The Rubber-Band Intervention
Framing the Study
Children misbehave for many reasons. Some reasons for misbehavior can be to get attention, disappointment, new situations, testing limits, or imitation (Richardson, R., n.d.). Continuously reprimanding the student could interfere with class instruction time while ignoring could cause others to mock the behavior- believing that it was acceptable. Educators have tried many intervention-strategies to see which one would work best. Some might have tried behavior contracts, but if the student is too young or simply not able to read or write, the teacher will have to make time to assist the student with the contract. Others had tried taking away minutes of the student’s recess/choice time. However, this means that the teacher’s time will again be affected. What is needed is a method that will decrease and eventually terminate the undesirable behaviors while simultaneously preserving teacher’s time. This study is to see if the rubber-band intervention method will do just that. The ultimate goal is to help students develop self-control. According to the National Association of School Psychologists, self-control is an important skill for children to learn. It refers to having power or control over one’s actions and knowing the right from wrong. Children who do not make choices for their own behaviors, but instead rely on teachers, parents, or adults to make the choices for them, do not learn self-control (2002). In relation to my study, the children will be encouraged to make their own choices in regards to controlling their behavior. The researcher is only responsible for providing visual documentation of the child’s unacceptable behavior to help the child make better behavior choices. Review of the Literature
Deborah Richardson, a Child Development Assistant Specialist, wrote an article on why children misbehave (n.d.). In her work, she discusses thirteen different possible reasons of why children misbehave and a description of how that behavior may play out in the classroom or an example scenario. She emphasizes that once a person understands why a child misbehaves, it is easier to choose effective guidance techniques to handle the situation. Included is information on guidance techniques for each reason of misbehavior and resources that adults can use to improve or prevent misbehaviors. This article will aid in better understanding the participants in my study in regards to their responses about their own behavior.
Also interested in how teachers can help curve misbehavior in the classroom were these five researchers Nancy J. Ratcliff, Cathy R. Jones, Richard H. Costner, Emma Savage-Davis, and Gilbert H. Hunt. In their article The elephant in the classroom: the impact of misbehavior on classroom climate (n.d.), they conducted a one-year study with 34 second and fourth grade teachers and their 588 students. These teachers and their classrooms were observed for data on the instructional and non-instructional interactions. The non-instructional interactions were most spent on correcting behaviors, causing these classes to be labeled as a climate that needs improvement. Using a similar method as the one for planned for this current study, the data for their research was collected using six 40 minute observational segments.
Patricia Anguiano (2001) conducted an action research during her first year of teaching formulating a plan to reduce misbehavior in her third grade classroom. She saw a need for study after realizing how much of her instructional time was lost dealing with disruptions. For her research, she identified four primary misbehaviors in six target students and used the instruments of a teacher’s journal, student surveys and a frequency count chart. From her study she has realized that there are several techniques that the teacher can use to minimize the undesired...