Functional Behavioral Assessment Paper

Individual counseling is a responsive service that involves one-to-one counseling with a student. Please use the case noted below to conceptualize the case and answer the questions on the rubric. Please use the rubric as your template for the assignment. That is, save a copy of the rubric as “Elementary School Treatment Plan”. Then, simply type your responses within the rubric template row and under each bulleted item. References will be included at the end of the document on a separate page in APA style. There is no required page length; just be sure to cover the rubric components completely and succinctly.

from doing their work. You can’t get your work done and that can prevent other students

The first video identified a two-year old boy named Ian that exhibited these behaviors: Hand flapping at 7X/min, sometimes paired with a throat noise/screech; open and close fists repetitively; shaking his head; spinning, and pushing down on the chair. I also observed that there was limited to no eye contact, specifically the child looked in the direction of mother only once. I observed that when the parents asked Ian questions, praised him, or placed demands on him, Ian did not respond verbally or turn his head toward the sound. The behaviors I observed relate to several areas within criteria A of mouth The Diagnostic and Statistical Manual of Mental Disorders (5th ed.; DSM–5; American Psychiatric Association, 2013) “Persistent deficits

Maria is a 6 year-old female from Puerto Rico. She lives in a two-parent household with her older sister. At present, Maria does not show any signs of developmental delays. She is a kindergarten student attending school for the first time and is not used to the school day routine. Unfortunately Head Start and Pre-K programs were unavailable in her area. Maria’s mother and I have more than one behavior father have two completely different relationships with her; her mother yells but ultimately gives in to whatever Maria wants while her father is very stern. Maria’s older sister tries to help with her daily routine, but she is only 8 years-old and often times walks away when Maria does not want to listen. Maria is having behavioral issues

Cognitive salience refers to the perception of attributes and characteristics of an object, meanwhile affective salience refers to the positive or negative emotional response associated with a particular object.

Student B often shows signs of being inattentive, while dozing off in class. The adrenaline of feeling involved in important decisions should motivate him to sleep less frequently and be alert and attentive to his surroundings. Although student B most likely appears inattentive due to his medications, he will be more likely to participate and stay on task when he is given an option or

Claire Daban and her research team compared cognitive effects in those with schizophrenia to those with bipolar disorders. To observe the size effects within the two disorders a series of studies were completed. Those with bipolar disorder demonstrated lower deficits than those with schizophrenia. In addition to that, the team stated that different psychotic features, environmental factors, and neurodevelopment cycles could explain the difference in neuropsychology within the two populations.

Individuals experiencing tension, bipolar confusion, sadness or other psychological instabilities utilize medications and alcohol to facilitate their affliction. Dysfunctional behavior is such a weight for a few people they will attempt pretty much anything to diminish the agony. Medications or liquor can briefly make that individual feel 'typical' once more, similar to they felt before. Psychological instability is alarming for the individual encountering it, so they are reluctant to go to a specialist or relative for help and rather swing to medications or alcohol to attempt and take care of the issue alone. Individuals see relatives, companions, good examples or performers utilizing drugs and justify that they can as well. As adolescents

As part of the evidence I have attached a sample report of my personal profile analysis that I conducted using Thomas system.

Joey is a 3rd grade student who talks loudly, out of turn and is off topic constantly. His behavior disrupts the classroom often. This causes the rest of the class to get off topic and results in a decrease of instructional time. A loss of instructional time will negatively affect all students in the classroom when it comes time for standards to be assessed.

Jake is a sixth grade student who has recently been demonstrating very disruptive behaviors in his reading class. He talks while the teacher is teaching and putting out information, gets out of his seat and often taps loudly on his desk while others are trying to work. The school behavioral specialist conducted interviews and a brief functional analysis was done and it concluded that jakes behavior appears to be an escape from tasks he doesn’t want to do and allows him to get attention that he want to have. The hypothesis given by school district BCBA was that Jake’s behavior is linked to his need for social attention and it positively reinforced by the teacher reprimanding Jake, thus giving him the attention he wants.

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

A problem that can lie here, is insufficient material being covered or students not fulfilling their part. Another potential problem would lie in the size of the class. A larger class size would have the great possibility of some

The classroom context, either because of teachers’ inability to control, or problems arising from the child’s own personality or learning abilities.

In addition to both teacher and student experiencing low levels of motivation, little to no attention is paid to the