Kevin's Behavior

The majority of children/young people do not present challenging behavior, and they attend a range of educational settings in environments which are conducive to learning appropriate behaviors. It is essential to ensure that behavior which does not meet school/setting’s expectations, is responded to through management strategies that do not rely upon any form of physical or abusive

I have worked with the child on a one to one basis several times and the child reacts well to positive praise and receives stickers on a chart for good work. The child has an ‘in’ and ‘out’ tray for work to give them a sense of accomplishment when they have completed something. The child does not appear to have friendship issues and the other children in the class accept the child for who they are. The child has a playground buddy from the upper school that helps them during the playtimes when problems are more likely to occur. It is hoped that the plan the Behaviour Support Unit provides will give those who work with the child a clear framework to work in to provide the constancy that is needed to help alleviate the child’s behaviour.

Jennie Hobson is a 7-year-old European American female who attended a school for children with severe developmental disabilities. She was inexpressive within your classroom environment; furthermore, eye contact was a trait she seldom expressed. Customarily, when left alone Jennie demonstrated behavior of sticking out tongue, make strange sounds, and she would wrap her hand around her throat. Jennie has the ability to use crayon and manipulate paper which demonstrated outstanding usage fine motor skills. Jennie physical aggression exemplified her handiness; consequently, within a few seconds she could grab jewelry or eye glasses and throw them to the other side of the room (Kearney, 2012).

Also when I took Abnormal Psychology I learned about the Adaptive Behavior Assessment System 2nd edition (ABAS) it measures the behavior frequency of the child. Parents score the child on individual questions between 0-3. 0 is not able, 1 is never when needed, 2 is sometimes when needed, 3 always when needed. The sections include communication, home living, academics, community use, health and safety, leisure, self-care, self-direction, social, and work. When the ABAS is scored it gives a score on developmental skills, emotional behavior, and relationship with others. It determines if the children is above or below average, it shows which sections they are strong and weak in, and if help should be given to that child. I was able to score a couple of Adaptive Behavior Assessments by putting it into the computer that generates an report that would then be used in the weekly meetings to determine if the child should be placed in special education.

Critical response journal three is a reflective entry to detailed questions and thoughts pertaining to managing student behavior and promoting effective behavior in special needs students. Effective classroom practices and positive behavioral support approaches help to foster student success in the school environment.

Describe the child’s temperament, judgment, level of self-awareness, impulsivity, and learning/processing style. Is there a developmental disability? How do these influence the child’s behavior and the responses of caregivers, teachers and other involved professionals?

Many of these children are developmental delayed, delinquents, and have mental health problems (Chow, Mettrick, Stephan, & Von Waldner, 2014). They may also suffer from emotional and behavioral problems and often have problems with aggression and controlling their temper

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

In school, Jayson is very respectable towards his teachers and other adults and he is a very sweet young man. Although, he struggles to maintain relationships with his peers and has outbursts often in class. Socially he becomes frustrated easily, which affects his ability to engage and interact with his peers. During class, he has expressed extreme angry towards his peers and an uncontrollable emotion. He is continuously plagued by his unsettling and hostile behavior, which causes him to act irrationally. His inability to cope and manage his behavior during classroom instruction results in breaking the classroom rules. For example, in the classroom Jayson yells out he is not doing his daily classwork. Then, he rips up the daily worksheet and storms out of the classroom. Another example, in class he is constantly reminded not to call out if he would like to share- out. Due to his “behavioral and emotional”

What are some of the characteristics of students with learning and behavior problems? As the textbook describes in chapter one, students with learning and behavior problems exhibit one or more of the following characteristics: poor academic performance, attention problems, hyperactivity, memory, poor language abilities, aggressive behavior, withdrawn behavior, and bizarre behavior.

In the present case presented, Kaya’s lowest frequency behavior is verbal aggression, which again, is when Kaya is interacting in a group activity, with other children. Her middle frequency behavior is physical aggression, which is recorded as a group activity, however, teachers could be involved in the aggressive behavior. However, when interacting with children during recess, which was most intensive. Since the data provided is limited, because it doesn’t not provide, this writer with things that may have caused behavior. Therefore, it would be essential to complete an assessment and in

Prior to the implementation of this intervention study, the previous available data was analyzed through a functional behavior assessment. This assessment examined all of Matthew’s target behaviors in addition to the antecedents and consequences of the behavior. The assessment also evaluated possible correlations between the environmental triggers such as time of the day, lighting, noises, temperature, etc. and the targeted behaviors. Furthermore, Matthew’s parents and school staff, who interacted with him, were interviewed. The teachers noticed a pattern for the approximate time and task of when the behaviors occurred. The functional behavior assessment and informal interviews identified that Matthew’s aggression is predominantly related to his attempt to escape from academic demands placed by adults in the classroom. The naturalistic observations also helped the authors to notice the time of day when the behavior most likely occurred. Shortly after the school day started, the students participated in mathematics class. Each child had to complete a worksheet, and to avoid task completion; Matthew demonstrated aggressive behaviors towards the nearest adult(s). The functional behavior assessment results enhanced the professionals’ knowledge about the background of environmental and other related variables, which may reinforce the targeted behaviors.

Selfish is defined as looking after one’s own desires, concerned with your own interests, needs and wishes while ignoring those of others (Encarta Dictionary).

Special education students have severe behavior or emotional issues that can disturb the classroom learning environment for themselves and the non-disabled peers. Disabled students often act out from not feeling accepted, frustration from the difficult material, and their cognitive obstacles. According to the article Time to leave inclusion out, seventy percent of teachers blamed the inclusion of children with special needs for increasingly bad behavior in the classroom.

A 6-week inservice program focusing on the principles of operant conditioning and positive reinforcement was implemented. The study was designed to evaluate the use of behavior management strategies in the classroom, and positive results were found in the decrease in restraints and crisis incidents. Crisis incidents were defined as a child being required to leave the classroom because of unacceptable behavior, e.g., persistent noncompliance. As the revised treatment module began to work, community special education programs began to send students for short term diagnostic placements, and a plan is in development for "transition classrooms" intended for children who no longer need intensive treatment but are not yet ready to return to the community. Applied behavior analysis provides teachers with methods for encouraging positive behaviors and coping with undesirable ones.