Behavioral Inattention Paper

Are you the type of person who wants to be able to go to work everyday doing something you love, helping others who need it, and getting a smile on your face just by the smallest of things that someone does? That is the type of person I am, which is why I chose the career path of a Behavior Specialist. A Behavior Specialist is someone who works with a person who may have a disability, and they study and work with them to make things as easy as possible for their daily life. They focus on the perception of life, however sometimes hesitate to present the strong conclusions how behaviors cause certain emotion (Thompson). A Behavior Specialist is also known as a Social Psychologist, because they study how a person’s mental life and behavior are shaped by interactions with other people (“Pardon Our Interruption”). The four main behaviors that Behavior Specialists look for when studying the actions of a person are, “Self-awareness, emotion, motivation, and feelings” (“Modeling the Early Human Mind”). Although I believe being a Behavior Specialist is a dream job, there are always issues that go along with any job, in this case emotions play a role in the occupation working with people who need extra help.

I am doing a case study for Jenny Stanson, who is a 20-year-old college student who that is currently living with her grandmother. Lately, she has been noticing that her grandmother seems to be confused at times, and often forgets things she has told her. She also informed me that her grandmother is often rather short-tempered. From what jenny says, this does not seem to be her usual manner and happens only infrequently, but Jenny is concerned. She stated that someone told her that her grandmother might be suffering from early stage of Alzheimer’s disease.

3. to determine the degree of consistency between the sources and across situations with respect to reports of behaviours associated with ADHD.

According to the Diagnostic and Statistical Manual-V, ADHD is a common psychological disorder characterized by, “A persistent pattern of inattention and/or hyperactivity-impulsivity that interferes with functioning or development…”(DSM-V, 2013). ADHD is surprisingly prevalent in most cultures, occurring in “...about 5% of children and 2.5% of adults.”(DSM-V, 2013). Furthermore, ADHD is relatively difficult to diagnose before the age of 4, as it is hard to distinguish excessive hyperactivity from normative toddler behavior. Once a child enters elementary school, however, these behaviors become more prevalent and detrimental. While physical hyperactivity tends to decline during a child’s transition to adulthood, certain problems with attention,

Today schools are faced with an overwhelming amount of behavior problems as a result they have incorporated programs to help create a positive culture within each school system. Several behavior management programs have been implemented in schools all over the United States therefore the school environment can run more smoothly. Here are some approaches that aid in creating a positive and safe environment in schools.

Mark’s diagnosis is Attention-Deficit Hyperactivity Disorder. According to the DSM-V criteria, Mark has expressed at least five symptoms of hyperactivity and inattention which has been present prior to him being 12. His symptoms were also present in two or more setting (home and school) and it also interferes with his academic function. Additionally, his symptoms are not better explained by another mental disorder.

Attention Deficient Hyperactivity Disorder (ADHD) and its classification has been a controversial topic in the psychological and psychiatric communities. The DSM-IV currently lists the primary symptoms of ADHD as inattention and hyperactivity/impulsivity. The diagnostic criterion distinguishes three sub-types: inattentive, hyperactivity/impulsivity, and combined types. Literature presented by Milich, Balentine & Lynam examined the differences between the subtypes; ultimately resulting in the conclusion that the ADHD/ Inattentive type should be considered and treated as a separate disorder, and not a subtype of the ADHD.

The results from the FAST (Functional Assessment Screening Tool) sheet show that Joey wants to obtain social reinforcement/attention (with a total score of 8 out of 8). The second highest score from the FAST sheet was social reinforcement /escape (5 out of 8) when Joey wanted to avoid requests made by others. Thirdly Joey used this behaviour (3 out of 8) to access specific activities or items. Overall, we can see from the results from the FAST sheet, as well as the ABC observation form, that during classroom instruction and individual assignments, Joey is using his off task behaviour most likely to get attention from his teacher and indirectly his classmates.

Situational responsiveness has been satisfactory as Stephanie remains professional dealing with difficult callers, frequent changes in local and administrative policy, as well as accepting new assignments. She accepts both praise and constructive criticism well as is expected of a DSDS employee. Stephanie will notify supervision/management of issues that may come up on calls as appropriate. Stephanie is commended for being an independent worker who able to work through difficulties met on calls. As a team member Stephanie, provides feedback in meetings and continues to maintain a good working relationship with peers and management. She helps with Priority 1 participant calls during weather issues and provider closings all within timeframe,

Journaling helped me see that I don’t actually study as much as I need to and that I also make many excuses. At first I thought it was because I spend too much time at my sister in laws house on the weekend but then I realized that it’s because I’m just lazy and I watch too much television. Once I went home after school, I was too tired to study or do homework. All I wanted to do was eat, watch televisions and relax. I wanted to achieve my end goal but I couldn’t build up the effort to work at achieving it. I don’t know how to self-regulate my actions; I tend to let myself slide by in my work. I know I can try harder but I have a low self-efficacy. When recording I would try to remember what I’ve done for the past couple of days on pure memory.

Claire Daban and her research team compared cognitive effects in those with schizophrenia to those with bipolar disorders. To observe the size effects within the two disorders a series of studies were completed. Those with bipolar disorder demonstrated lower deficits than those with schizophrenia. In addition to that, the team stated that different psychotic features, environmental factors, and neurodevelopment cycles could explain the difference in neuropsychology within the two populations.

Individuals experiencing tension, bipolar confusion, sadness or other psychological instabilities utilize medications and alcohol to facilitate their affliction. Dysfunctional behavior is such a weight for a few people they will attempt pretty much anything to diminish the agony. Medications or liquor can briefly make that individual feel 'typical' once more, similar to they felt before. Psychological instability is alarming for the individual encountering it, so they are reluctant to go to a specialist or relative for help and rather swing to medications or alcohol to attempt and take care of the issue alone. Individuals see relatives, companions, good examples or performers utilizing drugs and justify that they can as well. As adolescents

The Behavioral Learning Theory believes that behavior is learned from either the environment, the people in the individual's life, the media, or society as a whole. This theory contradicts the Biological theory, which states that criminals are "born to be bad" and that criminal behavior is inherited. The behavioral theory looks at the environment as well as society's impact on how an individual acts which might be the reason for criminal behavior. This theory blames the environment as well as the individual by saying it is a learned behavior and that it also was a choice they made. A basic assumption is that behavior is learned and modeled by individuals, groups, the media, and society as a whole.

The Behavioural Inattention Test (Conventional; BITC) is a battery of six tests which include the following: line crossing (also known as Albert’s Test), letter cancellation, star cancellation, copying, line bisection, and representational drawing (i.e. clock drawing task; Wilson, Cockburn, & Halligan, 1987). Each test and any subtests within the battery will be tabulated in greater detail below. It is important to note that many ADHOC versions of these tests are available online and can also be freely drawn by a clinician; however, the tests shown here are the originals. It is always advisable to administer the original tests if they are available at the time as it will mean more reliable and valid scoring.

Behavioral Learning Theories Most theorists agree that learning occurs when experience causes a change in a person's knowledge or behavior . Behaviorists emphasize the role of environmental stimuli in learning and focus on the behavior, i.e., an observable response. Behavioral theories are based on contiguity, classical and operant conditioning, applied behavior analysis, social learning theory and self-regulation/cognitive behavior modification. Early views of learning were contiguity and classical conditioning.