Proximity+control

1. Description of Strategy

a) Proximity control is a frequently used strategy where the teacher (or other adults in the room) make a meaningful effort to be physically near problem areas or target students. While various forms of prompting and verbal instructions are often associated with proximity, research has shown that the mere physical presence of the teacher has a meaningful impact on student behavior and attention. The link below is a document prepared for a paraprofessional training series that explains why and how to use proximity in conjunction with praise and precorrection. []  b) I have not seen parameters for the use of proximity control that would exclude any students. However, proximity control is probably most frequently used for inattention and impulse behaviors which are characteristics of students with ADHD. c) No training is necessary in order to use proximity control. d) Proximity control has no financial cost and requires no formal training. The only cost associated with proximity control could be time. That is, by definition, teachers can not be seated at their desk grading papers and implement proximity control effectively. Simply seating a student near your desk does not constitute proximity control. e) Teachers who are attempting to implement proximity control may inadvertently hover over student’s who’s behavior has been problematic in the past. Therefore, these students may feel targeted or singled out, and your proximity may cause a backlash. f) Proximity control should serve to heighten student’s awareness to their own attention and behavior. In turn, students are more likely to exhibit preferred, or positive behaviors. g) Proximity control is appropriate across all settings, from the classroom to the lunchroom to recess. Teacher presence has been shown to decrease problem behavior and attentiveness across all settings. This includes individual work time and transitions. h) The field’s attitude towards proximity control is favorable. With its ease of use and positive, proactive foundation, proximity control is an easy first step to preventing problem behaviors. 2. APA reference Conroy, M., Asmus, J., Ladwig, C., Sellers, J., & Valcante, G. (2004). The effects of proximity on the classroom behaviors of tudents with autism in general education settings. // Behavioral Disorders, // // 29 // (2), 119-129. Retrieved March 27, 2011, from ProQuest Nursing & Allied Health Source. (Document ID: 645466321) a) The participants in this study were six children, ages 5-7 diagnosed with autism. The children all spent at least 50 percent of their day in the general education setting and exhibited problem behaviors that interfered with their ability to learn. b) This was a descriptive study where researchers simply coded attention to task and problem behaviors in relation to adult proximity. No experimental design was conducted where adult proximity was manipulated. c) The dependent variables varied by subject but included: off task/engagement, disruptions, inappropriate vocalizations, and stereotypy. d) The independent variable was adult proximity. e) The authors found that proximity was more effective at increasing engagement than reducing inappropriate behaviors. In fact, for some students, proximity had no effect on problem behaviors. However, the authors do cite as a limitation of the study their lack consideration for what factors might be reinforcing the target behaviors. A table of the results can be viewed below.

