Behavior Summary : Jayden King Jr.

If the child misbehaved 3 times then they would have to move down their clip on the behavior chart. If the clip got to low on the chart, a note would be sent home to the parents/guardians. I feel that my CT had great ideas for her behavior management in the classroom. I know that I will my CT’s behavior management techniques in my classroom. I also made note of the class’ behavior daily goal, “We will keep working on good behavior so we can be successful learners today.” By posting daily behavior goals, the students were becoming aware of their actions and how they can affect other

Oppositional defiant disorder (ODD) is one of a group of behavioral disorders in the disruptive behavior disorders category. Children who have these disorders tend to be disruptive with a pattern of disobedient, hostile, and defiant behavior toward authority figures. These children often rebel, are stubborn, argue with adults, and refuse to obey. They have angry outbursts, have a hard time controlling their temper, and display a constant pattern of aggressive behaviors. ODD is one of the more common mental health disorders found in children and adolescents (AACAP, 2009). It is also associated with an increased risk for other forms of psychopathology, including other disruptive behavior disorders as well as mood or anxiety problems (Martel,

The Attachment, Self-Regulation, and Competency (ARC) Framework is a theoretically grounded, evidence-informed, promising practice used to treat complex trauma in children and adolescents (Arvidson, 2011). This research shows how the application of the ARC model benefits inner city youth who have been diagnosed with Oppositional Defiant Disorder. The goal of this research is to demonstrate that symptoms of ODD can be decreased by exposing inner city youth to ARC therapy over a period of time. The target population is inner city youth in Chattanooga, TN who are diagnosed with Oppositional Defiant Disorder. 50 students were chosen at random at inner city schools in the area. 25 of the youth will be exposed to the therapy, while 25 will not be exposed and serve as the control group. The 25 students will be exposed to ARC therapy over a span of 6 months. After the 6 month period, the behaviors will be rated again and compared to the control group that received no treatment. Complex trauma results from exposure to severe stressors that occur within the caregiver system or with another presumably responsible adult, are repetitive, and begin in childhood or adolescence. As a result, many of these children and adolescents experience lifelong difficulties related to self-regulation, relationships, psychological symptoms, alterations in attention and consciousness, self-injury, identity, and cognitive distortions (Lawson, 2013). Exposure to ARC therapy over a given time will lead to

Client was age 7 and facing behavior problems. A diagnosis for client was oppositional defiant disorder. Individual demonstrates patterns of angry or irritable mood (American Psychiatric Association., 2013). In addition, as stated in the DSM they are argumentive, lose temper and do not follow direction In the scenario the presenting problem for the client was that she lacked nurturing. Client felt mother would always get her in trouble. As a result she did not feel loved or cared for. The mother interpreted her daughter’s behavior as mischievous and not able to follow directions. Client was acting out in school; she was getting in trouble for being mean to others students and was not able to follow directions. The mother’s way of dealing with her daughter’s behavior was to scold and take away all

There are two students that are on behavioural programs in Miss Dowson’s class. Jeremy and Jorja are in individual behaviour programs. The basis of these programs is that each student has a written program to which they are to follow. The students and teacher agree on these programs and acknowledge it by a signature. They then gain a tick on their individual chart per section of the day, morning, midday and afternoon that they are working and behaving properly. They then gain an award for their behaviour. These students tend to be a focus of the class as their behaviour is constantly being closely monitored.

The Mobile Therapist (MT) picked up the client and took him to the NBN office for him to work on his oppositional defiant behavior goal. At the office, the client and the MT worked on creating a rule chart for his household, in addition to making a reward calendar for him to keep track of his positive behavior. The client was able create a list of rewards he would like to earn due to his positive behaviors.

When contracting and goal-setting for interventions, there was the problem of JA’s behavior reoccurring multiple times, and the issue of his and his peer’s safety. The many interventions that were determined and set in action for the presenting problem of JA’s behavior only worked to a certain extent. Each intervention worked and was only used for a certain amount of time. The interventions that were used were more viewed as short-term interventions, because when it seems like JA’s behavior would improve, but there would be others days when he would show extreme behavior of being violent. The behavior he displays puts himself and his peers’ well being at risk of being harmed. There is also an intervention that was made, whereas it is not possible

Quincy was observed on five different occasions, for twenty minutes each, as a component of this evaluation. Numerous informal observations have also been completed, which he displayed significantly more defiant and off task behaviors than what was observed during these specific observation blocks.

Teacher can also collect data according to students’ behavior and see how frequently the problems occurs and how long the problems is lasts. Then, have conversation with teacher, school counselor, behavior analyst, school psychologist, member of the pre-referral intervention team. Therefore, by pulling together all the information, team gets a more complete understanding of the student’s behavior. In Joseph’s case, this information can help Ms. Rollison begin to: Regulate the function of his behavior for example: why he engages in the problem behavior. Then, identify reinforces for the problem behavior and set reasonable goals for changing the behavior to have appropriate learning environments.

To change his behavior, I will provide a negative punishment each time he throws a temper tantrum. When an individual receives a negative punishment, something is taken away from him or her in order to decrease the frequency of his or her behavior. I would take 5 minutes away from my student’s recess and or free choice time. Because I am taking away something this student enjoys he is more likely to complete his homework so he can still participate in his free time. To promote an alternate (or better) behavior, I will give the student a positive reinforcement. With a positive reinforcement, something is added to increase an individual’s behavior. I will give the student one sticker each time he successfully completes an assignment; once the student completes five assignments he will receive a piece of candy. Since I am rewarding the student after he completes a certain number of assignments I am applying a fixed ratio schedule of reinforcement to the student. A schedule of reinforcement defines the patterns that outline how often a desired response will be reinforced. My student will learn that his behavior is linked with consequences and that if he wants a positive consequence he will stop throwing temper

Jayden has been able to utilize his coping skills in regard to control is impulsive. Physical aggression within the home towards his twin brother has been eliminated. Jayden no longer breaks things due to parent/child conflict. Jason is holding Jayden accountable for his behaviors and following through with consequences. The home school link has improved and Jayden's grades are starting to improve. Youth and his brother have been living with their father now for about two months and verbal aggression and verbal altercations have reduced and they are looking forward to engaging in school sports.

I chose to base my studies on J because we shared a lot in common; we are both Christians living in a predominantly Muslim country. He is eleven years old. His parents are Jordan nationals who have lived in Bahrain for at least two years. J goes to school at Naseem International School where I work. The school offers PYP programs. Lessons are conducted in English; however, Arabic lessons are also offered per week. Majority of kids in this school are Muslims most of whom are Bahrainis. Other nationalities making the student population are Saudis, Lebanese, Jordanians, few South Africans, and other Arabian Gulf countries. Teachers are a mixture of nationalities. Some of them are Arabs, others South Africans, while some are Europeans. Different research methodologies were used to collect information on J's school progress and behavior. Some of the methodologies used were, to mention but a few, unstructured interviews, non-directed and focus interviews, and naturalist and participant observations. I engaged a number of J's teachers and his school counselor in unstructured interviews at different stages during a six week period. These interviews gave me some degree of freedom and flexibility with regard to posing my questions (Yin, 2002). The content, the sequence, and wording of the questions were entirely under my control (Craig, 2009). The unstructured interview was, however, carefully planned. This was done to do

Quincy’s refusal to follow directions appears to be maintained by escape of unwanted tasks, given that the behavior persists despite adult attention, with the ultimate outcome being avoidance of the initial direction. Quincy is also more likely to resist tasks when corrected in front of peers, suggesting that the adult attention provided in the form of repeated corrections is not reinforcing the defiant behavior. Quincy is also struggling due to absences and lateness.

In scenario two, James’ behavior is extremely disruptive to the classroom, interrupts the learning of others and creates an ineffective teacher role. The fact that James’ anger causes him to shout obscene language at other students is an obvious distraction to the classroom as a whole. His frequent outbursts and refusal to participate in classroom assignments is not only harmful to his own academic performance, but also to the rest of the classroom including the teacher because it fragments the learning environment and causes academic delivery to disintegrate and the teacher’s instruction to become ineffective. His angry outbursts negatively affect the teacher’s ability to deliver the classroom content adequately. James’ behavior

Conduct disorder is one of the many leading diagnosis of school children of the 21st century. Many times the nature of this beast can be tame if there are educators willing to over exert themselves and put in the time necessary to combat behaviors of this nature. In this students case it is tabling Oppositional Defiant Disorder (ODD), so that it does not result in permanent conduct disorder. According to Kids Mental Health (2016), a child with ODD will show signs of strong will, disrespect for adults and will exhibit defiance in any circumstances such as, lying, anger and resentment. As a result of this challenging but manageable diagnosis the counselor is encountering a student, who bolts out of the class when he gets the notion, runs up and down the hallway to disturb other classes. What is fearful is that the students’ demeanor changes when it is time for math, so math is a trigger to start misbehaving. The fear is that another student will be coming down the hall to encounter the door when the escaping student bolts out of it. Every episode the student experiences are not so intense. Sometimes the student is sleepy, because of the way his family gives him his medication; he uses this as a ploy to refrain from completing assignments. At times, he will say that he is sleepy when he is really not and he will refuse to do math that requires him to put in some effort, such as two digit addition.