Looking For The Child's Strengths And Weaknesses

Tommy R. is a 6-year-old boy and a kindergarten student in a K-8 combined elementary and junior high school in the San Jose greater metropolitan area. There has been a meeting requested by his educational team and parents to talk about his behavior in school and cognitive abilities in the classroom. School staff have been receiving complaints from Tommy’s teacher and classroom staff about not following direction and non-compliance. Tommy also struggles with completing some classroom tasks as well.

When a student who has a disability’s educational placement is changed due to challenging behavior, a functional behavior assessment must be conducted. Functional behavior assessment (FBA) is used to aid in the development of behavior intervention plans (BIP’s). In a functional assessment, the type and the source of reinforcement for problem behaviors are used as a basis for intervention efforts that are designed to increase occurrence. Functional analysis can also be used to determine the specific function of a behavior, but FBA’s are more commonly used, especially in school settings. In a functional analysis (FA), antecedents and consequences that represent those in the person’s natural environment are arranged so that their effects on the problem behavior can be observed and measured. The difference between a functional analysis and functional behavior assessment is that the assessment establishes a connection between the behavior and antecedent or the consequent variables, but a functional analysis identifies informal relationships. For this reason, a functional analysis is seen to be a more valid tool for identifying the function of a behavior; however, there are limitations to using a functional analysis. This method may momentarily strengthen the problem behavior or result in the behavior acquiring new functions. Federal mandates like IDEA 2004 and school reforms such as Positive Behavioral Interventions and Supports (PBIS) have played a role in the increase of the

It is difficult for researchers to isolate specific causes of child behaviour because each child’s environmental settings and values are different from one to another.

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).

Contrasted with the previous placement, the composition of students was generally the same ability level, however they were considerably less inclined to have conduct concerns. In this classroom, there were tw0 children who received SPED instruction for reading, and two more for Math, and two more who received accommodations for both, totaling 6 students. One student was medicated for ADHD and was able to manage his behavior with support from myself and my cooperating teacher. At that point in time, I did not have students who qualified for any programs such as PASS (Positive Approach to Student Success), so my teacher an I elected to utilize the ACEs (Adverse Childhood Experiences) philosophy in order to address concerns about behavior or academic performance that could be linked to a traumatic or chronic life event(s). All of these processes come together to support Bailly’s commitment to developing responsible leaders and

Verbal prompts, redirection to remain focused on a given task, minimize outdoor play, reduced iPad games and parent meeting. The results of interventions are diverse. Adriel would respond to previous intervention such as less outdoor play and parent meeting by behaving in class and follow directions for outdoor play for the first two days of the week and then the behavior occurs again. Verbal prompting often works for the first 2 minutes and then the behavior occurs again. The support and one-to-one attention given from the staff during transitions decreased the incidents of noncompliance, pushing and yelling. The staff will model, role play, practice and discuss all these intervention strategies to support Adriel. He will be given attention when he shows replacement behaviors.

Jayla is a first grade student attending Lake Forest Elementary Schools of the Arts and Sciences. She participates with non-disabled peers in the general education class more than 79% of the time. Jayla is a caring and loving person who is concerned about her family, little brother and others. Although she is loving and caring , she continues to struggle with interacting appropriately with her peers and adults. She curses on a regular basis, hit other students, and falsely accused others talking about her. When focus, Jayla is able to read, write , spell and work well with minimal assistance.

After successfully completing his five first academic years in a public school setting, Jerry was diagnosed with several medical problems. The diagnoses were attention deficit hyperactivity disorder (ADHD), oppositional defiant disorder (ODD), and a conduct disorder (CD). Afterwards, the team that conducted Jerry’s Individualized Education Plan (IEP) decided to place Jerry in a special education setting. The special education team decided that he would be considered successful if he achieve to follow instructions from his teachers 80% of the

After thinking about my teen 's cognitive strengths and weaknesses and how they are reflected in his or her school grades and activities from 14-16 years of age, her strengths were greater than her weaknesses. For example, Salma got A 's in Spanish, English Honors and History courses starting from when she was 14 years. The English and Spanish teachers of Salma both commented "a pleasure to have in class." I believe her interest and enthusiasm helped her achieve high scores in these classes. She Also received a B in Algebra and a B in both her science courses of Physics and biology, and also, she received B 's in her Fine Arts classes both school years. One of Salam’s weaknesses is when it comes to taking music classes, she got a C in music course her freshman year and said, "I never want to take another music class as long as I live!" the career or courses of study might be best suited to my teen 's abilities and interests is either psychology major, or English professor, because Salma has strong communication skills, very strong interpersonal skills, and is very supportive among her friends. She is always putting other people’s problems into context to understand what they going to through before deciding on solution of any problems. Meaning she doesn’t jump to conclusion when problems arises, she is very clam until she can sum it up the best way to settle things in their best form.

Settling children and young people into their day is very important and a big step. The learning opportunities available are widened when children and young people feel like they are confident, happy, motivated, included and supported. For children entering into the early years provision their development can be concluded by-

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”

By June 28, 2018, Jayden King Jr. will decrease his level of defiance (refusing to obey and follows directive of someone of authority). Jayden will decrease the number of episodes during direct instruction to less than four times per month over a three-month period. The teacher will use a behavior chart to record the number of times the targeted behavior occurs a day. Based on the number of occurrences, the child’s behavior will be rated on a scale from 0-5. Zero indicates the least amount of occurrence and five indicating the maximum number of occurrences. The replacement behavior is targeted based on the data collected from several behavioral assessments. Jayden’s continuous defiant behavior, when given a directive by an adult, has disrupted the class and affected his school work immensely. Based on the strategies and interventions that will be used to conquer the undesirable behavior, Jayden 's inappropriate behavior will lessen and eventually fade away.

My child 's name is Jude Alexander and he is a male. As a baby he is cautious around new people and situations, but warms up fairly quickly to friendly people. In kindergarten Jude Alexander seemed to have made one or two friends and usually played cooperatively and was sometimes reluctant to join in new activities with unfamiliar children. He performed below average on tests of vocabulary, and the ability to retell a story. He had a real knack for the art projects, and really got interested in the pre-math activities involving working with blocks and geometric shapes. In first through fifth grade he worked cooperatively in groups, usually respects the rights and property of others, and usually demonstrates appropriate peer social interaction. He demonstrates strength in art, all areas of reading, and in spelling and appropriate for the grade level in writing. He needs additional help in the areas of speaking and listening and in the content knowledge of social studies, science and music. He was average in mathematical problem solving, understanding of data, number concepts, graphical applications, and arithmetic computation. In the seventh grade, he consistently contributes to cooperative group activities and respects the rights and possessions of others, and shows age-appropriate social interaction with peers. He demonstrates strength in art, reading, spelling and writing. He was average in math and science, and needs additional

Characteristics of a special needs students will differ according to their disabilities and their age. Many times characteristics can be detected when the student is young, and are able to be managed as the child grows. Patterns of aggression often emerge before the age of six as children learn to resolve interpersonal conflict with hostility which may lead to being rejected by their peers (Bennett, 2005). This is the case for Kevin, his behavior characteristics which include aggressive tendencies, anxiety, hyperactivity, and his lack of social skills have caused his peers to pull away from interacting with him in classroom or on the playground.