure if the child actually had a headache or not the
child was allowed to go to the nurse for further view.
After observing the child’s behavior during the two hour observation period, it is clear the
child displayed behaviors related to escaping and or avoiding. The child was provided with
multiple redirecting/ help to get him back on task but the child continued to display those
behaviors. A focus of effective intervention could be implemented such as providing the child
with additional support, one on one support to help redirect him, a reward system. According to
Maag,
Although much progress has been made in targeting appropriate behaviors for
intervention, some teachers still spend an inordinate amount of time focusing on the negative.
They tend to catch kids being “bad” and ignore them when they’re being “good.” Students with
challenging behaviors quickly learn that the only way to get attention from teachers is to
misbehave. (Maag, 2018). To avoid the continues behavior of avoidance and escape it is
important to recognize when the child is doing something they are suppose to be doing so that
the student does not always believe in order for him to get attention he has to avoid and or escape
activities. In conclusion, understanding avoidance behaviors and or escape behaviors and things
that can be put into place to avoid this behavior is very important. The goal is to ensure the child
receives the instruction and the necessary support so that these behaviors doesn’t hinder the child
from receiving the proper tools he need.
References
Fair Pair
. MindTap - Cengage Learning. (2018).
https://ng.cengage.com/static/nb/ui/evo/index.html?
deploymentId=5702052456081319420997639194&eISBN=9781337094788&id=1851801
932&snapshotId=3573436&