Behavior Recording

Rachel has several unwanted behaviors that need guidance on how to change o modified in her science class. From the case study, it's notable that Rachel rarely pays attention as she dedicates most of her time talking to her classmates. Moreover, she doesn’t follow teachers orders on how questions should be answered in the class in that she bursts with her answers. To add on to her behavior, she lacks the basic

Keep in mind that your end goal is for the child to be intrinsically motivated so they have ownership of the behavior.

Behavioral Inappropriateness – behaviors that are not necessarily problems but they are behaviors that happen at the wrong time and/or place.

The behaviors that are followed by my positive reinforcement are likely to be strengthened and repeated. When a child is expressing unfitting behaviors I use the redirection method. Once an issue arises, it is sometimes beneficial to avoid a struggle with the child by directing their attention elsewhere. I listen to the child to hear his or her point of view. Then I give children acceptable alternatives rather than telling them what they cannot choose. I also use reminders to guide the toddlers. They include walking feet when in the hallways and the classroom, inside voices, nice touches, and listening

This encourages the child to continue the positive behaviour and they will be rewarded with positive attention and something for example as a toy or treat.

3. Describe any behavioral or emotional problems your child experienced during early childhood. Why do you think the problem(s) occurred and what did you do about them?

Explain why each of the following Educator strategies and/or interactions would be effective in helping the child develop responsible and appropriate behaviour?

Provide a rationale for the type of punishment you chose in part B that is consistent with behavioral learning theory

The article “Reducing Behavior Problems Through Functional Communication Training” by Edward G. Carr and V. Mark Durand addresses the issues of choosing replacement behaviors. The research consisted of two experiments. The first experiment considered when problem behaviors are more likely to take place. The problem behaviors were aggression, tantrums, and self-injury. The results disclosed lack of adult attention and the difficultly of the task both activated behavioral problems. The second experiment used the assessment data collected from the first experiment to select a replacement behavior. The children were taught to verbally seek help, attention, or both from adults. The purpose of the study was to provide more direction when choosing a functionally appropriate replacement behavior in order to decrease inappropriate behaviors.

Look over the list of behaviors below and choose three of the behaviors. Explain how you would go about (what steps you would use) shaping each of the behaviors you chose.

When they are doing the unnecessary behaviour during on task activity, I normally go to the child desk and reprimand him/her, or giving them an authoritative look to remind them that their action is inappropriate. Sometimes I call the child to stay 15 minutes late before sending her home while informing the parents the reason of him being late in going home. However, in day to day bases, extreme naughtiness of student can’t really be avoided either in educational mainstream or in an inclusive classroom. I apply punishment to students who have done extreme misbehaviour and reward for those who have done appropriate behaviour.

You help the society in general with the development and implementation of a successful behavior intervention plan to understand replacement behavior

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.

|Student disrupts all students in the room. It causes reduction in instructional time for himself and his peers, as well as a reduction in completion of |

Children look to adults, parents, and teachers for approval in order to confirm that the behaviors they are exhibiting are ones that are desired (Lawhon & Lawhon, 2000). By acknowledging the child’s behavior as appropriate we teach the child which behaviors are preferred over others (Bukatko & Daehler, 2001).