OBSERVATIONS IN SCHOOL SETTING
Day 1 – 9:00-11:00 a.m.
· Students were engaged in circle time activities such as calendar (day, date, weather, etc.) When Scott was asked to draw the weather symbol on chart, he refused by strongly stating, “no.” Refused teacher’s offer of help and ran to the table and sat under it. Teacher asked him to come out and join group. Refused and stayed under table until circle time finished (20 minutes).
· Students engaged in various center time activities (e.g., making shapes with clay, alphabet activities, etc.).
· Scott refused to join in any of the activities. His off-task behavior consisted of shouting and screaming that he wasn’t going to do something, throwing things, knocking his chair over, trying to leave the classroom, hiding in the classroom, going under the table.
· He refused to participate in anything the class did 70 minutes of the 90-minute observation. Initially teacher tried to “coax” Scott into joining an activity. Then she ignored his behaviors and interacted with the other students (e.g., asking them questions about their center activity, etc.)
· During the last 10 minutes of the observation Scott engaged in a self-selected activity. Scott went to the Lego table and began to build a Lego structure.
· Peer behaviors included 1 “tussle” (both boys tugging at the same truck during free choice activity) over a toy truck with one boy saying, “I had it first.”
Day 2 – 9:00-11:00 a.m.
Schedule of activities was the same as Day 1.
· During calendar Scott sat outside the group but didn’t verbally yell or interrupt group.
· During center time Scott refused to join his assigned group for alphabet activity. When teacher tried to physically assist him to group Scott kicked and hit at the teacher when she approached him. Whenever the teacher tried to engage or assist Scott to join group (4 different times) he refused verbally with yelling (“I’m not going to!” or “No, no, no”) and threw himself on the floor and finally moved under the table.
· Peers followed teacher directions. No verbal or physical interactions (hitting, throwing, etc.) occurred with peers.
Day 3 – 9:00-11:00 a.m.
Schedule of activities was the same as Day 1.
· During calendar Scott sat outside the group.
· Didn’t join in any center activities.
· 15 occurrences of verbal disruptions (e.g., shouting out, humming, yelling, ”I’m going to hit you”) during the 2-hour observation
· 1 occurrence of tantrum (i.e., threw himself on floor and continued to scream and shout) with duration of 5 minutes.
· 3 physical threats (i.e., threw chair at another student who wouldn’t give him the Legos; pushed child to get out the door, threatened teacher with scissors (pointed scissors at teacher and made a jabbing motion) when she reminded him to be careful.
· There were 5 verbal outbursts (yelling, screaming) and 2 physical outbursts each day. On Day 2 Scott threw a book at teacher and pushed another child out of his way. On Day 3 Scott threw clay at another student, barely missing him, and kicked the teacher when she came over to ask Scott a question.
Recess Observations: Data was collected over 7 days for one 15-minute period each day. (One recess supervisor was assigned to watch Scott at all times and make sure he returned to the building.) Behavior included watching others play, running alone, or sitting on the ground singing and humming. There were no interactions with other students and Scott did not respond to supervisor prompts to join in.
Written permission acquired for the adapted use of:
Wisconsin Department of Public Instruction (2002). DOING IT RIGHT: IEP goals and objectives to address behavior.
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