Challenging Behavior Course Analysis

Many teachers are faced with the difficult task of managing their student’s behavior. Even if we

This article offers strategies for teachers to use to help their most challenging students with behavioral issues. One of the authors is a child psychiatrist who works with at-risk children and the other is a behavior analyst and special educator. Their approach is based on the premise that educators can only control certain elements in the classroom and their own behavior when it comes to students with challenging behavior. The created the acronym FAIR:”F is for understanding the function of the behavior, A is for accommodations, I is for interaction strategies, and R is for responses” (2). The function of behavior can include escaping from something, obtaining a tangible thing, engaging in sensory activities, and getting attention. These functions are the benefits the student gets from the behavior. The escape motivated behavior happens when a student tries to avoid a “task, demand, situation, or person” (3). The tangible behavior occurs when the student wants to get objects like money or feed or something else they want. Sensory behavior happens when a student tries to get the attention of an adult or classmate. This can occur when the student is “bellergent, screaming, or continually interrupting the teacher” (3). Negative attention can reinforce attention-seeking behavior because it is better than nothing and the student may prefer it because it is more predictable than positive attention. Taking ABC

An appropriate response to challenging behaviour depends on the type of behaviour being exhibited by a child. Any response to challenging behaviour should be consistent, fair and necessary to manage the behaviour. A considered proactive response is likely to be more effective than one which is merely reactive and which may be influenced by an emotional response to the incident.

There are environmental and internal factors that could have an impact on a student’s behavior. Students with challenging behaviors are communicating to their teachers that their needs are not being met and something is not right. This communication is often in the form of problem behaviors.

First, it is the Premack technique, which presupposes the use of logical implications in order to show the student two possible variants of behavior, one of which is more desirable and, in the same time, corresponds to the teacher’s aim. The analysis of consequences of defiant behavior can be effective unless it constitutes an attempt to intimidate a student. Thus, a teacher should rather start with discussion of positive behavior results, than depict the consequences of the defiant one.

Applied behavioral analysts study and work at modifying behavioral disorders. The techniques--which are supported by clinical studies--are effective for treating many disorders including autism spectrum disorder and other developmental issues. The work includes researching therapeutic techniques to improve behavior, observing the relationships between environment and behavior trends. There are marketing and functional applications in many industries that include prison management and private enterprise, but you’ll probably work in hospitals, private practices, social service, clinics, labs, and educational institutions after earning advanced

For instance, if the youngster fits to abstain from doing work, you can show them to ask for a break. On the off chance that they have a fit of rage at work time it is imperative to make them do a portion of the assignment.

What Types of Interventions do Applied Behavioral Analysts Use? The behavioral interventions that Applied Behavioral Analysts use will ultimately depend on their training, competency and area of focus. Here are the most common types of interventions that these mental health professionals use. Behavioral Interventions Behavioral interventions are designed to promote appropriate behaviors, such as cleaning up and social interaction, and to discourage inappropriate behaviors, such as self-harm and aggression.

Thank you for your considering my application to the Applied Behavior analysis program. For all of my life I have known that I was going to help people. It could be said that it is in my DNA. I just never suspected what the capacity would be. On December 15thI graduated from Albright college, I began working at Melmark on December 16th. My first thought, on that first day was “Oh no, I can’t do this, I need to quit” That was over two years ago, and I have gone to work every day, with a smile on my face. While working at my first position, out of college, I discovered my passion. My passion, I find, is working with children and adults with autism and with people who suffer from addiction. Watching the smiles on their faces, the determination when they work to complete a goal, and just the progress makes every hardship worth it, I love it. Each day, in my position as an ABA, I run behavior support plans, IEPs, teaching plans and other protocols, and each day I truly wish that I could have contributed to these plans, protocols, and IEPs. I ponder the recommendations that I could come up with, I wonder that if I had been able to participate in these conversations to create these plans could I have brought something else to the table, a different viewpoint. Affecting the way that the plans are written and in turn ran, I feel that I could make a big difference in the lives of the children and their families also. Every two weeks each child’s team meets to discuss his or her

During my inquiry, I considered theories when planning, taking action, reflecting, evaluating and finally documenting. Sometimes we can feel pressure to handle disruptive behaviours immediately. Taking the time to understand the behaviour and to consider various options often results in a more constructive resolution. After an event is past, taking the time to evaluate the effectiveness of our response can help to improve our reaction in the next situation (Kuhlenschmidt & Layne, 1999). During my inquiry, I made questions about student behaviour and made assumptions. As an example student behaviour during Friday, last period was really disruptive. I assumed, that may be their energy supply is low or excitement about the weekend (mood). Discussion with teachers proved me this was a very common experience. Research showed that It’s natural for student attention levels to vary according to motivation, mood, perceived relevance of the material, and other factors (Briggs, 2014). Based on my understandings, knowledge, readings and other experts’ ideas, I developed an action plan for behaviour management in year 8

The classroom teacher has also expressed concern for my atypical student, because it can become difficult to manage the classroom when my atypical student is not following the given directions. By observing a typical student, such as Laila, I am able to compare and contract my atypical student’s behavior to Laila’s in relation to the stated standard.

Applied behavioral analysis (ABA) is the leading scientific method that helps patients with Autism to overcome their condition. In order to improve their condition, ABA specialists focus on a system of reward, which encourages positive actions like speech, social activity and life skill improvements. This works mostly with children as they are more likely to absorb and accept new challenges; this is commonly referred to as "positive reinforcement" in the literature and has become one of the leading directions for treatment. ABA therapy was devised and implemented by Dr. O. Ivar Lovaas at UCLA in 1987. Since then, ABA therapy has become a leading branch of psychology - behaviorism.

While the presence of certain characteristics in children with behavioral disorders might sometimes seem discouraging but the bottom line is not to give up on any student in any case. Most of the times, children with behavioral and emotional problems might challenge a patience of teachers and cause temporary despair. In this situation, teachers require the support of others in supported students to succeed. The classroom is a learning community; therefore, it is very much significant to create a constructive atmosphere in the classroom. The successful behavior management in classroom can be improved by colleagues as well as by the family of the students. While considering the needs of students with behavioral and emotional problems, the paper aims to develop appropriate strategies for teaching students with behavioral disorders in the classroom.

I first read the article about positive behavioral supports. I gained an insight about the importance of knowing and observing the child. If we do not carefully do observation, we could misunderstand why a child is behaving a certain way. If we do not understand the why, then we cannot solve the problem. We need to know the purpose of the behavior so we can teach an alternate behavior that provides the same purpose as the undesired behavior. We as teachers can also lessen the amount of times a student is exposed to the trigger which causes the behavior. If we do all of these parts we can help a child overcome the negative behavior and replace it with a positive behavior. I am going to practice looking at what trigger’s Matthew’s bad behavior so that I can avoid those triggers. This will help me learn the process so I will be a more effective teacher when I have my own classroom.

While working in this case study, I use different types of observation techniques in order to gather information needed to evaluate Silvanus’s challenging behavior in my case study. The first observation method I am using now is anecdotal notes, and I usually write down his challenging behaviors with detailed records of what I observed him. A running record is the second techniques that I frequently used to identify Silvanus’s behaviors. Based on my ongoing observations, I noticed Silvanus has lot of challenging behaviors. For instance, he uses his shoulders to push his peers, and he usually grasps his classmate’s toys while they are still using those toys. He also runs around the classroom even his teachers encourage him to use walking feet when he is inside of the classroom. He dumps toys on the floor, but he does not clean them up. When the teachers ask him to clean his mess, he usually says “wao, wao.” Then, he pushes the teachers and run away. In addition, he does not participate or sit still at the circle time, so he walks around the classroom. He stands far away from the circle time, and looks at the teachers and his peers. He has sensory disorder, so he doesn’t let the teachers to change his diapers or clothes. Therefore, he usually throws his body one the carpet whenever he is upset. Furthermore, he does not follow the classroom’s routine. He rarely waits for his turns to get in a line to wash hands.