Behavior Summary
Jayden King Jr. is a seven-year-old boy who was diagnosed as emotionally disturbed in 2014. Jayden requires a 1:1 crisis paraprofessional because he exhibits an inappropriate and disruptive behavior on a daily basis. Based on the Antecedent-Behavioral-Consequence Chart, there were several noted incidences where Jayden has temper tantrums, was non-compliant, wandering and physically abusive. When redirected, Jayden will make loud vocalizations, kicking, screaming and throwing himself on the floor. The behavior that will be targeted for remediation is his defiant behavior. Defiance is defined as the refusal to obey and follow a directive from someone of authority or opposing force. The apparent triggers that affect Jayden’s
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disruptive and aggressive behaviors are directives from an adult. The teacher or paraprofessional will ask Jayden to answer a question, complete his work, stop banging the pencil, direct him to walk in line or fold his legs in the hallway while waiting for the bus. According to the characteristics of the behavior that was identified, the frequency of occurrences recorded on the Antecedent-Behavior-Consequence Chart reveals that between the hours of 8:10 am to 2:40 pm on July 17, to July 21, 2017, there were twenty-two different instances that were documented.
During direct instruction (fundations, art, social studies, math, morning routine, and music) which was held in the classroom, it was documented that Jayden misbehaved twelve times. For breakfast, lunch, and snack, Jayden displayed inappropriate behavior six times. As for time of day, Jayden misbehaved twelve times before lunch (8:10 am - 11:20 am) and ten times from lunch until dismissal (11:20 am - 2:40 pm). Based on both of the comparisons, majority of the behaviors occurred during direct instruction and before …show more content…
lunch. Replacement Behavior In order to lessen Jayden’s undesirable behaviors, a behavioral intervention plan will be implemented. This behavioral intervention plan will indicate the observable and measurable goals for the replacement behavior. By June 28, 2018, Jayden King Jr. will decrease his level of defiance (refusing to obey or follow a directive from someone of authority). Jayden will decrease the number of episodes during direct instruction to less than four times per month over a three-month period. The teacher will use a behavior chart to record the number of times the targeted behavior occurs a day. Based on the number of occurrences, the child’s behavior will be rated on a scale from 0-5. Zero indicates the least amount of occurrence and five indicating the maximum number of occurrences. The replacement behavior is targeted based on the data collected from several behavioral assessments. Jayden’s continuous defiant behavior, when given a directive by an adult, is disrupted the class and affected his school work immensely. Based on the strategies and interventions that will be used to conquer the undesirable behavior, Jayden's inappropriate behavior will lessen and eventually fade away. Teaching the Replacement Behavior The replacement behavior will be taught over a period of a week. Jayden will learn several different strategies and techniques to help deal with his defiant behavior. Often times, Jayden is defiant when asked to complete his work. The first strategy Jayden will be taught is to express when he is having difficulty completing the work. Being defiant is a way for Jayden to escape from completing his assignment. Phrases Jayden can use are “I need help, please”, “I don’t understand” or “can you assist me, please”. Another strategy Jayden can use as a replacement behavior is asking for a break when he feels overwhelmed or frustrated. A third strategy the teacher can use to assist the replacement behavior is building a connection or positive relationship with the student. The teacher will create positive interactions such as taking the time to learn about the students likes and dislikes, how his day is going, what he had for dinner last night etc. The teacher needs a create a safe haven for the student to express his thoughts and emotions. With time, the student will find trust in the teacher with the likelihood of his defiant behavior lessening. The next two positive strategies that will assist the replacement behavior are providing choices and allowing leadership opportunities. These strategies provide ownership, leadership, and responsibility. Often times, the student needs to be in control of his actions and are relied upon to complete a task. Lastly, involving Jayden in the development of strategies used to teach the replacement behavior. Through constant repetition and support from Jayden’s teachers and parents, Jayden will demonstrate the new replacement behavior over time. When the replacement behavior is visible, Jayden will be reinforced through verbal appraisals and a reward system. Jayden will receive verbal praises such as great job and continue to keep up the good work etc. In regards to the reward system, Jayden will be working towards a preferred item or activity. Jayden will be expected to receive a certain number of checks at the end of the day to be rewarded. Positive Environmental Support There are several instructional strategies or positive environmental supports and modifications that will be used to help Jayden display the appropriate behaviors. First, the teacher will establish clear classroom rules. The teacher will identify what is expected from the student. Offering Jayden a clear understanding of the rules might minimize the level of inappropriate behaviors. Next, the teacher will provide the appropriate level of academic work and the quality of the classroom. The teacher will modify the lesson to fit the students level of understanding. A possible reason for Jayden’s behavior might be the difficulty of his academic work. In addition, the teacher will increase the level of motivation in the classroom by structuring the lessons towards preferred topics of high interest. Another positive strategy will be to regulate the pace of instructions. Once the student completes an assignment, the teacher will reward Jayden with a verbal appraisal or a check on his token board to receive a preferred item or activity. Rewarding Jayden for completing his work reinforces the good behavior of what is expected of him. This system is created to encourage and motivate Jayden to reaching his goal. In addition, the reward system is a visual indicator of his behavior, success, and performance. Lastly, the student will learn to verbalize his feelings and emotions. The teacher will provide and discussed several strategies to help Jayden express his feelings in an appropriate manner. Once Jayden has learned to utilize the strategies discussed, unnecessary tantrums and defiant behavior should no longer be visible as he starts to use his words to describe his feelings. Collaboration In order to effectively implement the necessary goals and strategies to rectify the challenging behaviors, the teacher will need to collaborate with the child’s educational team. The child’s educational team consists of teachers, therapist/specialist, parents and paraprofessional. During the initial meeting, the team will identify behaviors that are deemed inappropriate for school. They will work collectively to design a plan to target specific behaviors. The educational team will meet once or twice a month to discuss the strategies and the students progress. The teacher will discuss different types of strategies that will be most effective for Jayden’s behavior. If a strategy is deemed ineffective, the team will adjust the strategies accordingly. The parents are asked to use these same strategies at home to reinforce the positive behavior. A record of Jayden’s behavior is expected to be noted. Teachers and parents are expected to be on one accord in order for the method to be deemed effective. Appropriate Behavior Response The teacher will acknowledge Jayden’s display of appropriate behaviors through rewards or verbal appraisals.
The teacher will use the phrases good job/work, I love how you’re working, I like the effort, awesome job, keep up the good work etc. These phrases will be used throughout the day to boost Jayden’s confidence in his work and self-esteem. Another response that will be used is the reward system. Jayden will be given a token board. The token board will indicate the preferred item or activity Jayden is working towards. Jayden will have to receive a certain number of checks a day in order to receive the reward. Once Jayden has received the maximum number of checks, he will receive a preferred item or activity for his good behavior. Prior to receiving the reward, the teacher will ask Jayden to identify why he is receiving the reward. This method ensures that Jayden has a clear understanding of what is expected of him. The consequences for not adhering to the classroom rules and regulations, can result in lunch detention, loss of preferred activities, removal of checks on the token board or a phone call home. Several strategies or interventions that will be used when Jayden's inappropriate behavior occurs are the reminder of the rules, what preferred item or activity he is working for, a discussion about his behavior, acknowledging another student's good behavior as a model, the use of a calm neutral tone, avoiding a power struggle and describing how wonderful Jayden has
been behaving thus far
There are many causes on why a child or teenager may misbehave. There could be issues at home, with family, other kids, peer pressure, and the list goes on. This can affect family, friends and their own lives in a negative way. “Understanding why children engage in bad behavior is critical to curbing it”, illustrates Harvey Karp, M.D, a pediatrician and author of the book and DVD “The Happiest Toddler On The Block”. In that case, there is a lot to be learned about the cause of misbehavior.
The hallmark of Conduct Disorder (CD) is an obvious and careless apathy for the rules, the rights, the emotions, and the personal territory of others. Aggression, deceitfulness, duress, and power over others are enjoyable to a child with CD. Children with CD pick fights, trespass, lie, cheat, steal, vandalize, display abusive behaviors, and, for older children, perpetrate unwanted sexual advances. The display of signs in younger children can be: ruthless bullying, lying for the purpose of lying, and stealing of useless things.
In the video “When the Chips are down” by Rick Lavoie, I learned not only the same information as mentioned above but also helpful solutions that Rick Lavoie offered for teachers in how to respond with negative and positive student behavior. The presenter suggested among the following that teachers: restrain from yelling too much, as that might leave students to be less responsive over time; to extend verbal praise and other positive reinforcement as change from negative behavior; reinforce behavior progressively as the child makes steps towards positive behavior; set deadline incentive challenges to have the student complete tasks with positive behavior; and also the ‘broken record technique’ in which to state the rule 3 times to the offending student after indicating the infraction that was committed by the
Tan, C.S. (2007). Test Review Behavior assessment system for children (2nd ed.). Assessment for Effective Intervention, 32, 121-124.
According to the DSM-IV, if a child's problem behaviors do not meet the criteria for Conduct Disorder, but involve a pattern of defiant, angry, antagonistic, hostile, irritable, or vindictive behavior, Oppositional Defiant Disorder may be diagnosed. These children may blame others for their problems.
Childhood Disruptive Behaviors Early Childhood Children at this stage (aged 4 to 8) understand the world by perceiving it, being influenced by it, and acting on it. In turn, the surrounding world shapes the child. This demonstrates the role of nurture within the child’s environment, as well as its role in developing behavior patterns. Longitudinal studies have demonstrated that behavior patterns and personality are established during the early formative years. Research suggests that, when children come from unhealthy backgrounds, such as dysfunctional, abusive homes, they are much less likely to develop adequately physically, academically, and emotionally.
My rationale for writing this paper is to know what oppositional defiant disorder (ODD) is and its effect on age, gender, and concurring behaviors (comorbidity) like attention deficit hyperactivity disorder (ADHD) and conduct disorder (CD). How these conditions are affected in getting the proper diagnosis and treatment for ODD. Loeber, Burke, and Pardini reported in clinical groups among children, ODD is listed as one of the most commonly known behavioral disorders (as cited in Kazdin, 1995). Stringaris and Goodman (2009) found ODD is apparently very important among adolescents because of its strong connection with a large assortment of fully developed mental health disorders such as (as cited by Kim-Cohen et all., 2003, Nock, Kazdin, Hiripi, & Kessler, 2007) conduct disorder (CD) and an introverted disorder (as cited by Burke, Loeber, Lahey, & Rathouz, 2005; Costello, Mustillo, Erkanli, Keeler, & Angold, 2003; Ford, Goodman, & Meltzer, 2003).
Conduct Disorder has been a part of the American Psychological Association’s Diagnostic Statistical Manuel (DSM) since its original release date in 1994. Although, there is new information about the disorder that was previously unknown, Conduct Disorder is distinguished by a “repetitive and persistent pattern of behavior in which the basic rights of others or major age-appropriate norms or rules are violated” (American Psychiatric Association, 1994.) This mild, moderate, or severe antisocial behavior begins to appear either in childhood, categorized as early-onset conduct disorder , or in adolescence after ten years of age, classified as adolescent-onset conduct disorder (Passamonti et al., 2010.) The criteria to meet to be diagnosed with this disorder are separated into four subgroups: aggressive conduct, nonaggressive conduct, deceitfulness or theft, and serious violations of the rules. Three or more incidents must be present in the past twelve months with at least one of the characteristics being present in the past six months. This disorder causes severe impairment of functioning across a variety of situations so it is important to keep in mind society and individual situations because this diagnosis may be “misapplied to individuals in settings where patterns of undesirable behavior are sometimes viewed as protective” (American Psychiatric Association, 1994.) For example, a patient that has recently relocated from a war torn country would most likely not be a candidate for Conduct disorder even though he or she may exhibit some of the characteristics.
Schools are in great need of systems, processes, and personnel who are able to support the needs of students with problem behavior. Research indicates, however, that (while I am a big, fat cheater) information has not been made available to teachers and other professionals in a format that allows these strategies to become common practice. Many teachers choose isolated behavioral strategies that are not applied immediately after the problem behavior has occurred.
Individuals who are diagnosed with conduct disorder have repeatedly shown behaviors that are considered aggressive. Further, these behaviors disregard the rights of other persons or they oppose what society has deemed as appropriate behavior for that particular age. The Diagnostic and Statistical Manual of Mental Disorders (DSM-IV) has put these problem behaviors into four categories; aggression towards people or animals, destruction of property, deceitfulness or theft, and serious rule violations. Aggression towards people or animals can include bullying or threatening others, or physically harming animals such as abusing them. Purposely setting someone’s house on fire is an example of destruction of property while lying to others to get what one wants is an illustration of deceitfulness or theft. The last area of performance would constitute as the teenager staying out past curfew, regardless of what their parent says or being constantly absent from school (Mash & Wolfe, 2013).
Discipline is important in maintaining a positive classroom environment and influencing a child’s development. During my field experience at S.H. Elementary, I have observed Mrs. Branson using various techniques to reinforce positive behavior in her 3rd grade classroom. Mrs. Branson’s teachers 3rd grade in a charter school located in the south suburbs of Minneapolis. Her class consist of 23 diverse student learners from various racial, ethical, cultural, and economic backgrounds. Each student acquires individual wants and needs, and exhibits a range of behaviors. Mrs. Branson practices operant conditioning techniques to acquire the good behavior she wants and needs from her students.
There are different ways that a teacher can deal with a student’s undesirable behavior. Some of these strategies are: positive reinforcement, negative reinforcement, punishment or extinction. The type of r...
First, be sure to recognize the difference between reinforcement and punishment. To increase the desired behavior, reinforcement should be used. Punishment is used to decrease unwanted behaviors. Second, when an adult begins to use positive reinforcement and ignoring the inappropriate behavior, some students may begin to exhibit behavior that get worst. This abnormal behavior is referred to as “extinction burst”. The student is acting out in an effort to generate the reinforcement they use to get from the adult. Thirdly, teachers and adults should use positive reinforces that are attainable quickly and easily. Sometimes, food is not accessible and is not appropriate so positive phrases work well. Lastly, inappropriate behaviors should always be ignored, unless they are
Noncompliance has several negative impacts on an individual. Firstly, noncompliance to requests or instructions can hinder a child from learning. This is especially so for children who engages in noncompliance behaviours maintained by escape. A child’s learning will be affected if he is often out of the class, taking away opportunities for him to learn new skills. Thus, compliance with teacher instructions in classroom settings is critical for effective learning (Martens & Kelly, 1993). In addition, noncompliance affects social skills development as the child may learn to engage in inappropriate behaviours to gain attention or escape from demand. These inappropriate behaviours may in turn affect positive social interactions with his peers and teachers. Secondly, noncompliance also limits access to potential job opportunities, especially for growing individuals with learning and developmental disabilities. Ability to comply to instructions and requests from supervisor is a necessary skill required of an employee. In addition, noncompliance are often made worse when individuals engage in aggression or self-injurious behaviours to escape from demands. Noncompliance, coupled with inappropriate behaviours, ...
One of the ultimate trials that educators face currently is giving students with behavioral disorders and inappropriate behaviors, tools that will help them function self-sufficiently in a suitable manner. Teachers are facing classrooms where students parade various academic and behavioral characteristics; therefore, teacher are constantly looking for effective instructional strategies and classroom management skills. Classroom teachers tend to be more appealed to flexible, tranquil to implement and inexpensive teaching strategies and techniques that keep students energetically involved.