Social Emotional Learning (SEL)

Setting of Class	Times of Intervals	Day/Date 8/25	Day/Date 8/26	Day/Date 8/27	Total Times Observed
Reading	8:45-10:00	///	/	//	6
Transition	10:00-10:10	/			1
Language	10:10-11:50	//	///	//	7
Transition	111:50-12:00	/
Lunch	12:00-12:30			/	1
Transition	12:30-12:40
Recess	12:40-1:00		////	/	5
Transition	1:00-1:10
Math	1:10-1:55		//	/	3
Transition	1:55-2:00	/			1
Sci./Soc.St.	2:00-2:45	/	//	/	4

Student: Alexander Rodriguez

Grade: Kindergarten

School: Walker Elementary

Date(s): 8/25-8/27

Observer: Mrs. Lowe (teacher)

Behavior of concern: Verbal outbursts of anger and protest followed by refusing to follow directions or avoid getting up out of seat without permission. Alexander screams in the hallways while walking and sometimes hits other students when he doesn’t get his way.

Code used if any: Tally Marks for each observed instance

Hypothesis: Alexander is a 5-year-old boy who is exhibiting disruptive behavior at school. During different periods of whole group, recess, small group, transition or even lunch Alexander is speaking out without being called on, getting out of his chair during small group, running in the hallways and screaming in the cafeteria. I hypothesize that Alexander is exhibiting disruptive behavior during different intervals as a means to escape having to do any sort of learning. He refuses to sit for whole or small group and when in the group he shouts out, hits other students and refuses to follow directions. Alexander could also be exhibiting disruptive behavior due to boredom thus I feel he could benefit from learning activities that were shorter in intervals.