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Out of Seat Behavior

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Pamela Tangel

on 3 December 2013

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Transcript of Out of Seat Behavior

Out of Seat Behavior
Description of Nature and Relevance of Target Problem
Always involves the student leaving his/her seat without permission during a class activty, but the specific manifestation may be different for each child...

-Walking around the classroom with no destination in mind
-Excessive use of the bathroom, sharpening pencils, and getting drinks of water
-Excessive amount of time retrieving items left in classroom or backpack
-Retrieving supplies in order to walk around the classroom
-Frequent visits to a teacher or classmate's desk
-Crumpling papers as an excuse to throw the
paper away

Functional Analysis
Task Avoidance/Escape
Sensory Stimulation
Peer Approval
Attention from Adults
Oppositional Defiance
Modification of Out of Seat Behavior
A Survey of Best Practices
Method for Evaluating the Proposed Program

"Positive Behavior Support – The teacher will engage in small talk at the beginning of class each day for the 6 week period to ensure that Joseph has at least 2 pens for the day. The teacher will include verbal praise at least 3 times per 40 minute class period."

Created by Pamela Tangel and Michele Ciotti
Definition of Target Behavior

Out of seat behavior is a common problem in many classrooms, both general and special education, though it may be more prevalent in children with the following disabilities:
-Developmental Disabilities
-Emotional/Behavioral Disabilities
Out of seat behavior is a milder form of elopement
More serious forms - student leaves classroom or school, which poses safety concerns
At least a half of the families who have a child who displays out of seat behaviors have noted that they have not received any guidance or advice on how to help their child.
Half of the children who have been diagnosed with having autism spectrum disorders engage in any type of out of seat behavior.


Though judgment calls should be made on an individual basis considering the function of the behavior, here are some tools shown to increase in-seat behavior to add to any teacher's toolbox.
Therapy Balls
Schilling et al. (2003) found that fourth grade students with ADHD increased in-seat on-task behavior and legibility of writing samples when the whole class used therapy balls as chairs.
Teacher-Student Small Talk
Patterson (2009) found that engaging in small talk with students resulted in fewer instances of out of seat behavior.
"Small talk" is defined as greeting the students at the door, engaging in conversation on any topic, and offering positive remarks and reminders of classroom expectations.
Good Behavior Game
Introduced in 1969, still used 44 years later
Teacher divides class in two and defines out of seat target behavior
Teacher conducts first round during a time in which students will most likely experience success (e.g. seatwork, lecture, discussion)
Side of the room with the least out of seat behavior wins a prize at a regular time each day/week
Seating Changes
Changing the furniture and arrangement of desks in a classroom to facilitate the predominant type of learning may reduce extraneous out-of-seat movement.
Tier 1
"Grandma's Rule"
"You can have dessert once you finish your vegetables."
The teacher allows student some out of seat time in exchange for the student successfully sitting for most of the desired time.
More best practices fit into the RTI and PBIS frameworks
Break down assignment or directions
Do unfinished work during recess or unstructured time
Have student take frequent breaks, do errand, or active job
Create an increasingly structured routine
Redirect or take a break when necessary
Speak one on one with student
Tier 2
Behavior Contracts
Self/Teacher Event Recording Forms
FBAs and BIPs
Structured Breaks
Counselor Referral/Mentoring
Reward System
Sensory Tools

Tier 3
Alternatives to Suspension
Behavior Meetings
Structured Breaks
Check In Check Out (CICO)
Collaboration With Student’s Physician And/Or Mental Health Provider
Individual & Visual Schedules
Seclusion & Restraint
Social Stories
Structured Time Out
As you watch the video, take frequency data on how many times each student gets out of her seat. How does the teacher initially deal with the issue?
What is the desired behavior?
What does she do to support the student in achieving the desired new target behavior?
How might your adapt this for the elementary level student?
Combine "Granny's Rule", small talk, and seating changes to extinguish out of seat behavior and institute on-task in seat behavior.

Observe progress over period of 6 weeks.
Seat changes
-Move student to non-aisle seat in the front of the room away from peers who may also exhibit out of seat behavior

-Non-aisle seats make it more physically difficult for a student to get up and walk around.
Explain Expectations and Define Target Behavior
Granny's Rule
The teacher and student will agree that positive out of seat behavior will be allowed if the student sits for a desired time.
Small Talk
The teacher will engage in daily positive praise and small talk to encourage the student.
Full transcript