Analysis Of Special Education Classroom, Positive Reinforcement, Punishment, Or Extinction?

• Can help identify the situations where challenging or negative behaviour doesn’t occur and provide possible areas of solution.

The challenging behaviors that affect individual have a reason for their occurrence and do not occur in a vacuum.

I would use direct observations to collect data on Nigel. I would conduct an ABC analysis on Nigel to map out his target behaviors, determine definitions of target behaviors, and hypothesize a function for the behaviors. Once these target behaviors have been defined, and identified, I would do an event record of Nigel’s target behaviors. I would record how often Nigel demonstrates any of the problem behaviors to determine which behaviors are the most

In this assignment the author will suggest strategies to minimise effects of challenging behaviour in health and social care settings P3. The author will then discuss strategies used to minimise the effects of one type of challenging behaviour in health and social care settings M3. Finally evaluate these strategies for dealing with this one type of behaviour D1.

Pursuing a career in applied behavioural analysis is motivated by my focus and interest in working with people. A Board Certified Behavior Analysis (BCBA) commonly work with children to alter behaviour, which I do find an interest in due to my love for children. Initially, I do wish to use my training to help children in need of behavioural changes by working in schools for special

This can be accomplished through antecedent, behavior, and consequence (ABC) continuous recording by collecting data on the frequency of verbal aggression toward peers, and the presence of an antecedent or consequence, regardless of whether it preceded or followed the target behavior. ABC narrative recording is also used to collect data. Data is collected only when the target behavior occurs. The antecedents and consequences of each occurrence of the target behavior are also noted on the data collection form. Scatterplot assessments are used to record the time of day of the occurrence of the target behavior across days. This collection of data allows for the identification of an association between the task, activity, or time of day and the occurrence of the target

Participants: M. Parker, Guidance Counselor, B. Michael, Social worker, Parent, D. Shaw Principal, S. Roberts, Behavioral Consultant, Classroom Teachers; D. Chemnitz and C. Ragusa

Functional Behavior Assessments Many students with exceptionalities exhibit undesirable behaviors that are a result of a disability. In order to ensure that students are successful in their education, an important component present in special education is behavior modification. The functional behavior assessment is an effective tool used to identify problem behaviors, the reason behind them, and propose action plans to modify the behavior. There are many observational methods used to complete a functional behavior assessment.

As much as four times a day OM gets upset and start to scream at me or his follow students if something does not go exactly the way he wanted. He often cruse at his classmate and even push or hit them if the situation escalates.

Behavior (B): The session took place in family’s home. TC, mother, step-father, and siblings presented with appropriate and euthymic mood. TC and his siblings were energetic as they played with each other. Toward the end of the session, TC had a difficult time following directions and engaged in attention seeking behaviors. Family was well groomed, focused, alert, oriented x4. Family

The School-Wide Positive Behavior Support or SW-PBIS program is designed to teach behavior expectations in the same manner as any core curriculum subject. The main idea for the SW-PBIS program is for the school to focus on three to five positive behavior expectations rather than telling the students what not to do in the school atmosphere. The expectations and routines are enforced school-wide in each classroom and in non-classroom areas with the matrices posted throughout the school. These expectations and routines are taught through lesson plans at the beginning of the year in setting specific locations, such as lining up properly in the hallway using a hula hoop to demonstrate proper body space distance. The program also emphasizes positive behaviors through a recognition system of praise. Instead of always concentrating on misbehavior staff rewards appropriate behaviors with some kind of incentive. The Carl Junction School district uses this program by implementing the bark bonus program when staff notices appropriate behaviors at specials, in hallways, in the lunchroom, etc. A staff member gives a student or the whole a class bark bonus, eventually when each class receives a specified amount that classroom is rewarded. As a whole, the classroom votes on which reward they want, such as a movie, bring stuffed animal/blanket, wear pajamas, or play electronics during class.

Data is being sent to the BCBA at the end of the school day by his teacher on Mondays, Wednesdays and Fridays, and on the same days by his parents after Joey has gone to bed for the evening. The data is being collected by recording the antecedent, behavior and consequence (ABC) for the occurrence of swearing. Swearing is operationally defined as the use of any form of inappropriate language that is said out loud by Joey. A premade data sheet as been made and distributed to his teacher and his parents. The data sheet was explained and allowed for the teacher and parents to check the appropriate box that fit the situation. Each person was trained on how to collect data, and the importance of being honest and accurate was discussed.

Students will be instructed how to count coins, bills and mixed coins and bills over several days. Instruction and practice will be completed with preinstructional activities to review and instruct students on coins and paper currency. The fourth day of instruction will include counting mixed coins and bills.

     There are two forms of reinforcement: positive and negative reinforcement. When an event occurs producing a positive effect, it is considered positive reinforcement. Negative reinforcement involves the removal of a stimulus increasing the likelihood of a positive effect. An example of this would be to take two aspirins to remove the pain from a headache.

Misbehavior is an opportunity to show the student that the teacher believes they are capable of a higher standard. The objective of discipline is not to punish but rather to teach the student to act differently in the future by imposing an unwanted consequence based on unacceptable behavior. Punishment alone without the goal of retraining student behavior may cause resentment and further problems down the road. (Charles, 2008)