As a PBS consultant, I would evaluate Brian’s current situation by applying the A-B-C model to collect information about when the events are occurring. I would look at the collected data from direct observations, notes, etc. from the teachers as well as any on-site behaviorists. In addition, I would review the student’s medical records and/or school records and the IEP to further understand the student. By doing this first, I will be able to better comprehend the student’s challenging behavior and what is happening before the behavior occurs (i.e., the antecedents or triggers). The behavior that happens before the trigger is the setting events that places Brian in line for a trigger to occur. Using the first acronym “A” referring to the
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The lack of sleep would make Brian agitated and unfocused which would then lead to the trigger when the teacher requires his attention (antecedent) and he begins to interrupt the class (behavior) and his peers are disrupted by his behavior (consequence). Brian’s possible function is escape/attention. In this case, Brian’s home life may be challenging which results in even more challenging behavior at school. According to our text, understanding this relationship can result in the promotion of positive forms of behavior in the learning environment (CITE TEXTBOOK). Brian’s teachers need to be aware and sensitive to his home life so that adjustments at school can help him be academically successful. In addition, I would also ensure that the classroom environment is one that is conducive to a positive and inviting learning experience. For instance, I would check to see if the classroom is one of a pleasant environment, that the expectations are clear and consistent, as well as the class size and that spacing is not an issue (CITE TEXTBOOK). If Brian’s home life is not consistent and is chaotic, then it would be better for Brian to have a classroom environment that is organized and calming. As for Brian’s intervention classroom, his behavior is more defiant and …show more content…
However, there are two major categories – to avoid or escape something that is unpleasant or to obtain something they desire (Center for Effective Collaboration and Practice, n.d.). Two other variables that may be influencing Brian’s behavior in the general education classroom are a skills deficit and a performance deficit (Center for Effective Collaboration and Practice, n.d.). For one, Brian may not have the skills for the particular content being taught, in this case English appears to be difficult for him. This is most likely due to the fact that he is a 7th grader performing at a reading comprehension/skills level of a 4th grader. Hence, he may feel that he is behind his peers and this causes him embarrassment. Thus, he begins to act out to draw attention away from the fact that he is not reading or comprehending at the same level of his peers. According to research, it is important for educators to understand the “why” of the behavior and then focus on teaching an alternative behavior that will meet the students’ needs in more acceptable ways (Monroe County Community School Corporation,
The lack of sleep would make Brian agitated and unfocused which would then lead to the trigger when the teacher requires his attention (antecedent) and he begins to interrupt the class (behavior) and his peers are disrupted by his behavior (consequence). Brian’s possible function is escape/attention. In this case, Brian’s home life may be challenging which results in even more challenging behavior at school. According to our text, understanding this relationship can result in the promotion of positive forms of behavior in the learning environment (CITE TEXTBOOK). Brian’s teachers need to be aware and sensitive to his home life so that adjustments at school can help him be academically successful. In addition, I would also ensure that the classroom environment is one that is conducive to a positive and inviting learning experience. For instance, I would check to see if the classroom is one of a pleasant environment, that the expectations are clear and consistent, as well as the class size and that spacing is not an issue (CITE TEXTBOOK). If Brian’s home life is not consistent and is chaotic, then it would be better for Brian to have a classroom environment that is organized and calming. As for Brian’s intervention classroom, his behavior is more defiant and …show more content…
However, there are two major categories – to avoid or escape something that is unpleasant or to obtain something they desire (Center for Effective Collaboration and Practice, n.d.). Two other variables that may be influencing Brian’s behavior in the general education classroom are a skills deficit and a performance deficit (Center for Effective Collaboration and Practice, n.d.). For one, Brian may not have the skills for the particular content being taught, in this case English appears to be difficult for him. This is most likely due to the fact that he is a 7th grader performing at a reading comprehension/skills level of a 4th grader. Hence, he may feel that he is behind his peers and this causes him embarrassment. Thus, he begins to act out to draw attention away from the fact that he is not reading or comprehending at the same level of his peers. According to research, it is important for educators to understand the “why” of the behavior and then focus on teaching an alternative behavior that will meet the students’ needs in more acceptable ways (Monroe County Community School Corporation,