February 16th, Goal setting

My idea for this week was to add something to the behavior contracts to help them be more successful. Last week, Linda had suggested that I talk with the boys, and that was part of the decision with this lesson.

I still used the behavior contracts, but I asked each boy individually what their goal was for how few times they would talk during the lesson today. All of the boys except for B set their goal very high for themselves at 0. My guess is that I have placed so much emphasis on not talking that they know that no talking is allowed, and thus should be the goal.

B placed his goal at a more achievable level of 2, compared to his 3-7 times that he was talking on other days.

Goal setting proved an effective technique for everyone except for N and T. N talked 3 times today, but I do think he was off today overall, and my aide even wondered if he was off his ADHD meds today he was so out of control. T had no such excuse for talking out 4 times.

R, J, B, and D made their goals or in B's case, exceeded their goal, in that all 4 boys were not caught talking out at all during the lesson. G was close with only talking out once.

When I collected the behavior contract cards from them, all the boys who achieved their goal got a high five and a good job and a lot of praise for making their goal and being so quiet during the lesson. G, for his overall good behavior, also was praised.

N and T were told how many times they talked out, and told that I hope that next time they could do better.

The interesting thing about the goal setting is that it seems to work apart from the behavior contract. Many behavior contracts that were returned today were returned blank, with no happy faces drawn at all. My guess is that this is in part because our lesson was moving fast today, and they didn't have time to stop and draw a happy face, but I am pleased that R, D and B were all able to be so successful without needing to draw a single happy face for themselves. N didn't draw any happy faces, and this might have contributed to his less than successful day.

T drew a bunch of happy faces, but again they did not match his behavior in class today. G and J both used the contract as a tool, since they both drew about 5 happy faces and were quiet in class today. Once I start differentiating, it is important to note that based on this lesson, G, J, and N would benefit from the behavior contract as part of their behavior strategies, while R, D, and B might be better off just setting a goal for themselves that they think about before the lesson starts.

Today's "expirement" will be duplicated on Thursday, and we will see if the results are the same.

Of note for B's positive behavior today- his seat partner, who he is frequently talking to, was absent today. If he declines again, even with a goal, on a day she is here, I will try finding a spot for him that is less distracting.