RUNNING HEAD: Improving Classroom Management through Behavior Modification Data Analysis
Improving Classroom Management through Behavior Modification Data Analysis
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Improving Classroom Management through Behavior Modification Data Analysis
Baseline Data Collection
Data is collected for overall classroom engagement and identification of various behavioral tendencies through observation.
Administrator Interviews:
These interviews will be filled by the administrators to record the identified behavior complications that administrators have noticed in their students.
Qualitative Data Collection Phase
Teacher Interviews:
The interviews in this phase are filled by the instructors and will be used to compute the results of the success, failure and sustainability of the different intervention techniques that will be used in the course of the behavior modification study.
Student Interviews:
The students will undergo interview sessions in 3 different schedules. These will be utilized in the identification of the behavioral issues and be used in shortlisting the target group.
The next set of interviews will be used to log the efficiency of the applied intervention strategies in the resolution of the recognized behavioral tendencies.
Observation Phase
The observation phase will be used by the instructors and administrators to gauge the impact of the intervention sessions. This will also be used as a guide in witching between strategies.
Data Analysis
The information that is gathered in the interviews will be analyzed and processed through the content analysis method. The results were first evaluated on the empirical value of the findings of the interviews conducted to figure out the efficacy of the classroom management strategies. (Goldstein & Mather, 2019) The patterns that were identified on this analysis revealed that the evidence-based classroom strategies were very successful in altering the undesired behaviors that disrupt classroom activity. The overlapping data between the intervention phases and the baseline data showed great reduction of the occurrence and display of behavioral issues in all 5 classroom settings. The results from this study matched the results of the predecessor studies on the same research topics that highlight clear positive impacts of intervention strategies. (Simonsen, Myers, Sugai, Briesch, & Fairbanks, 2016)
Results & Findings
The empirical evidence revealed a number of evidence-based practices that were effective in the intervention phase of the research which may be categorized into 5 different traits of classroom management which are the maximizing of structure, active engagement of students through observation, educating, monitoring and reinforcement of potentials, the application of different behavior modification strategies, and tendering of approaches to acknowledge appropriate behaviors and address inappropriate ones. (Dr. Parsonson, 2015)
On comparison of the collected data as against the baseline data, there was a significant change in behavioral tendencies of the students which could be directly attributed to the intervention sessions. This exhibited that the evidence-based techniques were effective in the resolution of certain behavior issues in the classroom environment. In relation to the research question on the impact of the classroom environment on general student behavior and performance and in what ways can such environmental problem areas be quantified and managed, the research findings and results use collected quantitative and qualitative data to address the topical questions addressed in the conclusion of this research. (Guardino & Fullerton, 2018)
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References
Dr. Parsonson, B. S. (2015). Evidence-Based Classroom Behavior Management Strategies. Kairaranga, 13(1), 17-21.
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.
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).
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