2
FIELD EXPERIENCE OBSERVATION
The observation for this chart took place in a pre-k 4 classroom. The class size was six
students: five boys and one girl. The school day starts at 9:00 a.m. and ends at noon. There is one
teacher and a floating para in this classroom. The teacher incorporates numerous activities and
movement through the classroom to target the physical needs of all the students, primarily the
boys who all seek movement and stimulation.
The student observed, E.R., is four years old and has a diagnosis of ADHD. He is smaller
than his peers. E.R. is friendly and interacts with all his peers. He is eager to learn but needs
constant stimulation and activities to keep him on task. He accepts redirection well and
immediately most of the time. The times he did not receive the redirection well were when he
was participating in a highly preferred activity and did not want to stop.
During circle time, the teacher plays several learning songs. The songs are interactive and
have motions and she allows for dance and movement. The songs they sing while sitting down,
the students pat their legs, so they have the opportunity to maintain the physical input needed.
E.R. did well until about the fifth song and that seemed to be enough for him. When he became
bored of the songs his behavior became challenging. He started to roll around, leave the carpet,
wiggle a friend’s hand too hard, stopped participating in the interactive parts, and left again to
find a toy to play with.
It would benefit E.R. and the other students for the teacher to “give clear instructions, and
explanations, and relevant examples” of appropriate circle time behavior (Maag, 2018, p.181). A
printout visual or anchor chart for circle time behavior could easily be placed near the charts she
uses during circle time, so the students have a constant visual reminder of expected behaviors.
The teacher does a great job modeling the behavior during circle time. She did her best to not
3
FIELD EXPERIENCE OBSERVATION
interrupt the song when a behavior was starting, she would guide them to her behavior and how
she was participating in the songs. The modelling strategy works well during circle time and
should be continued with the verbal stimuli, gestural and physical prompts (Maag, 2018, p.186).
When it was project time, E.R. was very excited. After reading about Daniel and the
lion’s den, the students were going to craft a lion’s mane. It was hard for him to stay focused on
the directions because he was eager to begin. It would be beneficial for the teacher to give
instructions first before asking the students to get their materials out. This gives them the
temptation to ignore and fidget with their materials. Once the instructions are given, then the
students can pull out their materials to begin. This could help E.R. stay on task more since he
does not have the materials to play with.
Once E.R. completed his lion’s mane he wanted to play with it and naturally roar with the
lion’s head. He completed his project very well and very fast. The teacher was assisting the other
students to help them complete their project. E.R. needs extension work or an activity prepared
upon completion of classroom project or assignment. This can be something as simple as a
coloring sheet or reading a book, something quiet to allow the teacher time to help the other
students.
Whether it is transitioning to the playground or to another classroom activity, E.R. always
needs direct instruction and a task. Any amount of dead time leads to increased, challenging
behaviors for him. A classroom reward system could also be beneficial to help manage behaviors
as well.
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FIELD EXPERIENCE OBSERVATION
FIELD EXPERIENCE OBSERVATION ABC CHART
Observer: Samantha Looney
Fictitious name or initials of individual being observed: E.R.
Date Time Antecedent Behavior Consequence Possible Function
9/7/23
9:23am Playing cars Hit friend Teacher says
don’t hit friends
keep hands to self
Obtaining/
acquiring
9:24 Teacher says
don’t hit friends
keep hands to
self
Stops Comes and talks
to me
Escape/avoidance
9:27
Friends trying to
grab toys
He yells and
pulls toy away
Teacher says nice
hands to our
friends
Obtaining/
acquiring
9:28 Playing with toy Yells at friend I
said no
Teacher redirects Obtaining/
acquiring
9:30 Teacher says
clean up and
lights off
No I don’t
want to and
says no
Teacher redirects
and sits down at
level
Escape/avoidance
9:32 Teacher redirects
and sits down at
level to readdress
He cleans up Teacher affirms Obtaining/
acquiring
9:35 Standing on
carpet for circle
time
Yelling loud to
friend
Teacher says are
we yelling at our
friends and
redirects
Obtaining/
acquiring
9:37 Pause in activity
while teacher
finds song to
play
Leaves circle
time off carpet
to look at
something else
Teacher redirects
back to carpet Escape/avoidance
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FIELD EXPERIENCE OBSERVATION
9:39 Teacher pauses
to speak to
another student
Wiggling
friends hands
during pray
time
Redirect and
modeled right
prayer posture
Obtaining/
acquiring
9:39 Teacher asks to
sign letter “d”
Dazing off, not
participating
Asked to
participate
Escape/avoidance
9:40 Teacher helping
student sign letter
d
Sitting down,
laying on floor
Redirected to
stand up
Escape/avoidance
9:45 Month of the
year song
Dancing too
close to friend
Teacher moves
away
Obtaining/
acquiring
9:49 5th learning song
plays
Stares off
during 5th song
and doesn’t
participate
Teacher asks for
participation
Escape/avoidance
9:51 Song stops,
teachers waits to
play next song
Walks off
carpet to grab
duck stuffed
animal
Grabbed from
student and
redirected back to
carpet
Escape/avoidance
9:56 Teacher reading
bible story
Talking to
friend
Teacher asks
student if they’re
talking then says
‘listen to the
story’
Escape/avoidance
9:57 Teacher reading
bible story
Moves leg to
show friend
and talks to
friend
Teacher redirects Escape/avoidance
9:59 Teacher giving
directions on
project
Gluing table
scratching table
with glue
redirected Escape/avoidance
10:00 Teacher passing
out project
Mouthing glue
stick
Redirected Obtaining/
acquiring
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FIELD EXPERIENCE OBSERVATION
10:00 Teacher passing
out project
Touches
friends space
and friends
glue lid
Teacher reminds
of boundaries and
shows student
where his
boundary on the
table is via taped
line
Obtaining/
acquiring
10:05 Teacher helping
other students
with projects
Gets out of
chair to play
with his project
Redirected to sit
down at his table
Obtaining/
acquiring
10:06 Teacher helping
other students
with projects
Gets out of seat
again and plays
Redirected back
to seat
Escape/avoidance
30 seconds
later
Teacher helping
other students
with projects
Gets out of seat
again and plays
Redirected back
to seat
Escape/avoidance
10:08 Lights off teacher
reminding
students to have
inside voices,
then lights back
on
Screaming loud
like a lion
Scolded by
teacher using his
name
Obtaining/
acquiring
10:12 Sitting and
waiting for snack
time
Shouts out
“holy shhh”
Redirected and
asked if he was
using kind words
Obtaining/
acquiring
10:23 Finishing snack
time
Runs off from
table, runs to
book,
Teacher redirects
back to table to
push in table and
clean off spot
Obtaining/
acquiring
10:30 Teacher reading
a book to kids on
the carpet
Stands up in
front of kids to
point and talk
about the book
Redirected and
asked to sit down
Obtaining/
acquiring
10:31 Teacher reading
a book to kids on
the carpet
Stands up again
and gets in
front of
students and
touches the
book
Redirected again
to sit down
Obtaining/
acquiring
10:33 Teachers allows Sitting and Called out by Obtaining/
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FIELD EXPERIENCE OBSERVATION
students to jump
up with the book
during a jumping
part then told to
sit down
kicking his legs Para to stop
kicking
acquiring
10:35 Teacher showing
picture of the
moon in the book
Stands up to
look closer at
book and touch
it
Asked to sit back
down
Obtaining/
acquiring
10:37 Teacher is
showing students
Arizona on the
map
Gets up to look
at box on the
table
Redirected to sit
down
Obtaining/
acquiring
10:45 Students passing
around kinetic
sand biome
Banging on his
crayon box
Asked to stopped,
hand over hand
Escape/avoidance
15 sec later Desert biome still
being passed
around
Continues
banging on box
Teacher asked if
the box needs to
be taken away,
Escape/avoidance
10:49 Walking through
hallway to
playground
Gets out of line redirected Escape/avoidance
10:51 Waiting at door
to go outside
Screaming Redirected to use
quiet voice
Obtaining/
acquiring
11:14 Teacher asks
students to line
up to go inside
Stays on play
dome ignores
instruction
Teacher asks
again
Escape/avoidance
Seconds
later
Teacher asks
friends to call
him to get in line
Stays longer
playing on the
dome
Teacher
physically
removes him to
get in line
Escape/avoidance
11:15 Teacher removes
him from play
dome
Growls at
teacher
Redirected to
speak kindly
Obtaining/
acquiring
