beyond observation
DESCRIPTION
Beyond Observation. Strategies to Overcome Behavior Obstacles Rachel Fields M.EdK.Lea Kelley M.Ed. Dr. Montessori’s thoughts. “The method of observation is established on one fundamental base- the liberty of the pupils in their spontaneous manifestations.” - PowerPoint PPT PresentationTRANSCRIPT
![Page 1: Beyond Observation](https://reader036.vdocuments.site/reader036/viewer/2022062501/56816282550346895dd2effa/html5/thumbnails/1.jpg)
Beyond ObservationStrategies to Overcome Behavior Obstacles
Rachel Fields M.Ed K.Lea Kelley M.Ed
![Page 2: Beyond Observation](https://reader036.vdocuments.site/reader036/viewer/2022062501/56816282550346895dd2effa/html5/thumbnails/2.jpg)
Dr. Montessori’s thoughts“The method of observation is
established on one fundamental base- the liberty of the pupils in their spontaneous manifestations.”
“But when she (the directress) begins to find it her duty to discern which are the acts to hinder and which are those to observe, the teacher of the old school feels the great void within herself and begins to ask if she will not be inferior to her new task.”
The Montessori Method
![Page 3: Beyond Observation](https://reader036.vdocuments.site/reader036/viewer/2022062501/56816282550346895dd2effa/html5/thumbnails/3.jpg)
What did Dr. Montessori say?(Said of the teacher in a Montessori classroom)“...she has an exact task to perform, and it is necessary that she should put herself into immediate relation with the truth, by means of rigorous observation, that she should strip off all illusions, all the idle creations of the fancy, that she should distinguish truth from falsehood unerringly, that, in fact, she should follow the example of the scientist, who takes into account of every minute particle of matter...but eliminates all optical delusions, all the confusion which impurities and foreign substances might introduce into the search for truth.” (p138)
Montessori, Maria. The Advanced Montessori Method: Spontaneous Activity in Education. Vol. 1. Trans. Florence Simmonds. 1917. Cambridge: Robert Bentley, Inc., 1965.
![Page 4: Beyond Observation](https://reader036.vdocuments.site/reader036/viewer/2022062501/56816282550346895dd2effa/html5/thumbnails/4.jpg)
Why observe?● Follow the child
● Design appropriate interventions or individual programs
● FUBA
![Page 5: Beyond Observation](https://reader036.vdocuments.site/reader036/viewer/2022062501/56816282550346895dd2effa/html5/thumbnails/5.jpg)
What is a FuBA?Fu is for functional
B is for behavior
A is for assessment
![Page 6: Beyond Observation](https://reader036.vdocuments.site/reader036/viewer/2022062501/56816282550346895dd2effa/html5/thumbnails/6.jpg)
4 Functions of Behavior1.Escape2.Attention3.Tangible4.Sensory
![Page 7: Beyond Observation](https://reader036.vdocuments.site/reader036/viewer/2022062501/56816282550346895dd2effa/html5/thumbnails/7.jpg)
What do you see?What is the function of his behavior?
http://www.youtube.com/watch?v=vx2JsG2UcBw
![Page 8: Beyond Observation](https://reader036.vdocuments.site/reader036/viewer/2022062501/56816282550346895dd2effa/html5/thumbnails/8.jpg)
Choosing a Target BehaviorBe specific● Rolling on the ground● Picking nose● Running in the classroom● Shouting● Leaving the classroom● Meltdown
![Page 9: Beyond Observation](https://reader036.vdocuments.site/reader036/viewer/2022062501/56816282550346895dd2effa/html5/thumbnails/9.jpg)
What to observe?Comments often heard:
● “This child is driving me crazy!”
● “I just cannot deal with her.”
● “Why is he so defiant?”
![Page 10: Beyond Observation](https://reader036.vdocuments.site/reader036/viewer/2022062501/56816282550346895dd2effa/html5/thumbnails/10.jpg)
Whose problem is it?Ask yourself:
● “Is the child’s behavior your problem?”
● “Is there something in the environment that is causing the behavior?”
● “Is the child’s behavior interfering with
their learning and relationships?”
![Page 11: Beyond Observation](https://reader036.vdocuments.site/reader036/viewer/2022062501/56816282550346895dd2effa/html5/thumbnails/11.jpg)
Where does the behavior occur?● classroom● lunchroom● hallway● playground● pick up and/or
drop off
● bathroom● special class: i.e.
Spanish, art, music, PE
● home● community
![Page 12: Beyond Observation](https://reader036.vdocuments.site/reader036/viewer/2022062501/56816282550346895dd2effa/html5/thumbnails/12.jpg)
Maslow’s Hierarchy of Needs
![Page 13: Beyond Observation](https://reader036.vdocuments.site/reader036/viewer/2022062501/56816282550346895dd2effa/html5/thumbnails/13.jpg)
When to observe?
ALWAYS!
![Page 14: Beyond Observation](https://reader036.vdocuments.site/reader036/viewer/2022062501/56816282550346895dd2effa/html5/thumbnails/14.jpg)
Types of DataQualitative Data
● deals with descriptions
● data can be observed but not measured
● i.e. tired● Qualitative - Quality
Quantitative Data
● deals with numbers● data can be
measured● i.e. # times leave’s
classroom● Quantitative -
Quantity
![Page 15: Beyond Observation](https://reader036.vdocuments.site/reader036/viewer/2022062501/56816282550346895dd2effa/html5/thumbnails/15.jpg)
How to Gather Data (Observe)Qualitative Data
● running record● incidental notes● child interview● parent interview● teacher interview
Quantitative Data● Tape● 3 x 5 index card● TOAD● Peer-to-Peer● Maria’s Market
![Page 16: Beyond Observation](https://reader036.vdocuments.site/reader036/viewer/2022062501/56816282550346895dd2effa/html5/thumbnails/16.jpg)
StrategiesAvoidance
● Chunking● Intermittent
Incentives● Visual Work Chart● Alternate Works
Attention● Catch ‘em while
they're being good
● 15 min. time with teacher/peer
● Allow student to teach a lesson
![Page 17: Beyond Observation](https://reader036.vdocuments.site/reader036/viewer/2022062501/56816282550346895dd2effa/html5/thumbnails/17.jpg)
StrategiesTangible
● Treasure Box● Game on iPad● Art Box● Books● Perler Beads
Sensory● Rice, sand,
water, beans● Heavy Work● Headphones● Blanket, yoga
mat
![Page 18: Beyond Observation](https://reader036.vdocuments.site/reader036/viewer/2022062501/56816282550346895dd2effa/html5/thumbnails/18.jpg)
What to do with information?BIP=Behavior Intervention Program
Use information from FuBA to replace unwanted target behavior with incentives that match the function of the behavior (attention, sensory, tangible, avoidance).
![Page 19: Beyond Observation](https://reader036.vdocuments.site/reader036/viewer/2022062501/56816282550346895dd2effa/html5/thumbnails/19.jpg)
Labeling the child?The focus is on the behavior NOT the label!
Use caution labeling a child.Can be seen as diagnosing a child.
![Page 20: Beyond Observation](https://reader036.vdocuments.site/reader036/viewer/2022062501/56816282550346895dd2effa/html5/thumbnails/20.jpg)
Let’s wrap it up!● Choose target behavior● Gather more qualitative data● Determine function of behavior● Implement strategy● Write a BIP● Continue gathering data● Change strategy if needed
![Page 21: Beyond Observation](https://reader036.vdocuments.site/reader036/viewer/2022062501/56816282550346895dd2effa/html5/thumbnails/21.jpg)