The purpose of my study was to determine if the use of Verbal Behavior would increase my students' ability to identify emotions within themselves and others, identify the zone they are in, and apply strategies to calm their body and show they are ready to learn. I conducted this action research because I wanted to see my students grow in their understanding of how to self-regulate their feelings and be able to independently help themselves regulate these emotions to get back to their work. This supports both Individualized Education Plan (IEP) goals for each of my study's participants and the Structured Behavior Skills (SBS) program outcomes that I am responsible to support.
This study was very successful! As I reflect on pivotal moments, I recognize the power of action research and using data to drive classroom decisions. In October 2017, I switched to teaching the Zones of Regulation through the use of Verbal Behavior. Within a month of this instructional decision based on anecdotal student data, I observed students using this target language in the moment. Some examples include, “Mrs. T, I’m in the red zone. Can I have a break?” and “I am in the blue zone. I’m feeling sad. Can I have a hug?” Further success came in early second semester. One of my students used the Zones language during his reading intervention: “The boy is in the blue zone because he is sad.” With limited language skills, through the use of the Verbal Behavior and Zones of Regulation lessons taught, this student was able to verbalize and answer comprehension questions during reading intervention! These are indicators of the impact and success of this research-based approach. Before, students were unable to identify how they felt or why, which resulted in unsafe peer and adult interactions. After, my students independently calmed their bodies and identified their emotions.
Even with this success, I learned some of the inherent challenges of conducting action research in such a dynamic setting. First, generating the data collection tools and processes for action research requires planning. The verbal behavior cards that were used for cold probes along with securing a consistent time to administer this assessment throughout the study taught me how to collaborate with others and ensure communication with all stakeholders. Second, the research process requires consistency to ensure valid results. Because my students interacted with various teachers and staff members, it was vital to communicate the interventions being used and support the purpose of these instructional approaches. Educating students and adults in the research process was not something I anticipated! Third, lesson design and organization is key in educational research. The scope and sequence of Social Skill lessons using Zones of Regulation may be modified to produce better student outcomes earlier in the process. I plan to introduce this intervention at the beginning of the school year with a specific sequence of lessons to support my students.
In sum, I am beginning to harness the power of using action research to guide instructional decision-making in my classroom. By using data to inform the thousands of decisions I make each day, I know that my students will benefit. Learning is the goal. Teacher effectiveness means you examine, inquire, and experience action research!