Appropriate Behavior Modification Plan

Goal #4: The client will signal to an adult for help whenever he has a difficult time negotiating with peers. Each time the client has conflict, he will choose a method of resolving the issue. Modes of conflict resolution can include sharing, taking turns, compromising, flipping a coin, or simply walking away and avoiding the situation. The client will accomplish this task in the next 4 weeks.

Behavior modification takes steps and actions in order for it to work. According to Driscoll, step one is the problem must identify. Step two Determine appropriate reinforces. Step 3 identify an effective reinforce. Step 4 implement the reinforcer to change or shape the behavior. At the school I currently work at as an assistant teacher we have a student who is new to our school. She moved from California to New York over the summer. California curriculum is different than New York. The problem with the student is that she is currently in 3rd grade but was having a lot of trouble adapting to our curriculum. She struggled a lot with math and reading to the point that she gave up doing her work her when it became difficult. The teacher suggested

It is important to provide teachers the support they need in order to work with children with challenging behaviors. It not only helps the teacher with classroom management, but it also helps the child learn to self-regulate their own behaviors by anticipating consequences. The purpose of this study was to investigate the strategies that preschool teachers use in attempt to manage students challenging behaviors and to examine the teachers reasons behind the strategies. Preschool age appears an ideal time to where teachers can apply appropriate strategies and often times it seems to be the first place that children show the first signs of challenging behaviors. Preschool children that tend to manifest challenging behaviors are

for inappropriate behaviors. The key in this therapy is to reward the child for good behavior, and it has been proven to have good, long term results.

Evanovich, L. L., & Scott, T. M. (2016). Facilitating PBIS Implementation: An Administrator's Guide to Presenting the Logic and Steps to Faculty and Staff. Beyond Behavior, 25(1), 4-8.

The special education field is a very specialized career. A 1:1 Instructor has the responsibility of implementing the individual education plan written by the certified teacher. They also have the responsibility of ensuring that the student’s environment is structured, as is written into their applied behavioral therapy plan. This task requires, not only individual training by the students former staff, but a sound understanding of applied behavioral therapy as well. The workshop to train for this position should include, both an online component to formally address how applied behavioral therapy works, as well as on the job training and shadowing by former staff.

When I first learned that we were doing a behavior modification plan for ourselves I did not know what to think. After having it explained to me I knew that it had to be something related to my stress and anxiety levels. My entire life it has been something that has hindered me from getting outside of my comfort zone to better myself. So I started from there and had to figure out a way to measure my stresses in numbers. I wasn’t sure how I was supposed to mathematically lay out what gives me stress. Our awesome teacher then asked me what it was that I did to relieve stress. I told her that I like guns and going to the shooting range. From there I was off and running.

Over the course of my behavior change project, I ran into several obstacles and the outcome was not quite what I had expected. There ae a few things that I learned during this project from the outrageous cost of healthy food, to what I really struggle with in terms of heathy eating. I started with the intention of eating healthy, but towards the end of the first month, I realized just how costly that can be because I am but a poor college student on a tight budget and sadly I burned a lot of my food budget on fruits and veggies. That was quite an eye opener for me. I also learned that it was not always the content of my meals, but also the size. My wife is much smaller than me and I really started to watch how she eats as opposed to how I eat. Her serving sizes were always much smaller. This taught me a thing or two about what I should be putting on my plate. I also know now that pizza is literally my kryptonite. I know I am doing this BCP, I know I want to lose weight, I know that I want to be healthy, but when I get around pizza I am like a drug addict that can only focus on my drug (pizza). I need to format my lifestyle to stay away from pizza places as much as humanly possible because I will it until it hurts.

Traditional behavioral plans for children with Asperger syndrome often neglect what they need to learn to manage their anxiety and the underdeveloped skills that contribute to their anxiety. School personnel often identify a desirable target behavior and try to reinforce it through rewards (stickers, praise, etc.), which usually doesn’t work. When educators don’t recognize how anxiety prompts some behaviors, such as meltdowns or withdrawal, their responses can unintentionally exacerbate the students’ inappropriate behavior and their anxiety. If students with Asperger are to succeed in school, they need a prescribed behavioral intervention plan that addresses anxiety, explicit instruction in underdeveloped skills leading to anxiety, which helps

This letter is in regards to Aman Lakhanpal. In January 2018, Aman began working in the Behavioral Intervention Class for the Emotionally Disturbed. The students that we work with on a daily basis are very fragile and come from all walks of life. Aman has been assigned to a young woman who is deaf and for whom the only way of communication is through sign language. Aman did not know any sign language when she was assigned to the student. Aman is very motivated and took it upon herself to learn the language. She used each day to research and learn the alphabet and signs in sign language so that she could communicate with her student. Her willingness to learn sign language to help the student and choosing to stay in the emotionally disturbed

As I reflected on this quote, I began by looking at my students’ experiences. I believe that a limited setting is an important part of this process. It allows teachers to encourage interpersonal experiences, as well as shared experiences, thus helping children deal with pre-representational conflicts. This is especially crucial for students with severe autism who tend to get self-absorbed. Due to them being more likely to feel overwhelmed by their own instincts puts them at risk of experiencing shame, humiliation, and self-destructive rage.

Play therapy is a developmentally appropriate intervention for children between the ages of 3 and 10 years because it utilizes the child’s natural mode of communication because children have a limited ability to verbally express their emotional needs. Therefore, play therapists use toys and play materials to help children communicate their needs in a developmentally sensitive and concrete manner.

Example: If doing research to provide an answer to a problem, information is gathered and reviewed to find the best solution or to see what may be the most successful.

Behavior is communication and for young children behavior is used to have their needs met. Howard is a sixth grader that has been referred to the office six times in four month by his first-year teacher Ms. Anderson. Based on Ms. Anderson’s observations Howard exhibits specific weakness in mathematics resulting in incomplete in-class work and homework assignments, and avoidance behaviors when asked to work at the whiteboard. Howard’s outbursts according to Educator Richard Lavoie M.A., M.E. students would rather be bad than dumb. Creating an intervention plan will accurately document the function, and communication behind his behaviors. Howard displays behaviors that may be misinterpreted as misbehaviors in the classroom at times. The purpose of this to create an intervention plan based on Howard’s Functional Behavior Assessment (FBA).

The results of the intervention can be seen in Figure 1 where the criterion for both behaviours was zero minutes during the intervention phase.