Artifact and Reflection Form

Name: Tiffany Embry

Artifact number: 2

Title of artifact: Behavior Incident Log *see attached*

Course number and name: MAT 723 Action Research

Type of artifact: Jefferson County Public Schools - district form

Write a brief description of the artifact

The behavior incident log is a documentation form that is filled out when a student exhibits
unacceptable behaviors. The behavior incident log is used to establish patterns in the student’s
crisis behaviors. As a special education teacher, I am required to analyze the behavior incident
logs and create a functional behavioral analysis and a behavior intervention plan for each
student. I review my first artifact, the data collection spreadsheet, and then pull the behavior
incident logs for students who show up multiple times on the spreadsheet. I then analyze the
incidents paying particular attention to the conditions under which the behaviors occur. I also
pay particular attention to the “ABC” Antecedent, Behavior, and Consequence.

Professional and/or Learner Outcomes Represented by this Artifact

Relate this artifact to your listed professional and/or learner outcomes.

Learner Outcomes
1. Student who is verbally aggressive will de-escalate before teacher is required to use SCM
Success Criterion: Student will de-escalate within 3 minutes of teacher intervention. Student
will be able to participate in the behavior interview.
Planned Artifact: student interview, data collection, behavior incident logs

 I analyze the “ABC” of the incident. I look for what I did as well as reflect on what other
options were available to me. The behavior incident log allows me to look at a specific
incident(s) with a student and compare it to past incidents to create a functional behavior
analysis as well as a behavior intervention plan.

2. Student who is physically aggressive and requiring physical restraint will de-escalate.
Success Criterion: Student will de-escalate within 5 minutes to the use of SCM.
Success Criterion: Student will de-escalate within 5 minutes when SCM is used.
Planned Artifact: student interview, data collection, behavior incident logs

 I analyze the “ABC” of the incident. I look for what I did as well as reflect on what other
options were available to me. The behavior incident log allows me to look at a specific
incident(s) with a student and compare it to past incidents to create a functional behavior
analysis as well as a behavior intervention plan.
Report of Outcomes Attainment
As stated above, the behavior incident log documents a specific incident of a specific student.
Each student was individually analyzed. From the behavior incident logs during this 3 week
study I created a functional behavior analysis and behavior intervention plan for two students,
Helena and Andre’. As I continue my research I plan to create more individualized plans as
interventions for students at my school.

Reflection on the process

• What does this artifact demonstrate as far as your learning?
1. The behavior incident logs demonstrate my ability to analyze behavior
incidents and from that analysis, create individual plans to assist students.
• What does it represent in relation to the changes you have made in your classroom?
1. This artifact has allowed me to look at the patterns into the problem
behavior of a student. One example is Helena. I found a pattern in that
most times I was requested to assist with her; it was due to a bus situation.
Through the behavior incident logs and student interviews I was able to set
up a behavior incident plan to successfully transition her from home to
school, without incident.
• Describe why you chose this artifact.
1. I chose this artifact because it is the crucial piece of data needed to create
an individualized plan to help a student. Without the behavior incident
log, it would not be possible to create a functional behavior analysis and
behavior intervention plan. The behavior incident log allows me to find
the patterns. Those patterns are important. As Weiss & Knoster quote,
“…a person with seriously difficult behavior is unlikely to be acting out of
a desire to be a troublesome but rather act as he or she does because of
some need.” (2008). I am able to find what that need is, because of the
behavior incident log.
• Link the action research process, these results, the research you used to back your
decisions and the program and/or course outcomes.
1. Candidates draw from their knowledge of education theory and research to
undergird the formal and informal education processes that impact P-12 students’
learning and the learning environment
• When a student is in crisis mode, they are not able to stay in the
classroom, thus not able to gain knowledge. I am creating plans to
place students back into the classroom and placing positive
behavior supports in place to assist with the transition. Research
shows that, “when positive behavioral approaches are used,
situations that escalate to crises are significantly reduced” (Weiss
& Knoster, 2008). The plans I create use the positive behavioral
approaches and I share that knowledge with the students’
classroom teacher.
5. Candidates implement appropriate instructional models, strategies, and
technologies to enhance the learning of all students.
  From the analysis of the behavior incident logs, I created individualized
plans to meet the needs of students who show pattern of problem
behaviors.

• What does this artifact demonstrate about you as a teacher? Link what you found to the
NBPTS Core Propositions
1. Teachers are committed to students and their learning.
 I chose this topic because I was spending numerous hours out of the
instructional/learning environment dealing with a student that was out-of-control.
My students were missing out on material as well as the student in crisis. I am
committed to continuing this research project and document each incident so that
I can make myself as well as my superiors aware of the amount of time I am not
teaching. The behavior incident log is the stepping stone to creating a proactive
approach so that the student as well as I is out of the instructional environment as
less as possible.
3. Teachers are responsible for managing and monitoring student learning.
 It is very difficult to monitor and manage student learning, socially,
without documentation. This artifact allows me to monitor their social learning, a
skill that is needed in the “real-world”.

References
Anderson, C. M., & Kincaid, D. (2005). Applying Behavior Analysis to School
Violence and Discipline Problems: Schoolwide Positive Behavior Support.
Behavior Analyst, 28(1), 49-63.

Denton, P. (2008). The Power of Words. Educational Leadership, September, 28-31.

Epstein, M., Atkins, M., Cullinan, D., Kutash, K., & Weaver, R. (2008). Reducing
Behavior problems in the elementary school classroom. IES practice guide. What
Works Clearinghouse,

Jones, V. & Jones, L. (2007). Comprehensive classroom management. Boston, MA: Pearson
Press.

Long, N.J., Morse, W.C., Newman, R.G. (1980). Conflict in the classroom.
Belmont, CA: Wadsworth Publishing Company.

Myles, B.S., & Simpson, R.L. (1994). Prevention and management

considerations for aggressive and violent children and youth. Education &
Treatment of Children, 17, 370-384

Reiss, S. (2005). Extrinsic and Intrinsic Motivation at 30: Unresolved Scientific

Issues. [References] (Vol. 28): Behavior Analyst.

Steiger, L.K. (1987). Nonviolent Crisis Intervention: A program focusing on

 management of disruptive, assaultive, or out-of-control behavior.
Brookfield, WI: National Crisis Prevention Institute.

Sugai, G., & Horner, R. H. (1999). Discipline and behavioral support: Practices,
pitfalls, and promises Effective School Practices, 17, 10-22.

Swift, J.N., & Gooding, T. (1983). Interaction of wait time feedback and questioning instruction
on middle school science teaching. Journal of Research in Science Teaching, 20(B), 721-
730.

Tobin, K.G. (1980). The effect of an extended teacher wait-time on science achievement.
Journal of Research in Science Teaching, 17, 469-475

Walker, H.M., & Walker, J.E. (1991). Coping with non-compliance in the
classroom: A positive approach for teachers. Austin, TX: Pro-Ed, Inc.

Webber, J. & Scheuermann, B. (1991). Accentuate the positive: Eliminate

the negative! Teaching Exceptional Children, 24(1), 13-19.

Weiss, N., & Knoster, T. (2008, January 1). It May Be Nonaversive, but Is It a Positive
Approach? Relevant Questions to Ask throughout the Process of Behavioral
Assessment and Intervention. Journal of Positive Behavior Interventions, 10(1),
72-78.

Vygotsky, L. (1978). Mind in Society. Cambridge, MA: Harvard University Press