Sharing Action Research Project

RUNNING HEAD: Improving Classroom Management through Behavior Modification Action Plan

Improving Classroom Management through Behavior Modification Action Plan

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Improving Classroom Management through Behavior Modification Action Plan

Review of Research Proposal

The proposal aimed to study the impacts of behavior modification strategies on the attitude, activity level, and academic performances of students who have been established behavioral issues. The study intends to use observation, interviews and behavior modification strategies to assess the impact of these strategies in addressing interruptive behavioral tendencies.

Specific Tasks of Research Action Plan

The first task that needs to be undertaken before the research action plan can commence is the acquisition of consent from the administrators, teachers and the students who will form part of the study sample group.

Thereafter, the tasks are split according to the stakeholders who take part in every individual phase. The administrators are initially to fill student assessment forms for their teaching staff and the students. These assessments will be used in the selection of students to take part in the study as part of the sample group. The administrators are expected to identify the students who have been characterized with known disruptive behavior tendencies. (Ward G. , 2016)

The teachers will be involved in a teacher interview phase that will be used to compute the success of the entire study on the impact of behavior modification strategies in the performances of students. The first assessments will be used to form part of the baseline data alongside the data collected from the initial interviews conducted on the students. This team of instructors will also take up the task of executing the behavior modification strategies to intervene the classroom lessons. (Rangel, 2017) They will also be the key stakeholders in the observation phase and will gauge the impact of the strategies in addressing the unsettling behavioral tendencies. They will fill out assessments on the success or failure rates of certain strategies on the certain identified behavioral issues and have discretion in the selection/ use of evidence-based strategies to intervene. (Sharma, Shrikhande, & Malawade, 2018)

The last group of stakeholders is the students who will take up the task of filling up initial written interviews. These will be used in the determination of behavioral issues in the student sample group as well as in the formation of baseline data. They will also take part in classroom activity and will be required to log in the results of their activity in class which will be used to gauge the impact of the applied intervention strategies. (Ward S. , 2019)

Timetable

Resource Allocation

The research will be dependent on written interviews and assessments, as well as observation results from administrators and instructors. The written material resources will be prepared by the researcher and dispensed to the various school administrators. These will be handled by the administration and teachers in their own discretion but should meet the deadlines set for each phase of the study for maximum efficiency in data collection.

Possible/ Perceived Outcomes

Based on previous research performed on the subject matter, the outcomes of the study are expected to display positive impacts on students’ performances in classrooms where specific classroom-wide evidence-based intervention strategies are applied such as teacher performance feedback, class-wide incentives, classroom-based training, and noise management etc.

The action plan is simple and calls for the interview phase and classroom activity to be carried out at least 3 times per week of normal schooling schedules. This is expected to yield the best qualitative and quantitative results within the 2 month period of research activity with the selected sample group. (Goldstein & Mather, 2019)

Limitations

There exists a number of behavioral tendencies in students that affect their academic performance in school. The limited number of participants in the study will not allow for the accommodation of all identifiable behavior issues thus the results will be limited to the identified behavioral tendencies of the selected study sample group. (Sharma, Shrikhande, & Malawade, 2018) The researcher will attempt to identify the most effective strategies applicable in classrooms today for transferring research into practice to ensure that the selected intervention programs are evidence-based and contextually relevant to the common classroom settings. (Simonsen, Myers, Sugai, Briesch, & Fairbanks, 2016)

Conclusion

Behavior modification is one of the tools for effective management of undesirable behaviors that are observable in students in classroom settings. Operant conditioning can successfully address these behavioral issues which necessitates the carrying out of research such as this one. The final outcome of the study is expected to depict success in use of behavior modification strategies in reduction of behavioral issues in students.

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References Dr. Parsonson, B. S. (2015). Evidence-Based Classroom Behavior Management Strategies. Kairaranga, 13(1), 17-21. Finley, T. (2017, September 22). 11 Research-Based Classroom Management Strategies. Retrieved from edutopia: https://www.edutopia.org/article/11-research-based-classroom-management-strategies Goldstein, S., & Mather, N. (2019). Behavior Modification in the Classroom. Retrieved from LDonline. Guardino, C. A., & Fullerton, E. (2018). Changing Behaviors by Changing the Classroom Environment. Teaching Exceptional Children, 42(6), 8-13. Rangel, M. A. (2017). The Effects of Utilizing Behavior Modification Techniques to Reduce Off-Task Behavior. Monterey Bay: Capstone Projects. Retrieved from https://digitalcommons.csumb.edu/caps_thes_all Sharma, A., Shrikhande, S., & Malawade, M. (2018). Effectiveness of Behaviour Modification Strategies in School Going Children for Specific Classroom Behavior. Pediatric Therapy, 8(2). doi:10.4172/2161-0665.1000347 Simonsen, B., Myers, D., Sugai, G., Briesch, A., & Fairbanks, S. (2016). Evidence-Based Practices in Classroom Management: Considerations for Research to Practice. Education and Treatment of Children, 31(3). Ward, G. (2016). A Blended Behavior Management Approach, Student Behavior, and Achievement. Retrieved from Walden Dissertations and Doctoral Studies: https://scholarworks.waldenu.edu/dissertations Ward, S. (2019). Behavior Modification Techniques in the Classroom. Retrieved from https://www.livestrong.com/article/112406-behavior-modification-techniques-classroom/

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