The purpose of this study was to demonstrate that Conjoint Behavioral Consultation (CBC) is effective when educators and parents need to address learning and behavioral problems with students. Home-school positive collaboration results in an increase on-task and compliance behavior of students as well as an increase in teacher rating of behavioral control. For this study, positive behavioral support and evidence-based interventions (EBI) was used to address the student’s off-task and noncompliance behaviors. The single case study consists of one participant, Mark. Mark is an 11-year-old student who was diagnosed under the attention-deficit/hyperactivity disorder (ADHD) and oppositional defiant disorder (ODD). Mark’s mother, teacher and a
The case study chosen for this assignment is case study #2: Hannah is a 10-year-old girl who has recently been diagnosed with Type 1 Diabetes Mellitus. She is a 4th grade student at Hendricks Elementary School. Prior to her diagnosis, Hannah was very involved in sports and played on the girls’ volleyball team. Her mother is concerned about how the diagnosis will affect Hannah.
In the text book: At the school level, a properly executed “positive behavioral interventions and supports (PBIS) program should be implemented using the “PBIS Pyramid model” addressing Primary (for all students: “prevention, effective for 80 – 90% of students”), Secondary “focused on At-risk students (to “reduce problem behaviors for 5 – 10% of students”), and Tertiary Interventions (“for students with high-risk behaviors for 1 – 5% of students”).
The disabilities identified were Attention Deficit Hyperactivity Disorder (ADHD), Emotional Disturbance (ED), and Attention Deficit Disorder (ADD). The special education teacher began to interact with all of the students right as they entered the classroom and also while the teacher provided them with instruction. She was extremely personable and approachable. It was apparent that even though it was a three- week summer school session, she had established a connection with the students and, therefore, developed a learning bond in the process. The boys seemed to have a great bond as well, and they worked together to complete their assignments. There were also obvious interactions among the boys that were unrelated to the lesson but not disturbing or distracting to the class. The special education teacher jokingly came near the boys and began to talk to them and suggested they continue to work together to keep each other engaged. The special education teacher mentioned that there were times when the boys will not respond to encouraging them to stay engaged and will resist her advances. Therefore, she has to make the decision when to press on to get them involved and when to back off and give them some time with the hopes that they will
behavioral outcomes of children with Attention Deficit/Hyperactivity Disorder (ADHD), Volume 50, Issue April 2008, Pages 347-350. doi: 10.1080/00131880802499803.
My rationale for writing this paper is to know what oppositional defiant disorder (ODD) is and its effect on age, gender, and concurring behaviors (comorbidity) like attention deficit hyperactivity disorder (ADHD) and conduct disorder (CD). How these conditions are affected in getting the proper diagnosis and treatment for ODD. Loeber, Burke, and Pardini reported in clinical groups among children, ODD is listed as one of the most commonly known behavioral disorders (as cited in Kazdin, 1995). Stringaris and Goodman (2009) found ODD is apparently very important among adolescents because of its strong connection with a large assortment of fully developed mental health disorders such as (as cited by Kim-Cohen et all., 2003, Nock, Kazdin, Hiripi, & Kessler, 2007) conduct disorder (CD) and an introverted disorder (as cited by Burke, Loeber, Lahey, & Rathouz, 2005; Costello, Mustillo, Erkanli, Keeler, & Angold, 2003; Ford, Goodman, & Meltzer, 2003).
When one thinks about mental disorders in respect to children, Attention Deficit Hyperactivity Disorder (ADHD) immediately comes to mind. Defined now as “children who are excessively active, are unable to sustain their attention, and are deficient in their impulse control to a degree that is deviant for their developmental level” (Loewenton, 2002), ADHD now affects up to 5% of schoolchildren and continues in roughly 60% of those youths as they age (Henderson, 2004). There are many different opinions re...
Delaney, E. M., & Kaiser, A. P. (2001). The effects of teaching parents blended communication and behavior support strategies. Behavioral Disorders, 26(2), p 93–116.
After completing the “Cooperative Discipline” course through the Regional Training Center, I am planning on revising my behavioral management techniques to follow the cooperative discipline model in my eighth grade English classroom. The cooperative discipline, or the hands-joined style, is a more appropriate approach to managing behaviors in my classroom than the hands-off or hands-on styles. With the hands-off style, there is too much freedom and not enough structure in the classroom, and with the hands-on style, defiant students are likely to rebel against the teacher’s strict rules. However, with the hands-joined style, “students are included in the decision-making process and therefore are strongly influenced to develop responsibility and choose cooperative behavior” (Albert, 2012). When students are provided with clear expectations but are still part of the decision-making process, they are more likely to behave appropriately in the classroom.
Writing Assignment Two Introduction Special education includes addressing students’ academic needs as well as their behavioral needs. A student with a disability is not exempt from disciplinary measures, as students with can be suspended and even expelled from the school environment. More specifically, students with emotional disturbance can display maladaptive behaviors. These maladaptive behaviors can generate unsafe learning environments. More importantly, the creation of an effective behavior intervention plan (BIP) is imperative.
Yehle, A.K.; Wambold, Clark. "An ADHD Success Story: Strategies for Teachers and Students." Teaching Exceptional Children. 30 (1998): 6 8-13.
Wehby, J. H. (2003, February). Promoting academic success as an incompatible behavior. Paper presented at the Council for Children with Behavioral Disorders International Forum, Las Vegas, NV.
Schools are in great need of systems, processes, and personnel who are able to support the needs of students with problem behavior. Research indicates, however, that (while I am a big, fat cheater) information has not been made available to teachers and other professionals in a format that allows these strategies to become common practice. Many teachers choose isolated behavioral strategies that are not applied immediately after the problem behavior has occurred.
Goldstein, S. and Mather, N. (2001). Learning Disabilities and Challenging Behaviors. Baltimore, MD: Paul H. Brookes.
Intensity of Symptoms High risk students develop varying degrees of unusual behaviors, from being absent or late to such extremes as having no directions or purpose. They also exhibit contrasting results or behaviors that may be confusing at times, but the key to all these
It was observed a 5th grade elementary student, that for privacy we will name him J during this case study. He arrived to the school in the second semester of Fourth grade and he has being diagnose under the umbrella of the Autism spectrum from the previous school documentation. J was served by the Especial Education content Mastery (“as known Especial Ed. Classroom”) in period of times during the day, but he was place in a regular education classroom. He immediately presented behavioral issues due to the transition of a new environment and his learning disabilities. After a couple incidences, the administrator called the ARD committee to meet and review his IEP and place new behavioral strategies to follow. J made it through the year with continue incidences where he spend most of the time in the Content Mastery classroom. At the beginning of the 5th grade year they continue with the strategies that were in place from previous year; those were making a changed, not a constant issue, but once in a while his outburst were severe to the point that he got so angry that he broke a glass door, others where he just run away from the classroom crying and went into a bathrooms or outside to the playground stating that he had problems with his sugar levels; “sometimes it has difficult to identify if the cause of his outburst was cause by the diabetes or the autism” as the teacher aide stated.