Summary Of Lucia's Functional Behavioral Assessment: Lucia

321 Words1 Page
bulb-icon

Recommended: Behavior modification

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

Show More
Related

  • Case Study: Crashing Planes And Tranquil Dreams

    1214 Words  | 3 Pages

    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

    Read More

  • Nonverbal Learning Disabilities Essay

    1139 Words  | 3 Pages

    ...ht slowly, and patiently, allowing extra time if needed. These students need constant encouragement and positive feedback due to their anxiety. When working with them, encourage thinking skills and help them take in the information visually by doing activities. These activities include categorizing, comparing and contrasting, observing, identifying patterns, cause and effect, problem solving, and using fact and opinion. Teachers should determine whether or not the child can understand by what they do rather than what she says. Teachers should be clear and specific about what they expect from the student. In the social aspect, the teachers can help the child recognize, understand, and use nonverbal communication. They can also help them become aware of perceptions and how others may perceive things different, which causes them to respond differently (Hamilton).

    Read More

  • Descriptive Functional Assessment Of Cody

    988 Words  | 2 Pages

    Cody was observed on September 14th, 2016.Cody, his mother, his brother, as well as the B.A.T clinical team were present to conduct a descriptive functional assessment, which consisted of direct observation of behavior and an Antecedent-Behavior-Consequence (ABC) narrative recording in the family home.

    Read More

  • Behavior Assessment System For Children, Second Edition

    1786 Words  | 4 Pages

    The Behavioral Assessment System for Children, Second Edition was written by Cecil R. Reynolds and Randy W. Kamphaus. The BASC-2 was published in 2004 by Pearson. The manual is currently priced at $102 and can be purchased online. The BASC-2 is qualified under level B. This means that it may be purchased by an individual with a master’s degree in psychology, education, occupational therapy, social work, or any field closely related to assessment and formal training it the ethical administration, scoring, and interpretation. AN individual who has certification in a professional organization that requires training and experience in the area of assessment. An individual who has a degree or license to practice in the healthcare field. Lastly an individual with formal, supervised training specific to assessing children.

    Read More

  • Elizabeth's Bi-Polar Disorder Case Studies

    685 Words  | 2 Pages

    In the third grade Elizabeth struggles to socialize with her peers. She is still our happy active girl, however now that she is 9 yrs old she has had many outburst. We do not understand why Elizabeth is acting out in such an aggressive manner. Elizabeth was building with Eli and when he would not give her the pieces she wanted she threw a tantrum. Elizabeth reached for the blocks and began throwing them while saying hurtful words to her brother. Once we stepped in it took us about five hours to calm her down. The process was exhausting and we hoped never to experience it again. Nevertheless, Elizabeth continued to have her tantrums, which tired us to the point that we stopped going out. When we pick up Elizabeth from school she is usually by herself and when we ask her about her friends she has nothing to

    Read More

  • The Mental Status Assessment: Mental State Assessment

    1676 Words  | 4 Pages

    Assessment instruments are a critical component in psychological testing. Clinicians use psychological assessments as a process of testing individuals to generate a hypothesis about their behavior, personality, or capabilities. There are four primary types of psychological assessments including, clinical interviews, assessment of intellectual functioning, personality assessment, and behavioral assessments. In addition, other types of psychological testing can include, achievement, aptitude, neuropsychological, occupational, and specific clinical test that can measure current levels of depression or anxiety. For example, the assessment instrument called the Beck Depression Inventory (BDI), measures characteristic attitudes

    Read More

  • Behavior Change Project

    1334 Words  | 3 Pages

    John, a 15 year old male, is an 8th grade student attending a local middle school. John is a transfer student from another state and he been placed into an inclusion classroom because he has been identified as a student with a disability and requires an IEP. Lately, John has been verbally and physically disruptive during math class. Some of the disruptive behaviors John often exhibit in the classroom include making loud noises and jokes during instruction, calling his peers names, physically touching his peers, and grabbing group materials. John’s teacher collected data and learned that his verbal disruptive behavior occurs 4-8 times during each sixty minute class meeting, and his physical group disruptions occur 75% of the time he works with a group. After meeting with John’s other teachers, his math teacher learned that his disruptive behavior is only present during math class. According to John’s math test scores on his IEP, his math instructor also learned that math is a challenging subject for John and he is significantly below grade level. Both John’s math teacher and his IEP team reached an agreement that they would like to decrease the number of times John disrupts instruction and eventually eliminate the disruptive behavior. The replacement behavior for John is to remain focused and on task during math instruction and assigned activities without triggering any disruptions (i.e., distracting loud noises or jokes causing the class to go into a laughing uproar, physical contact with peers, name calling, or grabbing his peers’ materials). Instead of John being punished for his disruptive behavior, the replacement behavior would allow him to remain in math class, and he will also be able to receive posit...

    Read More

  • Social Work Case With Trent

    1911 Words  | 4 Pages

    To start this case with Trent, if I have walked upon a child that is screaming for his mother, that is a sign that something has gone terribly wrong. It raises a question as to, if this child is needing his mother because of the stress in the classroom, or is his mother is missing from his life. The first thing I would do is calm the situation, by taking Trent to the side, to discuss what is going with him. By Trent being five years old, I know I would not get much information. I would then turn to his immediate family and peers using the mezzo level of intervention. To gather this information on Trent, the administration would provide the contact information, and the classroom would provide a group of his peers. According to Karen K. Kirst-Ashman

    Read More

  • Child Development and the Process of Learning

    1331 Words  | 3 Pages

    Before children learn to use language to let their needs and wants be known they first learn to read, understand adult’s behaviour as well as responding through behaviour (Bishop and Baird, 2007). Challenging behaviour contributes to children’s social-emotional development through expressing their feelings and reacting to certain experiences with or without control (Berk, 2006). Early childhood teachers struggle to deal and to help children with challenging behaviour that teachers themselves are searching for answers and solution. Teachers should know about challenging behaviour or do they have enough knowledge to help themselves when facing this situation. Therefore; is disciplining the children the same as positive guidance? This review will consider these questions using literature from articles and research in early childhood education and special education. Teachers struggle when dealing with challenging behaviour especially when a child refused to listen but not only that they throw themselves on the ground, kicking and screaming. Bishop and Baird (2007) explain challenging behaviour from the children’s point of view as their way of communicating that something is not right with their experience using pain or distress. In addition, children with no self control, maturity, less understanding and don’t know how to express emotions appropriately or tiredness respond through challenging behaviour (Flicker & Hoffman, 2002). As children with challenging behaviour find it hard to communicate to adults and their peers, Neece & Baker (2008) examined children of intellectual disabilities and how it affects the parents. Children with both challenging behaviour and anti-social skills stress the parents because they do not know how to de...

    Read More

  • Molly Molly Case Study

    1588 Words  | 4 Pages

    Molly’s conditions pose great difficulty not only for Molly but for her teachers as well who must implement strategies, tools and environmental supports to aid Molly in several areas including communication, behavior, social, cognitive, sensory-motor and assuring that Molly is in the most appropriate and supportive environment, because the implementation of the appropriate strategies, tools as well as environmental supports will only aid Molly in engaging with her teachers and peers and will motivate Molly to meet or exceed her individual potential and will ensure Molly’s needs are being met overall in the academic setting.

    Read More

  • Psychological Assessment Report

    5400 Words  | 11 Pages

    The names used in this Psychological Assessment Report are fictitious. This is absolutely necessary to protect the privacy of the children being observed.

    Read More

  • Functional Behavior Assessment

    1044 Words  | 3 Pages

    Classroom management is one of the most essential skills to becoming an effective classroom teacher. Teachers who possess the ability to manage their classroom are able to create an environment where learning is the focus (Burden & Cooper, 2004). Although teachers may be well prepared and skilled with classroom management, at some point in time they will encounter a student or students whose behavior hovers authority and the functioning of the class. There is no simple way to deal with these difficult situations, but there are strategies to help. The first step is to identify the purpose of the behavior. A Functional Behavior Assessment (FBA), is a systematic set of strategies that are used to determine the underlying function or purpose of a behavior so that an effective intervention plan can be developed (NPDC, 2014).

    Read More

  • Reflective Journal Reflection Essay

    1084 Words  | 3 Pages

    In the Learning Support Classroom, I observed different learning aspects in all the students. Some students have ADHD, Autism, Down Syndrome, or academic challenges. These students face challenges in all settings in the classroom. Each student receives an hour time frame of practice and review in the Special Education classroom every day. The classroom routines are set up with three stations including; sound review, writing, and speaking components. The stations focus on one-on-one support and hands-on concepts for students to practice their growth and allow the teacher to progress monitor their skills. In the morning, there are three students at a time from 9-10am. Two are in Kindergarten and one in first grade. These

    Read More

  • Child Observation: Case Study of an Elementary Student with Aggressive Behavior

    1015 Words  | 3 Pages

    ... of situations in which this behavior may occur. In this one on one setting, we see a definite difference in the student’s behavior and attitude. The other intervention that we can try with this student would be to have him develop a book about how to behave in kindergarten and why it is important. This book could potentially act as a reminder for this student. A third solution would be for us to provide this student with some quiet time in a safe place. This would allow the student to calm himself down in whatever way works for him and then he can rejoin the group. It is important to note once again, that this is a very rare case in which the parents do not want to work with the school to help their child. This makes things very difficult for my mentor and myself I, however, we are trying to implement these things within our classroom to help this student.

    Read More

  • Reading Reflection Essay

    1193 Words  | 3 Pages

    Student A caused the most disruptions during independent reading. I adjusted her learning goals by differentiating her assignments and pairing her with another student to help her remain on task. I implemented a behavioral plan with Student B by using a point system. If he remains on task and in his seat, he will receive daily and weekly incentives Ex: 10 extra minutes on the computer, lunch with the teacher or a special prize from the treasure chest. I will also send home a weekly communication log that will allow his parents to know about his day at school. Student C has continue to be a disruption in my classroom. She continues to make noises, refuses to remain in her seat, and needs constant redirection. I will like to schedule a meeting with her parents to see if she displays similar behaviors at home and learn more about her home life. I will also like to recommend her for an evaluation to get her any extra support/services she might

    Read More

More about Summary Of Lucia's Functional Behavioral Assessment: Lucia

Open Document