Mackenzie Jeffery

Direct Observation #2

Summary of Procedure and Results:

This observation was done in a 3rd grade classroom for typically developing children. The
observer was in the classroom from 8:30am until 10:30am while the Intervention Specialist was
administering testing; this student is typically in the Intervention Specialist’s resource room from
9:30am to 10:30am, but due to testing had to say in his typical classroom for that hour. The
subject is a nine-year-old, 3rd grade male student with a behavior disorder, who struggles with
aggression and on-task behavior.
The observer has been working in the Intervention Specialist’s room on Friday mornings for
several weeks, and has worked with the subject throughout the last several weeks. This direct
observation took place on the last day of the week, during a time the student normally receives
intervention but was unable to receive the intervention due to scheduling errors regarding end-of-
the-year testing. This change of routine was unexpected for the student, because he was told that
he would be receiving services with a substitute teacher; however, the substitute teacher was
moved to another classroom and the student was unable to receive intervention for that day. The
data recording method that the observer chose was frequency data recording to monitor off-task
behavior during a math lesson in the typical classroom.
The observer had a frequency data recording sheet with 10-minute intervals of time from 9:05 to
9:45. The first interval of time, between 9:05 and 9:15 the subject had a total of three off-task
behaviors. The second interval of time, between 9:15 and 9:25 the subject had a total of six off-
task behaviors. The third interval of time, between 9:25 and 9:35 the subject had a total of four
off-task behaviors. The fourth and last interval of time, between 9:35 and 9:45 the subject had a
total of five off-task behaviors.
Interpretation of Results:
Over the period of 40 minutes, the subject had 18 total off-task behaviors. The number of off-
task behaviors seemed to increase as the intervals passed; the beginning results read 3 off-task
behaviors in 10 minutes. The last time interval read 5 off-task behaviors within 10 minutes. The
middle two intervals had the highest number of off-task behaviors, and this was when the
subject’s teacher had the students working independently on a timeline about transportation. The
student struggled to work independently, and tried to distract his teacher or classmates to avoid
work. The subject’s routine was changed unexpectedly, and that may have increased his off-task
behaviors. For reliability purposes, repeating the observation would assist in the observer’s
understanding of the subject’s off-task behaviors.
If this student did not receive his regular intervention, the student’s off-task behaviors would
likely increase and cause a distraction for the other classmates. The student may benefit from
sitting closer to the teacher’s desk to reduce distractions. The student will certainly benefit from
returning to his normal intervention services.