WEBVTT 00:00:04.716 --> 00:00:07.116 My name is Sarup Mathur. 00:00:07.566 --> 00:00:09.226 I am from Arizona State University, 00:00:09.226 --> 00:00:12.366 and I am a Clinical Professor in the division of Curriculum and Instruction. 00:00:12.806 --> 00:00:15.996 In any problem behavior that we witness in our classrooms, 00:00:15.996 --> 00:00:20.306 there is a likelihood that the student actually engages in those disruptive behaviors 00:00:20.466 --> 00:00:26.056 because they might be trying to avoid a negative experience, 00:00:26.086 --> 00:00:31.776 or maybe something is very difficult for them to do, or they would like to gain some attention 00:00:31.776 --> 00:00:35.706 from their peers, or they are seeking teacher attention for their behavior. 00:00:36.146 --> 00:00:41.656 So, there is a lot more to that behavior in terms of understanding. 00:00:42.156 --> 00:00:45.216 Instead of focusing only on the form of behavior, 00:00:45.536 --> 00:00:50.236 which is just paying attention to the disruptive aspect of that behavior, 00:00:50.606 --> 00:00:55.736 it becomes really important for teachers to understand the meaning of that behavior, 00:00:56.006 --> 00:00:59.266 the motive of that behavior, the purpose of that behavior. 00:00:59.896 --> 00:01:04.965 It's important that we look at the antecedents and setting events of the behavior. 00:01:05.776 --> 00:01:08.176 What actually precedes the behavior? 00:01:08.616 --> 00:01:13.236 Were the instructions from the teacher-were they clear? 00:01:14.096 --> 00:01:15.256 Were they concise? 00:01:15.596 --> 00:01:18.416 Was there any confusion in those instructions? 00:01:18.606 --> 00:01:23.546 So, those kind of behaviors are offering some kind of explanation 00:01:23.706 --> 00:01:25.456 to the behavior that actually occurs. 00:01:25.996 --> 00:01:32.326 And then the contingencies that follow the behavior, the consequences that the teacher applies, 00:01:32.976 --> 00:01:37.496 some reinforcing situations that may arise following that behavior. 00:01:37.856 --> 00:01:43.726 So it becomes really important to pay attention to the antecedents, the behavior, 00:01:43.996 --> 00:01:46.716 and the consequences of that behavior. 00:01:46.896 --> 00:01:49.836 Which of these behaviors are more concerning than others? 00:01:50.166 --> 00:01:52.626 In what context do these behaviors occur? 00:01:52.626 --> 00:01:56.766 At what time of the day do I see this particular behavior? 00:01:57.106 --> 00:02:02.746 So, when they have this information, which is more comprehensive than just the information 00:02:02.746 --> 00:02:08.326 on disruptive behavior, they have a better chance of developing an intervention 00:02:08.566 --> 00:02:11.336 that might work for this particular child. 00:02:11.716 --> 00:02:15.306 When looking at behavioral data, teachers can pay attention 00:02:15.306 --> 00:02:18.116 to a variety of components of behavior. 00:02:18.446 --> 00:02:20.726 They can look at different types of behavior. 00:02:20.726 --> 00:02:28.346 They can look at whether we are concerned about the behavior of shyness or withdrawal, 00:02:28.346 --> 00:02:30.516 or are we looking at aggressive behaviors. 00:02:30.846 --> 00:02:36.126 So, that way they can decide on the type of behavior and then also look at the intensity 00:02:36.126 --> 00:02:41.656 of behavior, duration of behavior, the contextual factors that are surrounding that behavior, 00:02:41.656 --> 00:02:44.226 how many times that behavior actually occurs. 00:02:44.796 --> 00:02:46.686 Was it more prevalent last week? 00:02:46.686 --> 00:02:51.546 Was Suzy engaged in fighting episodes last week more than this week? 00:02:51.956 --> 00:02:55.356 They can make certain kinds of comparisons with that data. 00:02:55.356 --> 00:03:00.456 They can also look at behaviors that are related to the playground. 00:03:00.556 --> 00:03:04.326 Is the child actually playing with different peers, 00:03:04.326 --> 00:03:07.986 or do we find more engagement in parallel play? 00:03:08.266 --> 00:03:11.156 Is the child alone and playing by himself? 00:03:11.496 --> 00:03:17.476 So, those kind of attributes of various behaviors can help teachers make decisions 00:03:17.576 --> 00:03:19.666 about various categories of behavior. 00:03:20.066 --> 00:03:23.316 While ascertaining progress of student, 00:03:23.316 --> 00:03:29.596 it is important to look at how the student shows some on-task behaviors 00:03:29.596 --> 00:03:34.326 because not all these students who engage in disruptive behaviors are engaging 00:03:34.326 --> 00:03:37.036 in off-task behaviors all the time. 00:03:37.496 --> 00:03:42.346 It is important that teachers engage in data-based decision-making, 00:03:42.486 --> 00:03:47.916 and for that they need some support from their schools and districts. 00:03:47.916 --> 00:03:52.716 And the states need to provide some capacity-building efforts at their end 00:03:53.766 --> 00:03:57.686 to have them fully trained in the data collection procedures. 00:03:58.126 --> 00:04:02.036 Once they get used to making decisions based upon data, 00:04:02.646 --> 00:04:09.276 they would find that the interventions resulting from that process are much more desirable 00:04:09.276 --> 00:04:12.576 and acceptable and effective in dealing with problem behaviors.