Behavior Modification Plan

From my goals I have set I have learn to do my assignments all on time, I set my self a target which was during holiday time I will have one week of fun and the other week of doing assignment and it has heled me.

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

Soon, I discovered a method to avoid the potential of feeling insubstantial, if only for a few more hours or days. Thus, allow me to introduce you to an old friend, procrastination. My way of thinking soon became, “If I’m not going to get an A, then why even put the effort in?” and consequently, innumerable assignments were put off until five in the morning where it would be due in two hours or it would never reach my teacher’s hands at all. I’m sure most teachers believed the cause to be laziness or a lack of ambition, however I strongly believe that if they’d known the constant stress, self-doubt, and exhaustion that I

Intervention Central is a free online resource for teachers and school districts to use for the implementation of intervention in or outside of the classroom while following the Common Core State Standards. Jim Wright, a psychologist and school administrator out of New York, created Intervention Central in hopes that the website would help offer high quality RTI in even the lowest budgeted schools. The website offers a wide variety of tools for teachers to use for academic and behavioral interventions as well as assessments and informative articles. Intervention Central also offers training videos and webinars on many different topics. The site breaks the intervention process activities down by subject and subject areas.

The implications of TEC § 37.007 are apparent in school on a daily basis. Many of the students in which I serve have a Behavior Intervention Plan (BIP). I am required to give the general education teacher a copy of the student’s BIP prior to school starting. Last week, I had a teacher refer a child for disciplinary action. The child’s BIP required that the child use a behavior chart and a daily schedule. I provided the teacher with both of those supports which she does not consistently implement. The student struggles behaviorally due to his disability, deficits in self control, and the lack of consistent implementation of his behavior chart and visual schedule. I shared again with the teacher the importance of fully and consistently implementing the

While behavior change isn't easy, it can be made more manageable through the use of effective time management and scheduling. I have a bad habit in the form of procrastination, and I tended to procrastinate and postpone a lot of things in my life, including the activities I undertook for my behavior change project. By taking part in this project, I have learned that in order to accomplish my goals and fulfill my obligations, I need to set times aside for doing my different activities. By applying this attitude to both the project and other aspects in my life, I have managed to mitigate my procrastination and accomplish my objectives in a timelier

Mark Miller, Head of the Behaviour Team, NSW DET provides an insightful commentary on Ian’s Behaviour management strategies, some of which I agree and disagree. Miller’s statement that “teachers must ensure that in each management approach, the needs of all learners are respected and that a 'one size fits all' approach doesn't marginalise students with special needs”, is one that I certainly agree with. In Ian’s classroom Dale is a prime example of a student that has different needs to his peers. Ian’s behaviour management strategies are not always going to cater to the needs of a student such as Dale. Perhaps what is needed is more of a focus on preventative strategies like adapting group contingencies into the learning environment so that all needs can be addressed. Chow and Gilmour (2016) discuss the effectiveness of adopting group contingencies in the classroom. Group contingencies have shown to be an effective classroom management system designed to proactively support appropriate classroom behaviour. They allow for adaptations to be made that are specific to individual student needs (Chow & Gilmour, 2016). For example, a student like

Children who have behavioral, emotional and social difficulties may be withdrawn or isolated, disruptive and disturbing and they may be hyperactive.They may lack concentration and have immature social skills. Challenging behavior may arise from other complex special needs. Children who have these needs may require a structured learning environment, with clear boundaries for each activity. They may need extra space to move around and to ensure a comfortable distance between themselves and others. They may take extreme risks or have outbursts and need a safe place to calm down.Behavior support or counseling may take place in a quiet supportive

This paper focuses on using functional behaviour assessment (FBA) to create a behaviour intervention plan for a boy who is currently throwing tantrums during play- and mealtime. First, a short introduction to the chosen study is provided. Second, information about FBA, why it is useful, and a review of different forms of FBA is presented. From the review, two assessment methods are chosen to detect the function of the boy’s behaviour, and from there create an intervention plan, which is presented as a final part of this paper.

The following section is a review of the literature of behavioral intervention studies related to community health education and heart disease. The priority populations in these studies including older adults and other groups.

Although there is no cure for Tourette’s, there are treatments to help manage the tics. Some people with Tourette’s have tic’s that do not get in the way of their daily routines and do not need any treatment. Regardless, there are medications and behavioral treatments that are available if there is any stress, pain or injury caused by the tics. There is a new behavioral treatment called Comprehensive Behavioral Intervention (CBIT). CBIT is an evidence-based type of behavioral therapy for Tourette’s and tic disorders. CBIT is effective at reducing symptoms and tic-related impairments. Treatment includes habit reversal in addition to other strategies that includes education about tics and relaxation techniques. During this therapy, a therapist

There are several in-home treatments for reducing child physical abuse (Barnett Miller-Perrin Perrin 184). With Project SafeCare parents actively acquire needed skills through techniques such as completing homework assignments and demonstrating (modeling) desirable parental behaviors (Barnett, Miller-Perrin, Perrin 185). Behavior - based treatment programs focuses on parent’s behavior, the child’s behavior, parent-child interactive behaviors, or all three (Barnett, Miller-Perrin, Perrin 185). With behavior-based treatments parents are taught the effects of reinforcement and punishment on children’s behavior, appropriate methods of delivering reinforcement and punishment, importance of consistency in discipline and so on. There are other treatments that deals with, children learning how to express their feelings, parents writing letters of apologies for being abusive, and the children writing about the traumatic elements of his/her abuse, and counseling (Barnett,

Majority of students deal with the encumbrance of procrastination. They may be devoted to complete a task but only when there is something in return. If students fall into slumps, I would like to encourage them to fulfill whatever task they've fell off from, and get back on track without having the need to rely on materialistic incentives, but rather the pride of getting it

I am aware that i have the capabilities to achieve high grades as i have done so before with rigorous and strict principles. However, on the similar track, I have also broken my principles and maximized the amount of procrastination and shortened the amount of proactiveness. This has led to a negative result shown on my report card and tests. To avoid this, i tend to keep a constructive and practical attitude towards my work and limit the use of my electronic implements resulting to an improved mark and positive feedback from my hard work done. Furthermore, i will also establish a self reflection period where I ask myself What kinds of tasks do or don't come my way regularly? What kinds of tasks need attention when they arrive? I will accomplish this by creating a routine and geting ahead rather than leaving important dealines to the very last

Punishment! Growing up that was always a terrible word to hear. Let’s be honest, no levelheaded person wants to be in the “hot-seat.” Even today, as adults, being punished can make a person cringe. However, as individuals grow up and mature into adulthood, it is easier to comprehend that being punished can be a tool to help one succeed in life. Behavior modification is simply defined as “the alteration of behavioral patterns through the use of such learning techniques as biofeedback and positive or negative reinforcement." Behavior modification involves both positive and negative punishment, as well as positive and negative reinforcement. Rules, regulations, and policies hold each of person accountable. In this paper, let’s decipher how punishment can be used to shape behavior to succeed in the work place.