efficacy of behavioural consultation in secondary age students

efficacy of behavioural consultation in secondary age students

The level of interaction within school settings is influenced by different factors which need to be adequately assessed to improve the level of change and management of student behaviour. Behavioural consultation is one of the common consultation techniques within the learning context. The key elements that need to be assessed include student behaviour, attitudes, as well as academic achievement, among other vital factors that define positive level change (Zwald & Gresham, 1982). Despite the increased consideration of behavioural consultation in a learning environment, few studies have been organized which focus on secondary age students. Therefore the study focused on assessing the efficacy of behavioural consultation in secondary age students.

The learning context is explained using different behavioural approaches among learners. The assessment of the problem is integrated based on various factors that can be integrated within a given learning context which help improve change development. The major components that define behavioural consultation include problem identification, analysis, plan implementation and problem evaluation. The measures that are integrated within the system present a very successful operational context under which it is easier to improve change development within a given context. Successful integration on these concepts offers a well-organized background which presents a well-defined system which can help promote the level of change and integration of better changes.

Baseline data

Problem identification interview was conducted by the resource teacher who was tasked with identifying the problem behaviours and the factors that influence the surrounding. The interviews were tape-recorded to ensure that information from the interviews was captured without loss of any aspect (Luiselli, 2018). The primary consideration focused on the negative verbal behaviours of the three students that were enrolled in the study. The main objective of the teacher was to reduce the negative behaviour through the behaviour calculation among these students. However, the teacher was unable to identify the actions and behaviour preceding the negative verbal behaviour, which might have triggered the negative response.

The findings further identified that the teacher was not consistent in response to the name-calling behaviour among the students. Inconsistencies in teacher response to these behaviours reinforced the occurrence of these negative behavioural actions from the students. The overall assessment created a greater emphasis on student behavioural development which has been associated with various behaviours among students. The level of interaction within the learning environment creates a stronger approach to the underlying changes which influence positive outcomes in understanding behavioural consultation among secondary age students (Koch & Jeffries, 2017).

Intervention plan

The intervention plan sought to control the negative behaviour that was present among the three students that were being investigated. The intervention was developed based on specific elements regarding individual behaviour (Perry, 2009).  The development of negative behaviour was associated with others who play a central role in the development of these negative behaviours.  The intervention plan that was investigated included different steps which presented a highly organized context for an improved change development. Positive reinforcement was highly emphasized upon to improve each student knowledge and how they adapt to change in the behaviour of others. A mark was made on the board to help track all the name-calling incidences. In controlling the number of teasing remarks among students, a more substantial reward was given at the end of the week for the one with the least or no name-calling during the week. This approach was effective in controlling negative behaviour among the students. The development of these traits presents a greater need to understand essential measures that control behavioural development among students (Whipple, 2016).

References

Koch, J. G., & Jeffries, M. (2017). Cultivating Culturally Relevant Classrooms. Dialogues: An Interdisciplinary Journal of English Language Teaching and Research.

Luiselli, J. K. (2018). Conducting Behavioral Consultation in Educational and Treatment Settings. Academic Press.

Perry, J. C. (2009). Career counselling with secondary school-aged youth: Directions for theory, research, and practice. South African Journal of Higher Education, 23(3), 482-504.

Whipple, H. M. (2016). Using Digital Performance Feedback to Increase Teacher Treatment Integrity.

Zwald, L., & Gresham, F. M. (1982). Behavioral consultation in a secondary class: Using DRL to decrease negative verbal interactions. School Psychology Review, 11(4), 428-432.