Second Meeting: Descriptive Functional Assessment 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. Upon arrival, the B.A.T. clinical team greeted Mrs. Hoogerwerf and Cody at the door. Cody responded “Hi” in high pitched voice, that sounded similar to Mickey Mouse. Mom reported that Cody’s high pitched Mickey Mouse voice occurs on a daily basis, clinical team suggested this behavior was a verbal stem. Cody’s elder brother was also present during the visit and greeted the clinical team. Mrs. Hoogerwerf directed the team to the family room. Then Cody went to his movement room. Cody’s movement room is in what once was the family garage, in the room has a ball pit, a couch, TV, hundreds of Disney movies, and hammock like swing. Mrs. Hoogerwerf, added that Cody goes to his movement room after school, to relax. Cody sat in the movement room with mom and the clinical team for about 20 minutes. During this time, we did Cody’s Thomas the Train puzzle and looked at Cody’s vast collection of videos’. Hoogerwerf reported that Cody takes down all his video’s every night and re-stacks them, it’s a ritual for him. Soon Cody covered his ears and then twirled his red scarf in his view point and he fixated on it with his eyes (visual stem). Mom then suggested that Cody becomes overstimulated by too many people talking and will cover his ears. In sum, Cody was able to sit and attend to puzzle for five minutes and complied with cleaning up puzzle pieces. Reportedly, Cody likes to clean up. Next, C... ... middle of paper ... ...e distracted five times by mom and/or clinical team, Keisha did a great job redirecting him back to his task. Keisha told the clinical team Cody is improving with working independently. Cody was observed working independently on three vocational task boxes. Vocational task boxes help prepare students for vocational task, post school. Keisha rewarded Cody with videos of her singing, which he liked. When Cody was asked to wait by Keisha, he complied without displaying disruptive behaviors. At the end of class, Keisha told Cody to clean off and wipe the table, which he did. Keisha said he cleans the table every day at the end of class. Mom and Keisha added that Cody perseverates on the same topics daily. The clinical team discussed some observed behaviors, and then concluded the observation. The duration of this observation was approximately one hour and five minutes.
About the time that Mark was in kindergarten, he thought he was a normal child just like everyone else, but he started to distort things he heard in class and was wondering why everyone would be laughing and why he would be getting corrected. One day in the first grade, Mark came to the realization that something was definitely not right with his hearing. During a Show n' Tell activity, he was asked to come to the front of the room to show off one of his toys. After giving a description of the toy, someone raised their hand and had a question. This person was from the other class and was a couple rows back so there was absolutely no way that Mark could understand what he was saying. The only thing he heard come out of the boy's mouth was a garbled mess. Mark was so confused and could not answer the child that the teacher scolded him stating that this behavior was inappropriate. Mark did not k...
Whenever John and his mother drive to Rite Aid, he insists that they take the same route every single time. Whenever he steps into a new Rite Aid, he must walk around for five to ten minutes and when he would come home, he would draw a perfectly memorized layout of the floor plan of that particular drug store. Often times, it is difficult for John to make eye contact with others, and instead he may fidget, rock his body back and forth, or even hit his head against the wall. These abnormal behaviors can be attributed to the fact that John was diagnosed with a disorder called Autism at the age of three.
Moreover, behavior problems and its effects on other family members is often a result of family problems, in which may be translated into Jason’s behavior or acting out (Thomlinson, 2016). Changing behavioral factors intervention would allow the counselor to assess behaviors that are observable, measurable, and changeable. In doing as such, would support change when it is accomplished through altering what happens before and after the specified behavior occurs. Identifying current and alternative triggers is the first step in changing adverse behavior (Thomlinson,
...ription of his foster parents, his foster siblings, are less than objective. I anticipate finding that his symptoms of anxiety attacks, fear of accomplishment, panic over being successful, fear of abandonment, can be interpreted as outward manifestations of unconscious conflicts that have their origins in childhood experiences and defensive reactions to these experienced that were necessary to him as a child.
Farrington strives for the entire family to understand why Cody constantly goes to the hospital. Mrs. Farrington has noticed in her children that they have different comprehensions and involvement of Cody’s condition. Holly, who is thirteen years old, understands everything her mom knows about the disease. However, Heather, who is ten years old, doesn’t ask many question. They both understand that Cody needs to take certain enzymes for every time he eats and is required to take vitamins. They also understand that when Cody gets a cold, it is taken very serious and that he might need to go to the hospital. Mrs. Farrington has never explained to her children that Cody has the potential to die, but she feels they are all too young to understand or cope with this knowledge. However, if Cody did come to a point that he could die, the siblings may struggle coping even more unless their mother was honest about the potential situation. She would like them to treat Cody as any other sibling would without that concern. However, the children feel that Cody is
As a counselor, one may come to the conclusion that Antwone was only displaying behaviors that he saw has a child. Bandura confirmed that children who experien...
Reynolds, C. R., & Kamphaus, R. W. (2004). BASC-2: Behavior assessment system for children, second edition manual.
Using Allison’s strengths and interests is important to helping her become a successful student. This is the method of helping Bender, Brian and any other student become successful in school. Building on the student strengths, while allowing them to work on their weaknesses is important for all students and especially for twice-exceptional students in the classroom. When looking at the student’s weakness it is important to understand that their behavior is not a weakness, but a result of an underlying cause. Examining the cause of the behavior will help recognize the challenge areas for improvement by understanding the underlying cause for the behavior. After understanding the student’s strengths and challenges, the teachers can then fully help the student learn to the best of their abilities.
Medicine, Louis P. Hagopian & Eric W. Boelter The Kennedy Krieger Institute and Johns Hopkins University School of. (2012). Applied Behavior Analysis and Neurodevelopmental Disorders. Retrieved from Kennedy Krieger Institute: http://www.kennedykrieger.org/patient-care/patient-care-programs/inpatient-programs/neurobehavioral-unit-nbu/applied-behavior-analysis
...r or real disorder, basing their decision a on simple two-minute checklist for a diagnosis.
All subjects were given three 90 minute psychotherapy sessions before the actual dug experiment took place in order to prepare them for what they might experience.
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).
Close monitoring during class, verbal reminders to stay on task and for any behavior modifications
The class in which the observations took place was a Year One and Two class with twenty six pupils in the class. Adults within the class were the Teacher, one Teaching Assistant with the occasional help of a Special Needs Assistant. Confidentiality is important within the classroom setting therefore to respect the individuals own confidentiality they will be known as Child J throughout this assignment. Child J is a male aged five years and three months. It was decided that the observations of the individual would be about concentration, as the Teacher was concerned that J does not have the ability to concentrate for more than five minutes at a time. The observations will be noted and taken further if it is felt that it will be beneficial to the child’s education.
The time some students put into a relationship can become absurd. In this way, we come across the student who never seems to have their work done or never has time to work on their work. This free time would normally be used to do important tasks for school, but rather is us...