To prepare:In your readings and weekly video introduction, review the different types of behavioral observation systems. Examine the pros and cons of each system.Review the target behavior you defined two weeks ago and which you used in last week’s Assignment. Select the behavioral recording system you believe will provide the most reliable measure of the child’s target behavior.Watch the video of a child exhibiting a target behavior located in this week’s Learning Resources, then do the following:Restate the target behavior as defined in the Week 2 Assignment.Apply a systematic behavioral measurement system (e.g., partial interval, whole interval, monetary time sampling) to the observation.Write a one-page rationale for selecting the systematic behavioral measurement system you chose. Include a comparison to the data collected during last week’s Assignment.
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Week 2 Assignment
Tony Pinedo
Walden University
Psychology-6401
Dr. Cheryl-Balkom
3/10/17
Personal Behaviour Consideration
As a person I have this behaviour of always thinking about others and putting into
consideration how my actions will affect their feelings and their perception on me. For example,
sometimes I find it so unbearable to know that I have unintentionally hurt someone or my action
or word misconstrued. This behaviour always cover me with remorseful feelings towards my
family and even beyond, especially when I notice a sad face on someone (Gifford, & Nilsson,
2014). I do take it personal and at some point I even inquire if there anything I can do to help. If
the victim opens up and confides in me, I feel warm from inside due to the short trust developed.
Most of my closet friends like me for this even though a few think it is a weakness, but I do not
care about that any way, doing good over rules all.
Parents and teachers can with clarity discuss a child’s behaviour and this is very important.
When parents and teachers cooperate, collaborate and coordinate then enhance learning and
educational progress of a child, it would possible for that child to develop academically, socially
and emotionally.
When parents and teachers coordinate for the sake of improving a child’s behaviour the
child not only changes positively but also gains success in class work. The children would feel
encouraged to change negative behaviours when parents and teachers collaborate (Witte, &
Sheridan, 2014). Another powerful behavioural change tool is when focus is not majored on the
negative but rather on the positive part of the kid, this do encourage and research suggests it as one
better way of positively influencing behaviour.
Target Behaviour
The target behaviour in this case is rudeness. However, rudeness by definition is the
behaviour of treating people badly and breaking social rules that are set. Rudeness is very common
in the current young generation as compared to that gone generation, young adults and teenagers
can just speak anyhow before elderly people without any traces of care in their voices (Caldwell,
2015). The students are rude to the teacher without considering the results of their actions. In this
case the students are extremely rude that they cannot follow even the simplest instruction from the
teacher. This is a hurting path to students, leading to their future distraction if effective behavioural
change is not brought on board.
Reference
Caldwell, (2015). A short history of rudeness: Manners, morals, and misbehavior in modern
America. Picador.
Gifford, & Nilsson, (2014). Personal and social factors that influence pro‐environmental concern
and behavior: A review. International Journal of Psychology, 49(3), 141-157.
Witte, & Sheridan, (2014). The Impact of Parent-Teacher Relationships on Student Behavior
during Intervention and One Year Later.
Observing Problem Behaviors Program Transcript TEACHER: Good afternoon, students. Today, we’re
going to have a pop quiz over everything we learned yesterday. Please make sure you keep your eyes on
your own paper at all times. Also, there are to be no questions during the exam. And remember to
always do your best work.
You may begin right now. You have 15 minutes. Ready? Begin.
[COUGHING]
[COUGHING]
[HUMMING]
STUDENT: [HUMMING]
TEACHER: Frank, this is not music class. Get back to work.
[KICKING]
STUDENT: Stop it.
TEACHER: Gentleman, I need you to stay focused on your work.
TEACHER: I’m sorry, sir. There are no questions during the test.
STUDENT (WHISPERING): What’s the answer to number seven?
TEACHER: Shh.
STUDENT (WHISPERING): What’s the answer to number seven?
STUDENT (WHISPERING): Leave me alone.
TEACHER: Boys, I feel like we may have to call your parents. Do we? Back to
work.
[SNEEZE]
TEACHER: No questions during the test. I’m sorry.
[TAPPING]
TEACHER: [CLEARS THROAT]
[HUMMING]
© 2014 Laureate Education, Inc. 1
Observing Problem Behaviors
[HUMMING]
TEACHER: What did I tell you? Focus on your work.
[TAPPING]
TEACHER: Stop.
[TAPPING]
Frank, I just told you to stop.
TEACHER: No questions. Put your hand down.
STUDENT (WHISPERING): You finished it yet?
STUDENT (WHISPERING): Hey, did you finish it?
TEACHER: Why are you bothering him? I can see right here two, three, and
eight are not even finished yet. Focus on your work.
[TAPPING]
TEACHER: Shh.
Pencils down. Turn your papers over. Pencils down.
Observing Problem Behaviors Additional Content Attribution MUSIC: Creative Support Services Los
Angeles, CA
Dimension Sound Effects Library Newnan, GA
Narrator Tracks Music Library Stevens Point, WI
Signature Music, Inc Chesterton, IN
Studio Cutz Music Library Carrollton, TX
…
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