Auto‐Graph: considering the utility of student behaviour self‐monitoring for inclusive schools

Abstract

This paper reports the outcomes of a small‐scale exploratory study that examined the utility of a novel computer‐supported student behaviour self‐monitoring procedure called Auto‐Graph. The Auto‐Graph procedure is a universal classroom behaviour management strategy for responding to disruptive antisocial behaviours. It was designed to provide up‐to‐date information on student behaviours over time that might alert students and school staff to emerging problematic behavioural patterns. This strategy is consistent with an interest in school‐based early intervention. Furthermore, the Auto‐Graph design assumes generalised benefits of a continuous cycle of monitoring and feedback/reflection that might inform understandings regarding goodness‐of‐fit between student needs and educational provision. The present study explored basic questions pertaining to the utility of Auto‐Graph as a universal procedure in two ‘inclusive’ mainstream primary school classrooms. Results suggest a potential utility of the procedure in terms of supporting teachers and students in efforts directed at reducing disruptive antisocial behaviours, and by effect mediating the inclusion of potentially disruptive students in mainstream schools particularly when considering those identified with emotional and behavioural difficulties (EBD).

Emotional and behavioural difficulties (EBD): the special educational need justifying exclusion

“…In this paper, I am not arguing that students identified with EBD present particular implementation challenges for SEN and inclusion, as I have elsewhere (Jull, 2000, 2006, forthcoming). It is generally accepted that students identified with EBD are more likely to present problems for teaching and learning, given the increased risk for antisocial behaviours such as defiance, overactivity, aggression and bullying (Cooper, Smith & Upton, 1994; Pepler, Smith & Rigby, 2004; Reid et al., 2004).…”

“…Addressing the environmental trigger linked to this outburst presents an immediate solution that has the twinned effect of improving goodness‐of‐fit in the short run, but also presenting the school environment as favourable and responsive to the student – in essence, building students’ schemata regarding the compatibility of school with perceptions regarding their own needs and desires (Piaget, 2002). Indeed, students identified with EBD are not typically randomly disruptive (Jull, 2006; Maag, 2004). Outbursts are predictable, and are reported as patterned by teaching staff (Jull, 2006; Maag, 2004) at the start and near the end of the day, for example, or during transition times between classes, and so on.…”

“…Indeed, students identified with EBD are not typically randomly disruptive (Jull, 2006; Maag, 2004). Outbursts are predictable, and are reported as patterned by teaching staff (Jull, 2006; Maag, 2004) at the start and near the end of the day, for example, or during transition times between classes, and so on. Identifying the environmental conditions that serve as the trigger, and then responding through environmental changes seems a reasonable and attainable first response for schools in addressing larger dilemmas associated with poor self‐regulation skills.…”