Ms. Alexander discussed Quadir’s behavior during the meeting. Ms. Alexander stated, that Quadir, would behave well for about three to four week and would relaps back to his aggressive behavior when he gets upset. Per mom, Quadir would use comping skills and anger management skills, if he want something or wants to go somewhere. Per mom Quadir has problems controlling his impulses at home and at school. Per mom, Quadir do not like to be told no. Per mom, Quadir wants to behave well but sometimes have difficulty following through with his behavior. Per mom, she is still have concerns that Quadir‘s behavior may get worst as he gets older. Per mom, Quadir started new medications that should be helping to improve his aggressive behavior, mood swings, …show more content…
Per psychologist, Quadir can be placed back into a regular class, however Quadir’s behavior is causing him to do poorly on some test and exams. Per psychologist, Quadir is at risk for hyper activity and aggression. Per Psychologist, Quadir has a behavioral problem which make him at risk for behavioral modification services. The psychologist remanded for Quadir to continue to receive behavior intervention services. Ms. Wingate stated, that Quadir is a good student, like school and is friendly. Per Ms. Wingate, Quadir is working on goals at school which includes, improving reading, math, and behavior conflict and utilizing coping skills. Per Ms. Wingate Quadir is in need of a 504 accommodation plan during test taking because of his ADD. Per Ms. Wingate Quadir can become very aggressive with his peers and teachers when he get angry. Per Ms. Wingate Quadir can become very non complaint, use profanity, and abusive when he get upset. The coordinator ]from One & One Youth Services, stated, that he would be requesting for Quadir to receives duel service, which includes, Day treatment and continual IIH services from Progressive Care
Scenario 1: A father informs you, the center director, that his daughter who has chronic asthma, needs to stay indoors every time he suspects the child is becoming ill. At first, you try to accommodate him, but with growing enrollment this becomes impossible. The staffing problem has been explained to the parent, but he feels that the school should be able to provide service to children like his who have chronic health problems.
This is because 504 students are not considered special education students. Therefore, they are not supervised by para-educators and or special education teachers. The 504 students are supervised by the classroom instructors and building or organizational leaders such as the principal and vice principal. It is the classroom instructors’ responsibility to ensure that the 504 students are receiving their accommodations and or modifications. It is the school principal’s job to ensure that these 504 accommodations and modifications are being implemented by each of the classroom
There are many things to learn from this article written by Donald Baer, Montrose Wolf, and Todd Risley. It is a very informing article in which you can learn about the current dimensions of applied behavior analysis. The seven dimensions mentioned are: applied, behavioral, analytic, technological, conceptually systematic, effective, and generality.
Family: Benny is an 8 year old male who continues to reside in South Amboy with the Rodriguez family. On 9/12/ 17 DCP&P requested for the court to award Kinship Legal Guardianship to Mr. and Mrs. Rodriguez. DCP&P Judge approved plan for KLG with the Rodriguez family. Benny and his sister were excited to hear that they will continue to reside with the Rodriguez family. Benny behavior in the home continues to improve. It appears that he has a stable relationship with Mr. and Mrs. Rodriguez. He does not display the behaviors he displayed when he first was placed in the Rodriguez home. He no longer isolates his self, cries or has difficulty forming attachments or bonds with the family. CM observes Benny interaction with his foster siblings and
Berkley and his mother met for the DD Waiver Intake at the Woodman Office. Berkley is 6 year old and has been placed in 6 different day cares and elementary schools for the past 2 years. Danielle (mother) explained at home Berkley doesn't display the same behaviors he does at school. Berkley has bitten and kicked teachers and at the last school he bit the principal. Berkley was well behaved during the intake as he played on the floor with the toys and after some prompted he sat down and completed the screening worksheet with some defiance. Danielle explained that in school he has gotten away with not doing school work. He recently spent 8 days at VTTT.
Steiner and Remsting (2007) suggest that usually children are not in agreement with their parents and lack insight into their behavioral issues. Devon was willing to meet with the clinician but ended the assessment early due to him become irritable with the line of questioning and thinking the interview was “stupid”. This behavior is expected with children who have ODD. The American Academy of Child and Adolescent Psychiatry (2009) also support the provisional diagnosis as they advise that children with ODD often are going through a transition, under stress, or in the midst of a crisis. This clinician believes that a pressing factor of Devon’s behavioral issues may have come from the separation of his parents and the new living arrangements. Devon may have not handled the stressor correctly and may be reacting to it, which was a deciding factor in the diagnosis of ODD. Lastly, this clinician was concerned about the parenting style continuity between both homes of each parent. Although no exclusive parenting style was reported, the father stated that they never spanked Devon and if they had maybe there would not be any behavioral issues arising. That statement was key to this clinician because Portes, Dunham, and Williams (2007), allude to the fact that some children become oppositional when parents have excessive or unrealistic demands and may be overly punitive or overly passive. The fact that there may be overly punitive demands at dads home and overly passive demands at moms home may suggest a confusion of what is expected of Devon, which in turn could be causing him to exhibit oppositional defiant
Psychologists don’t each approach dysfunctional behavior the same way and there are seven approaches used to explain and treat dysfunctional behavior; these approaches include biological, behavioral, psychodynamic, cognitive, humanistic, sociocultural and diathesis-stress (Boyd, n.d.).
Jake is an 18 year old male who lives with his mother in Southampton, Massachusetts. Jake’s primary disability includes epilepsy, idiopathic mycarditis and there are concerns of a mitochondria disorder. He has a history of febrile seizures and is being medically managed for that disorder. In fourth grade, Jake experienced a grand mal seizure; he was placed on medication; and an IEP was developed in school for this medical condition. Jake also experiences allergic rhinitis and asthma, which is brought on by environmental factors. Jake has not been diagnosed with ADHD, but has confided with the ATS that he has a difficult time staying focused and struggles with concentration. He continued to say at times he experiences anxiety, especially
An academic consultation was requested by a special education teacher in regards to a student with a 504 for ADHD. Jimmy’s parents divorced four years ago. Jimmy lives with his father during the week and his mother Thursday nights and the weekend. Jimmy has a younger sister who attends a local technical high school. Jimmy has trouble completing homework and/or handing in completed work. He is unmotivated in school and does not enjoy school. When he is confronted with poor grades his solution is to work hard and “just get it done” however, he has been able to show improvement.
Although Merry Go Round Learning Center had their rules posted in separate categories for different areas, such as outside and inside, they did not have a formal behavior expectation matrix. Based on the rules observed at the center a sample matrix has been made. See Appendix A for the behavior expectation matrix.
Upon reading about the accommodations, I could appreciate the labor intensiveness of enacting the details of the plan. I could also appreciate the amount of expertise, skill and perseverance that would be required of the main instructor of a child with ADHD. From the case roles, I came to a greater appreciation of the multidisciplinary nature of treatment for children with ADHD. In dealing with the IEP, there were six professional involved, as well as Robert and his mother. Robert and his mother displayed unique aspects of the psychosocial and socio-economic ramifications of poverty, substance abuse and suboptimal family support systems that affected Robert. Of the different roles, most were trying to bolster Robert and two, Mr. Plum and Robert’s mother, were not very supportive of him achieving his
Tiffany should stay in class and released upon the class bell. She should not be held after class for behavioral discussion/review.
How does an attempted conversation with a speaker of another language reveal instances and non-instances of verbal behavior?
There are many credible research sources that provide a definition of behavior with each one containing small variations in the complete definition. According to Merriam-Webster online, behavior is defined as (a) the manner of conducting oneself, (b) anything that an organism does involving action and response to simulation, (c) the response of an individual, group, or species to its environment, and (d) the way in which something functions or operates (Behavior, n.d.). O’Neill, et al. (2015) define behavior as “something that a person does that can be observed, with two or more observers agreeing that the behavior occurred” (p. 7). O’Neill, et al. (2015) also emphasize that behavior is not defined as a feeling, but rather applies to observable behavior. Furthermore, O’Neill, et al. (2015) accentuate that behavior is not an “inner state” (p. 7) but the observable actions that occur as a result. According to Cosgrave (2015), there are four primary functions of behavior to include (a) social attention, (b) tangibles or activities, (c) escape or avoidance, and (d) sensory stimulation. These functions according to O’Neill, et al. (2015), work directly with the student’s environment and result in specific outcome-based behaviors. O’Neill, et al. 2015 highlight two major functions of behavior to include the need to obtain something desirable or to avoid something undesirable. O’Neill, et al. (2015) examine examples of this connection to include actions such as hitting to obtain attention from the teacher or to escape an undesirable task. O’Neill, et al. (2015) impart that all problem behaviors have a specific underlying function which directs a student to behave in a particular manner.
Sammy is a 7-year-old second grade boy who recently moved to the district. He has been referred to the school psychologist for an educational evaluation because he is experiencing difficulties related to reading and writing as well as social difficulties with his peers. In order to perform an accurate assessment of Sammy, in addition to observing him within the classroom, a request for his prior districts records will be made as well as a review of his prior teacher's comments on his behaviors and academic skills. Further, interviews with the parents concerning his home behavior, changes in the home that may have contributed to any changes in school, and previous school performance will be conducted. Specific questions for parents concerning school behavior previously might include type of classroom, any supports required or provided, interactions with peers and teachers, behavior issues noted, confidence level, and how he felt about