A Case Study on Inappropriate Student Behavior

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1. Students will display inappropriate behaviors for many different reasons. In this case study, we are only given a snap shot of the behaviors, as well as, probable functions of the behavior. Sven engages in maladaptive behavior when he is expected to be attending to tasks. There could be several reasons for his maladaptive behaviors, including, but not limited to sensory disorder, feeling of not being in control of tasks, task demand too high or attention seeking. Regardless, it seems as though Sven wanted to escape or avoid the behavior, completing the assignment. The behavior principal that Sven’s case illustrates is antecedent control, or changing the task or environment in order to produce desired behavior (Alberto & Troutman, 2013). The observer noticed that Sven reacted negatively when presented with assignments or tasks; therefore, changing the antecedent from giving Sven a specific assignment or task, to letting him choose between eight task options that would yield the same instructional objective, which decreased his maladaptive behaviors and increasing acceptable behaviors (engaging in academic tasks).

2. Sven’s teacher and most likely, related service providers focused on what would be best for his learning, rather than fitting into the class set curriculum as a whole. They looked at what would best fit his learning needs and would hold his interests, such as giving him choices. Some teachers would demand that he follow the same rules as the other students, which would in turn cause Sven to not form a trusting bond with teachers. They took his personal interests into consideration while maintaining curriculum objectives. This is reinforcing Sven’s appropriate behaviors. For example, if the original assignme...

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...was no reinforcement for scoring a “2-OK.” I don’t feel that this is a very reinforcing plan because of this particular scoring system where the “OK” behavior is deemed not significant, which may be why it didn’t work too well for Bill. Something also to consider, we are not sure if the teacher utilized developing a good rapport with Bill, such as gaining his trust and modify instruction based on his individual needs as the teacher gets to know him. I am having this trouble in my classroom at the moment with my assistants and a student with significant behavior/emotional issues. Their attitude towards him increases his behavior. So, I was thinking that for this case, we are not totally sure if the teacher’s behaviors towards Bill in anyway increased his negative behaviors. If so, I would recommend that the teacher try to develop a positive rapport with Bill.

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