The Research Of Low-grade Pupils Classroom Problem Behavior Characteristics And Functional Assessment

The current elementary education reform put emphasis on students’ individual difference and learning demand. In order to understand the students’ learning needs, it’s of great importance to know their demand in class. By analyzing the characteristics, the reasons as well as the purpose of low-grade pupils’ behavior, the teacher can know the students’ learning demand, and manage the class effectively. In the study, the author selects 16 kinds of problem behaviors in low-grade pupils,and analyzes their characteristics on the basis of questionnaire survey. Three typical problem behaviors including the reason and purpose were studied through interview. In the end,appropriate suggestions were given according to the findings of the study. Throughout the research process, the author got the following conclusions:1. Overall, the low-grade pupils’ classroom problem behaviors occur infrequently. Among which, the typical three problem behaviors of students are: do something that the teacher doesn’t allow to do in class; can not concentrate on learning after the class begins; be in absent-minded in class.2. In the level of indirect interference level, low-grade pupils have more classroom problem behaviors than that of direct interference. Further, in this level the behavior that students do something they are not allowed to do in class has the maximum frequency. The behavior that students are not involved in working in pairs and groups, however, has the minimum frequency. In the level direct interference, the behavior of whispering in class has the maximum frequency.While the behavior that students refuse to answer the questions or show themselves has the minimum frequency.3. The gender difference of problem behavior in low-grade pupils’ language classroom is extremely significant. In the level of direct interference, the boys’ problem behavior occurs much more often than girls.4. In low-grade pupils’ language classroom, the frequency of problem behavior is increasing with the grade, but has no great difference. In the level of direct interference, the frequency has great difference in the language classroom of Grade 1 and Grade 3. What’s more, the frequency of problem behavior in Grade 1 occurs more often than Grade 3.5. The major three reasons of classroom problem behavior in low-grade pupils are as follows:show low interest in learning(30.77%), physiological conditions(23.07%), and show low interest in completing tasks in class(15.38%). Most teachers in the interview prefer the reason of individual factors(73.08%) rather than the reason of environmental factors(26.92%). Among the individual factors, the reason that students show low interest in learning is a common cause mentioned by majority of teachers. The main environmental factor which can develop these three problem behaviors is the learning task.6. The main purpose of three typical classroom problem behaviors includes the following ones: to avoid learning task(63.16%), to get sensory stimulation(31.58%), and to get attention(5.26%). Among which, the percentage of avoiding learning task(63.16%) is higher than that of benefiting from behaviors(36.84%). Besides, avoiding learning tasks is a common purpose mentioned by most teachers.7. Facing the three typical classroom problem behaviors in low-grade pupils, teachers generally adopt the following three methods: reminding(26.15%), criticizing(20%) and praising(18.46%). The percentage of reactive intervention method(64.62%) is higher than the method of preventive intervention(35.38%). There’re six kinds of common intervention methods which include reminding, criticizing, praising, change the seat, inform the parent as well as require the student to stay after class.