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Summary Based on the information provided in case 8, Crashing Planes and Tranquil Dreams, Richard is a 4 years old boy, who is experiencing challenging behaviors at school, as well as at home. Richard lives with both parents, and two older brothers. Richard has been attending the YMCA’s full-day preschool program for the past 2 years. He is described as a “good kid” by parents and teacher, however, he is constantly active, impulsive, and frequently becoming involved in conflicts with adults. Parents are continuously working, and as mentioned in this case, they have to spend most of the time at home yelling at Richard or putting him in time-out as part of his consequences for not listening or misbehaving. At school, Richard shows behaviors that are similar to the ones experienced at home. Although, he’s described to be a “sweat and bright boy” who does not have trouble interacting with peers, and is able to communicate verbally to express himself, he is described as “hyper” and as someone who constantly engages in yelling, crying and kicking when is time to nap. For instance, and as the scenario describes, in this particular occasion, Richard’s teacher had to redirect him several times for him to finally lie down and take a nap. Richard was pretending to be a plane and making sounds to simulate an airplane crash …show more content…
As stated in Guideline 3.05 of the BACB Guidelines for Responsible Conduct, behavior analysts should conduct a risk-benefit analysis on the procedures to be implemented to reach the objectives. For instance, we should consider the probabilities of the treatment to be successful, along with the time and distress that will take to eliminate the problem behavior (e.g. extinction burst), and all the effects that the procedure could cause to all other individuals involved (e.g. teacher, family members, and
Brandon’s mother reported that the majority of his inappropriate behaviors were commenced during dealings with her boyfriend. His teachers at his school also report that Brandon’s behaviors are parallel to his classmates who are diagnosed with Attention Deficit Hyperactivity Disorder (ADHD), but for unknown reasons, his mother has failed to allow psychological testing as she fears that he will be labeled as crazy or slow child, and she is unsure if she agrees with the use of anti-psychotic medication with children. Brandon’s mother reported that he has participated in counseling to address his challenging behaviors, which include physical aggression, difficulty following rules at home and school, and using inappropriate grammar with sexual insinuations toward females. Brandon has a diagnosis of Depression and Post Traumatic Stress Disorder (PTSD). Brandon and his mother both reported that they stopped therapy in the past because there was no change in Brandon’s behavior. Brandon has numerous assets that were recognized by his counselor/social worker and his mother. Brandon now realizes needs help with his issues and has agreed to attend counseling for his sexually inappropriate...
George A. is a 9-year-old boy that attends a middle school in Quincy, MA. Prior to attending this school, George was placed in a substantially separate classroom for two years. As his first completed year as a mainstreamed student, his teachers are concerned. His grades are poor and his behavior is disruptive and inappropriate. George is known for his deviousness, lack of self-control, and disruptiveness during class. George is not qualify for Special Ed. academic services and his teachers believe he is fully capable of completing his work, but chooses not to.
George has unruly behavior that affects other students in the classroom, not only that George’s behavior is disruptive, but his behavior is disruptive to his fellow classmates. George’s behavior became disruptive from the point where he strikes at his fellow students, and throws paper and his books at the classroom floor whenever he gets angry. George’s disruptive behavior affect and it also interferes with his fellow students listening to the presentation from the teacher. George behavior can lead to other student outbursts and can also result in the student getting a lower grade due to inattentive during classroom activities.
Lucia’s Functional Behavioral Assessment provided needed data including that crying can last up to 12 minutes during class. Sometimes the Special Education teacher (you) will work with Lucia during these times, but in doing so generally, does not respond to the crying, and does not allow the behavior to become the focus of attention. Sometimes the crying escalates into a tantrum during which the following behaviors can occur: attempted open fist hitting directed toward other students (her physical disability prevents her from being successful), rocking in her wheelchair (teachers and parents are fearful that she will injure herself) and loud screaming. Her current Behavior Intervention Plan does not include a crisis plan in case of escalating
A dream is a display, usually visual, that occurs during the night while we sleep in
The individual is a nine-year-old African American female who presents with Oppositional Defiant Disorder, Moderate. The individual displays symptoms of oppositional defiant behaviors in the home, school, and community (daily) as evidence by her engaging in verbal and physical altercations with her peers and siblings (daily), and does not want to be bothered by anybody (2-3x weekly); displaying defiant, disruptive and aggressive behavior (3-5x weekly) weekly as evidence by her not complying with the rules in the home and school setting (daily), negative attitude towards authority figures (daily); often loses her temper (2-3x weekly); argues with her teachers (2-3x); and will refuse to comply with simple rules and request (daily). In the home
It is early Tuesday morning, and I am involved in my usual early-morning routine: waking up the kids, getting them to wash up and dressed, making breakfast and ensuring they eat it rather than decorate the kitchen with it, and getting them out the door and onto a school bus, while managing - in-between all these activities - to prepare myself for a day at work. This ultimate exercise in multitasking, so familiar to practically all mothers, must be conducted in a limited span of time, where an unexpected delay at any juncture may cause the entire system to fall apart into little pieces. In this situation, when a child is acting out in an unreasonable manner - determined, of course, by a reasonable parent - a quick and decisive punishment might be needed.
As teachers, we are often expending more of our energy than is necessary by not taking time to implement a more comprehensive approach toward behavior management. In many cases one will need only a few of these strategies in place to create a positive behavioral support plan.
A major part of successfully implementing the plan is to get teachers and administration “on board” with the details of the behavior plan. At times, the teachers may need to change how they approach the student in the classroom and this can be difficult for seasoned teachers to change how they do things in the classroom. The goal would be for the teacher to identify the problem from the behaviors that the student is displaying, and then use the strategies given from the assessment for intervention. The teacher would then follow the steps on the behavior intervention plan, and then give positive reinforcement when the behavior was changed. During this process, adjustments can be made if the given strategies are found to not work.
Brody says throughout her years she found herself to doze off at concerts as wells as napping in transportation vehicles and getting drowsy as she reads. She even admits to almost crashing when she was driving because she fell asleep. During last winter of that year Brody was pressured to diminish her sleeping time. This had led Brody to say “I found my brain running idle. My short-term memory was failing; I couldn't concentrate. I actually nodded off during a telephone interview, and by noon I was asleep on top of my computer keyboard.” Brody took a sleepiness quiz and failed it. The calculation showed that she was in sleep debt and that about 100 million others are in the same situation as her. Brody used David F. Dinges, a sleep specialist
All forms of treatment may be easier when the problem is determined in an earlier stage, and this has been proven effective for different results and cases. Managing behavioral difficulties to children with the help of behavioral approaches can still also be quite challenging since the parents and teachers since these can be considered as “advanced” ways to address the problem. One behavioral treatment approach and/or strategy is creating positive behavior support for the affected child. According to Early Childhood Learning and Knowledge Center or ECLKC (2014), positive behavior support is a strategy that is used “to develop effective and individualized interventions for children who persist in challenging behavior and do not respond to general child guidance procedures.” Several cases may involve children whose levels of challenging behavior may be extreme that they do not have the enough capability to respond and/or react to child guidance procedures done by the adults around them. Children on their early childhood stage are usually expected to respond with the instructions that are being thrown to them by parents and children, and when it comes to children with behavioral problems, it is also part of the job and responsibility of teachers to address this problem and help their students who are behaviorally
Behavior management can be a challenging obstacle for teachers. Having a good knowledge base of many behavior management strategies to be prepared for when problems arise is essential. The strategies used should always be research based. By using research-based strategies, teachers have evidence to back up their actions and practices. To put it simply, it is just the smart thing to do. It provides support for actions and implementations in the classroom as well as giving the teacher information to follow so he or she will have an idea what will happen in the classroom before the strategy is implemented. Not to mention many research-based strategies outline the implementation methods. Countless strategies have been researched but some of the most impressive fall under the positive behavior support category, which provide positive reinforcement for good behavior while avoiding positive punishment in most cases.
Angels Individualized Education Program team conducted an Antecedent Behavior Consequence (ABC) analysis to determine the frequency of his behaviors, his interaction with peers, consequences and any teacher comments. In this analysis, his disruptions included being
Students with special needs who manifest behavior challenges in schools often times need intensive and extensive supports and strategies that are inherently different from other students (Campbell-Whatley & Lyons, 2013, p. 74). One of the best practices is the Functional Behavior Assessment (FBA). It is an assessment that looks beyond the interpretation of “bad” behavior. Before any child can be restraint or secluded, educators have to assess and create a FBA. This process will give the educators the antecedent and the consequence of the behavior. From this process, a Behavioral Intervention Plan (BIP) will be created to support the child’s
At this stage, the FBA team describes the prevention teaching and the crisis management strategies that the student would receive. The goal is to teach and reinforce the positive behavior that the student should be displaying. For students with IEPs, the BIP is a part of this document. At the BIP stage, the team also begins to hypothesize about the expected result of each intervention that they put into place. Some of the things that could be noted in a BIP are: changes in the physical environment, changes in the student’s daily routine, and changes in the way information is gathered. For example, in class, we read an example where the student problematic behavior was biting his/her own hand. Whether this is due to anxiety or this is an attention-seeking tactic, this student needed an appropriate replacement behavior. The replacement behavior that the professor noted was to train the student to squeeze a Koosh ball. This example shows that an essential idea of the Behavior Intervention Plan is that educators cannot get rid of an undesirable behavior without replacing it with something else. In sum, the steps of the BIP and FBA process are to first collect information; then describe the behavior; next, determine the functions of the behavior; fourth, develop a plan of intervention; fifth, implement the plan correctly; and finally, evaluate the outcome of the