Background Information:
with 24 students, one classroom teacher and one instructional assistant who visits the room for an
hour and a half during reading to complete services for the students with IEPs. Aron is reading
at a 1st grade level and has fallen behind his same age peers both socially and academically due
to his oppositional defiant behavior. Halstead is a PBIS school, with several incentives already
built in school wide for respectful, responsible and ready behavior. The school is in transition of
effort to focus on positive character development, not just punitive punishment. Arons behavior
escalates when: his peers are recognized for good behavior, when he gets differentiated tasks,
when he cannot or does not want to perform at a task, when he does something incorrectly, or
when he is corrected.
Aron is defiant to any and all direction given to him, this defiance results in
throwing materials frequently at other students as well as the teacher frequently (ex.
Walking up to other students and throwing their supply caddy on the floor, breaking pencils and
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throwing them at students who receive praise, ripping up his work and throwing it at the teacher,
pushing and shoving other students out of his way). This results in Aron struggling to
complete most assignments, refusal to work in a small group and receive instruction. The
defiance is very disruptive to others, and often takes the focus off of instruction for the other
students in the small group (ex. Taking students work and pushing it on the floor or breaking
their pencils), at times this behavior is dangerous to other students in the class as he has
pushed chairs on the floor, shoved other students, or thrown materials that are heavy or sharp.
The behavior occurs at varying times and locations. The frequency of the behavior is
typically during whole group instruction, if he is asked to be pulled into small group, or right
after transition times when he is given a new task. The duration of the behavior could be a
fleeting moment, where he is deescalated quickly or, could last for an entire block of time where
Literature Review:
This study was to investigate the effectiveness of intervention programs of students with
ADHD, in third grade students in Iran. This study used controlled and experimental groups
to find which intervention program was most effective for minimizing the symptoms of
ADHD. The study found that family-based intervention was the most effective by a
significant percentage. Strictly school based interventions scored low in the experimental
went undiagnosed for a significant portion of his early years in school. I believe this lead to
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his academic gap, which then coupled with a fear of inadequacy which developed as he got
older.
Malekpour, M., Hadi, S., & Aghababaei, S. (2015). Effectiveness of Family, Child and
doi:10.5539/ijps.v7n2p31
This journal outlines what specific aggressive behavior entails in the elementary
school level. It then goes in to explaining how different and more unconventional
classroom. These practices include: movement, visual stimulation, and music. As the
journal explains each of the different methods it continues to refer to drawing on student
emotion as a way to engage them in the learning. This is a very solution based article,
focusing on the solution and not focusing on the problem. I think this is a very practical
way for teachers to think about how to approach and take steps to improve the aggressive
Holmes, B., Gibson, J., & Morrison-Danner, D. (2014). Reducing Aggressive Male Behavior In
Aggression
This study was focused on how aggression and defiant behavior is escalated or
results from poor self-esteem as well as social and emotional difficulties and peer or
academic failures. This study found that specifically in males, peer pressure and, self-
esteem were a strong correlation with aggressive behavior. The study also found that
automatic, or the students first thought, created or resulted in aggressive behavior for
adolescent males. The study also went on to examine how students who exhibit
aggressive behavior often want or need to feel power among their peers. Students who
Yavuzer, Y., Karata, Z., Civilida, A., & Gndodu, R. (2014). The Role of Peer
doi:10.14689/ejer.2014.54.4
This study examined five factors which affect aggression among adolescence. The
five factors that were examined were: gender, life periods, identity formation, low self-
control and self-esteem. After examining each factor it was found that the strongest
correlation and predictor of aggression was low self-control. Life period seemed to not
have a significant impact on aggression at all. Within the results section, it was explained
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that students with low self-control had difficulty adapting to changes, as well as
environment. Students with high self-control were able to adapt their responses to outside
This study outlines exactly what Restorative Practices is supposed to do within a school
solving or minimizing future problems. The value based approach to resolving harm being
done to others is said to build character especially among elementary school aged students.
The journal was very specific in how punitive measures are only temporary and do not start
BEHAVIOR
BEHAVIOR ##OF
OFTIMES
TIMES CONSEQUENCES
CONSEQUENCES
I am Arons teacher for all subjects. I have an instructional assistant as well as a part-
time intern which gave me the flexibility of not intervening and purely observing behaviors.
Aron is with me for the entire day, with the exception of specials from 10:05-10:55. Aron has
very good attendance (only two absent days this year, and one late arrival) and a very
supportive family. Arons behaviors tend to be slightly less aggressive with me as the year has
progressed and our relationship has developed. I do see a serious decline in Arons behavior
when he is in specials, with a substitute, or any other adult that works with him during the day.
On day 1, I observed Aron during my interns whole group phonics lesson. I noticed that
Aron was already irritated that I was not teaching. He came up to me and asked me if I was
going to take over, and when I told him I wasnt he stomped off. I noticed right before his
behaviors started during whole group instruction, he had raised his hand a few times and my
intern never called on him. This seemed to spark his behavior initially, and then everything
spiraled after that. Aron is typically in a positive frame of mind during phonics because it is
something he can do independently or with little help. He likes being the same as everyone
else as he puts it. I was surprised when he refused to complete the work, as this was a review
On day 2, I observed Aron in gym. When asked about gym, Aron will tell you he likes it.
However, I often pick them up from gym and see him in a negative frame of mind. I was curious
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to see what went on in gym that often left him this way. He seemed irritated with me being in
an observers role and kept asking me why I was in gym with them. I think this sparked a little of
the attention seeking behavior. Aron was disrespectful and hurtful to his peers and seemed
visibly annoyed with the gym teacher. It seemed however, that the more punitive approach to
behavior management that the gym teacher had escalated his behaviors. My data shows that
he was aggressive 3 times, but had to be taken out of the room by behavior support. Upon his
return, I asked Aron to take a walk with me to chat about what happened in gym and he said he
didnt know why he was mad, but that he felt okay after his break. I asked him what he thinks
he could have done differently or how I could have helped him and he said that he doesnt
suspected most of this behavior I would see would be directed toward our assistant. He does
not like to be pulled in small groups because he feels different. However, he will frustrate when
left to do most tasks independently. Aron reluctantly walked to small group after a reminder,
and a few aggressive movements with his materials. During this time, a peer made a comment
about Arons behavior and this caused him to yell over the other student. After his short
outburst, he took a few moments with his head down and then began to perk up. I patted his
back to show him that I was proud of him for making an effort, but he continued to look
annoyed that I wasnt pulling his small group and just sitting and watching. Aron eventually
raised his hand and participated in a group discussion, and was praised for this. When it came
time to write his thoughts down, he scribbled nonsense and walked back to his desk. Aron did
In reviewing Arons records, most of his file contained very normal findings. Aron has
attended Halstead since Pre-K and all of his teachers are still currently teaching at Halstead. He
was taken to the student support team in Kindergarten for behaviors that included running out
of the classroom, hitting his peers and defying adults. Arons file shows at the end of
Kindergarten Aron was not making sufficient academic progress due to his behavior according
to his progress report. He was referred to Villa Maria, and started receiving therapy. During his
first grade year, according to his report cards, Aron had significant behavior concerns and was
aggressive to peers and adults. He received needs improvement in most of the report card
categories, and the teacher commented that his behavior was distracting to himself and
impedes his academic performance. His report card also notes that he was a distraction to his
peers.
The data I collected over the course of three days shows that Arons behavior seemed
to be more severe when corrected, or when he felt that he was not able to keep up with his
peers. Aron seemed to be more comfortable and less likely to provoke his peers in a small
group setting, even though he was reluctant to join. Aron did not throw any materials, and did
not show violent behaviors even though he was visibly very upset. I suspect this is due to the
close proximity to me, as well as the fact that I was watching and not stepping in. I have
concerns about the patterns of Arons behavior, however I do notice how just the tone of
approach that the teachers were taking when speaking with him greatly affected his response
to the correction.
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observations have proved that this behavior is avoidance because when redirected by his peers
or myself he gets upset or irritated. When he feels different, or things are accommodated for
him, he feels inferior and wants to avoid the task. When he is given an assignment, he
immediately displays the behavior, which shows avoidance of that assignment. He chooses to
display his avoidance through disruption. He chooses to cover up his fear of inadequacy with
the power motivator so that he does not feel as though he is incapable or vulnerable. Most
adults as well as his peers fear Arons need for power and have not adjusted to these behaviors.
Replacement Behavior:
Aron will keep his hands and his materials to himself during all times of the
school day. Aron will be directed to losing a point on his behavior chart when he
I intend to teach the replacement behavior by using a clear and explicit model
of how to manage my anger through the use of a calm down kit. I will also use
feel _______ with both peer and adult support. I will also not give Aron a paper
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or the assignment directly when I pass out the papers to everyone else. Instead I
will explain to him that he will be the last one getting the assignment, so that we
can talk it through together first, before I pull any small groups. This way he will
not feel isolated or different. I will also use a timer, and every 8 minutes I will
make a point to check in with Aron to give him positive praise and a point on his
point sheet to motivate him to complete his activity. Aron and I will also have a
visual secret cue when I notice him start to engage in disruptive and off task
behavior. I will tap my head, and when I do that he should be reminded to adjust.
I will teach the replacement behaviors daily during Language arts and phonics.
I will also share the visual cues with the specials teachers, to provide him with
1. To motivate Aron I will continue to use his clip through our school wide PBIS program.
I will award him for doing a consistent job with not disrupting others or displaying
aggressive behaviors by moving his clip up the clip chart. I will also use our school wide
PBIS panda paw rewards system to award Aron a panda paw (ticket) for each time I
2. Aron will use his behavior chart to earn points towards a student chosen award after
he reaches his goal. Aron will be involved in the goal setting each day (in the morning)
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and if he earns his goal, he will be awarded with whatever he chose for that day. I will
also give Aron a calm down kit which is a basket that will be stored behind his desk.
Inside of it are various breathing visuals, silly putty for finding the beads, and a stress
ball that he can use when he feels irritated or upset. I will work with the school
counselor to implement the calm down kit effectively as well as check in with her during
3. Aron will be given choices about the assignments he completes during the ELA block.
He will be given a tic- tac-toe board to choose his activities for the day, given this power
I continued to analyze the baseline data during the implementation phase to ensure the
supports I put into place were effective. The following visual representations shows the baseline
and long-range data on keeping his hands and his materials to himself.
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Series 1 indicates Arons baseline data, Series 2 is the first three days of intervention data
on keeping his hands to himself. Aron decreased his problem behavior by one or two incidences
Notes:
Notes: He is starting to understand and check in with me, if his outbursts mean that he does not get a
check on his behavior chart for that time slot. He seems to be encouraged to adjust his behavior.
behaviors Aron was exhibiting significantly. The data shows that over the course of the 13 days
of observation, Arons occurrences went from a consistent 3 times a day to one or two times a
day. Since the nature of his outbursts are violent, I consider this to be a considerable reduction! I
believe that providing Aron with a choice and ownership of his behavior chart gave him the
sense of power he was seeking when analyzing the function of his behavior . I also believe that
providing Aron the choice of a menu of options for his independent work helped him to feel
more in control and accountable for his learning. He was able to pick the activity that he did,
and therefore took ownership of it. By continuing to implement positive reinforcement with
Aron through the use of the clipchart and panda paws he was caught being good, which
encouraged him to make positive choices. This also helped his friends become more supportive
of his positive choices and would report to me when Aron was being kind or respectful. I noticed
that the days Aron had several check in times with me, the behaviors were lower. This is I
think, a direct correlation between the attention he was seeking and the positive
reinforcement of asking for or showing he needs help, in a positive manner. I noticed the
behaviors stemmed during phonics time and reading time, which I had initially anticipated due to
the students lower ability level in reading. I noticed it was specifically phonics that had the most
occurences. Because of this I put a check in point right before phonics, and limited his
transitions. I gave him a choice about his seating placement, and gave him his choice
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materials in his own basket. I also gave him space behind his table so if he needed to get up
he had space to do so without running into or pushing another student. Overall, I believe the
behavior modifications that I put into place were helpful and with consistent implementation will
continue to improve. I also believe Aron feels more secure and supported in our reading learning
9. Reflection
As I reflect on the interventions I put in place for Aron, I believe I was able to both
support and help Aron as well as grow professionally. I was able to grow my knowledge and
more universally designed interventions for Aron by giving him student choice. I also grew
my dispositions in classroom management as I realized that Arons needs were not being
met, his confidence levels were low, and through our environment I was able to alter his
behavior through small changes. For example, the reason most of his behaviors occur is because
he does not feel confident in the skills, and then loses the power of knowing what to do
especially in front of his peers. By giving him an opportunity to choose activities he feels
successful completing or that he chooses to do, he can feel as though he has that power back. In
order to maintain and generalize the behavior supports I have put into place, I will be
providing Aron with more strategies to use for his calm down kit which include breathing. I also
plan to teach Aron about the Zones of regulation so he can be aware of when he is getting angry
or frustrated. I will continue to reinforce the routine of his choice menu, as well as using talking
stems for kind and unkind behaviors. The data shows that he is fairly consistent with his
behaviors in reading and in phonics, so I will bring this problem to light in a general way.
Inviting other students who feel frustrated, or irritated or down about their skill level to work
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together and make lists of strategies for students to have if they feel irritated and take it out on
other students or myself. If I were to repeat the project again, I would analyze his behavior
in just phonics at first for two weeks. Then I would analyze it during just reading to see
what specific activities set Aron off, or what specific transitions set him off. I would love to
get input from his parents as well about how his morning started off, so that I could
analyze if those were days I saw more behaviors in the morning verses a smooth morning.
Overall I believe the project was a success and I am looking forward to continuing to grow