Summary: Understanding Challenging Behavior

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Recommended: Inclusion of special education students

Behavior Expectations Matrix
Although Merry Go Round Learning Center had their rules posted in separate categories for different areas, such as outside and inside, they did not have a formal behavior expectation matrix. Based on the rules observed at the center a sample matrix has been made. See Appendix A for the behavior expectation matrix.
Understanding Challenging Behavior
Functional Behavioral Assessment
See Appendices B and C for the functional behavior assessment data for Shane White and Cara Smith.
Behavioral Hypothesis
Child one. When Cara previously had the attention of a teacher and then the teacher directs their attention to another child, Cara will begin to cry and cling onto the teacher. After Cara cries and clings onto the …show more content…

For Cara Smith, a functionally equivalent replacement behavior would be to a system where the Cara can touch the teachers arm when she wants the teacher’s attention and the teacher will acknowledge her. At the beginning in order to encourage Cara to use this functionally equivalent behavior, the teacher will have to give Cara her immediate attention every time Cara touches her arm. However, over time, the teacher can slowly increase the time Cayla waits for her attention until Cara can wait longer periods of time before receiving that attention.
Currently, this problem behavior is addressed by the teacher giving in and giving Cara attention when she engages in this problem behavior. This reinforces Cara’s problem behaviors because she learns that when she cries and clings to the teacher, she will get the teacher’s attention. The teacher’s should therefore not give in during this behavior and try to teach Cara a functionally equivalent replacement behavior to get the teacher's attention without crying and clinging to the …show more content…

Since Shane is engaging in the problem behavior to avoid cleaning, the replacement behavior should offer him that same escape from cleaning. Over time the teacher can begin to ask Shane to pick up 1 toy then he can go sit down, then two toys before he sits down and so forth.
Currently, after Shane engages in these problem behaviors the teacher gives in and cleans up for Shane. This allows Shane to escape cleaning, which is the motivation of him throwing himself on the floor,crying and kicking. When the teacher allows him to avoid cleaning after he engages in these behaviors she reinforces the idea that these behaviors will get him out of cleaning, therefore making these behaviors more likely to

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