The following three potential target behaviors that have been identified for Jackson, a five-year-old boy with developmental disabilities. The target behaviors has been placed in prioritized order below and along why each received there rating. When walking to the bus with his teacher, Jackson will run across the street toward the bus to touch the bus wheels. Jackson ranks the highest in every target behavior category, this is due the fact he places himself and others in immediate danger when he runs across the street. Any behavior change towards Jackson’s behavior will definitely take major time and resources to change Jacksons behavior.…
o This problem is for the teachers because the child is not cooperating with the rules. Additionally, it’s a problem for the other children near her because they cannot nap when she is being disruptive. • What is the child’s goal for misbehavior? (3 points) o The goal for misbehavior is attention.…
It then goes on to state that while in this classroom, her teacher instituted a variety of behavioral management plans to aid Kimika in controlling her violent outbursts and to provide motivation for her to complete required tasks. The case study stated that as Kimika grew older, her “violent outbursts and apathetic work behavior increased”. She then spent some time in a special classroom for older students with “trainable mental retardation”. She had many struggles within this classroom and ultimately, the special education supervisor moved her from this special education classroom to a “more restrictive” setting. For the purpose of this summary, I will be using the term intellectual disability as this case study isn’t in line with current special education terms.…
Justin goes out of his way to be defiant of the behavior plan and when confronted he lashes out, disrupts the class, and acts violently by slamming the bathroom door. 3. Justin does not interact with other students, participle in class, or try on schoolwork. He is also behind the rest of the class when he does try. 4.…
An immediate intervention that could be used to mitigate Joey’s disruptive behavior is to establish a reward system. Joey’s disruptive behavior is motivated by a need for adult attention that manifests in the form of talking out of turn, loudly and off topic. The antecedents include: interrupting when the teacher gives attention to his classmates, talking louder if he feels he is being ignored, and off topic outbursts when he is disengaged or bored. Since this behavior persists all throughout the day, a reward system that focuses on reducing the frequency of his behavior would be most successful. The potential to spend one-on-one time with the teacher would be a reward that would eliminate the antecedents of this behavior, facilitate his need for adult attention, and have intrinsic value to Joey so that he is motivated to self-monitor his behavior.…
Attendance: Wyatt attendance is great at Arthur Edwards Elementary. He has been present 29 days, absent___ days since Aug 25, 2015. Past and current grades : Differentiated instruction 2nd grade level and modified grading: Current Grades: Reading /Language Arts --%, Math --%, Writing N, Social Studies --%, Science --%, Conduct N Work samples: Reading: Wyatt does not willingly participate in reading activities especially when his has to read a text and writing a response about what he has read. He continues to require differentiated/modified instruction for all subject areas, to include writing, science, social studies and math.…
Tommy’s teacher, Ms. Parker expressed her concerned about Tommy running out of class, having melt downs, aggression, not remaining on task and not following verbal instructions and cheating. Her major concerns are running out of class and defiance. The predictors that trigger Tommy’s behaviors are transitioning into subjects he does not like such as reading and writing, and when he is in line returning from recess or lunch…
o Concerning behaviors include: students who are being bullied,…
The participants ranged from 14-17 years of age. The major issue that was targeted in these studies was behavioral issues. This consisted of internalizing…
The goal of the study conducted was to determine whether DRO or DRA was more effective for decreasing unwanted, problem behaviors that were occurring with four students within a classroom setting. Each student had been referred to a behavioral professional for assessment and intervention purposes due to causing verbal disruption in their classroom. Behaviors exhibited included swearing, making odd noises with their mouths and teeth, along with talking to their peers at inappropriate times, and humming. The importance of decreasing these behaviors was to allow the teacher to spend less time prompting the correct behaviors, and more time engaging in educational activities with the class. These behaviors not only were disruptive, they also had a tendency to serve as the antecedent for other behaviors to occur with others students in the…
4.1.a. Non-progressive interventions/consequences In the article, Tips for Function Based Discipline in the Classroom, Gavoni (2016) characterizes non-progressive consequences by, “being the ‘same’ every time and are appropriate and function based that are related to the magnitude of the misbehavior” (para. 11). If a consequence is going to be affective in the classroom, it needs to be consistent; for this I believe the consequences need to be simple and are reflective of the behavior. Our classroom rules (listed in CMP 2.2.a.) are as follows; Respect your classmates in your words and your actions, listen when someone else is talking, come to class prepared with all required materials, and follow the teacher’s directions.…
Therapist observed student 1, the girl, jumping up/down on the table, dancing on the table, jumping off table, crawling underneath the tables and desks, hitting and running behind students, hollering, talking back to authority figures, telling her teacher “shut…
Mrs. Diaz has implemented certain practices to proactively change the behavior atmosphere in her classroom with the…
Target Behavior: Avoidance Operational Definition: When engaging in avoidance behavior the behavior looks like wandering around the classroom, talks to peers by asking questions that are not related to the given assignment, walks to the classroom teacher to engage in conversation, and begins to play with objects around that do not pertain to the given assignment. Token Board: • The token board is designed for Richard to receive 5 stars in a 10 minute time frame. He will also have the opportunity to receive 5 additional stars when he has succeeded being on task for a longer time period. For every 1 minute Richard does not participate in the target behavior he will receive a star on his token board. When Richard engages in the target behavior…
The student population that the following procedures are made for are learning disabled high school students that range in age from 15-19 years of age. Currently, all of the students are male. A couple of the students have problems with inappropriate touching of other individuals and aggressive behaviors, so they have to be monitored carefully and re-directed away from atypical behaviors several times a day. We enforce strict rules when we walk about the school with these students because they are not allowed to reach out and make other people feel afraid or uncomfortable. Next, these students do not show that they have been trained to pick up after themselves when in situations such as picking up their clothing and other personal items in the locker room or cleaning up spills and messes made while eating breakfast or lunch.…