![]() ![]() Be cautious, though, and keep in mind that these patterns aren’t always clear indicators of internalizing conditions. Repeated absences from school, reported changes in sleep or eating patterns, repeated tardiness, increasing visits to the school nurse, or many instances of incomplete work could indicate that the student needs additional supports. Reviews of school recordsĬonsider conducting a review or attendance and other school records, and look for patterns that may indicate cause for concern. Write down facts, not interpretations or judgments, so you can meaningfully use the information to help create a plan. As you record your observations, it’s important to be as objective as possible. Anecdotal recordingĪnecdotal recording is just what it sounds like: you sit down and write a brief summary of the targeted student behavior you’ve observed throughout the school day (or whatever timeframe you choose). You can make your blocks of time longer or shorter, depending on what type of student behavior you want to measure in your classroom. As the class progresses, you’d simply check off whether a behavior has occurred or not occurred within each 15-minute block of time. For example, a daily checklist for a 45-minute math class could be broken down into three 15-minute intervals. Interval recordingįor this type of direct observation, you record the occurrence or nonoccurrence of behaviors during predetermined intervals, or blocks of time. ![]() You can collect frequency data throughout the entire day or sample it for a quick snapshot during an allotted time period (e.g., tally how many times a student is out of their seat in a half-hour period). This direct observation method is a good strategy to use for behaviors that occur often in your classroom but not so often that they’re too cumbersome to count. To monitor behavior in real time in your classroom, you might consider using a tally and adding to it each time a behavior of concern occurs. (Remember, though, that classroom environments may have significant differences, and that could be a contributing factor.) Your school’s guidance counselor and your students’ parents could be other possible resources for putting together a preliminary list. With permission from your principal, you might ask teachers from the prior year for a short list of students who needed the most academic, social-emotional, and behavioral support. One place to start at the beginning of the school year is by creating a list of students who may have been eligible for or received targeted supports. “Nominations” by teachers and other adults ![]() Knoster and Robin Drogan, these methods can be used in any classroom to help identify students who may need targeted behavior supports. Excerpted and adapted from The Teacher’s Pocket Guide for Positive Behavior Support by Tim P. ![]() Here are 6 possibilities for collecting data on your students’ behavior. How can you determine when your universal supports aren’t working for some students? What’s the best way to pinpoint which students may need more targeted behavior supports? The key is effective data collection, and today’s post gives you some quick guidelines you can use as a starting point. You’ve got great universal behavior supports in place for your classroom-but every year, you’ll have at least some students who need more. ![]()
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