Billy Joe Behavior Intervention

There are different senses that many autistic children do when they stim which are, visual, Auditory, Tactile, taste/smell, verbal. Stimming can also lead to strange movements such as making faces, stomping, shaking head shrugging shoulders or clapping. Many autistic children stim because they may want attention or they feel uncomfortable, they would do anything to let you know something is wrong or good.

Multiple treatments have been established to treat escape maintained behavior. Escape extinction is often utilized in the treatment of behaviors that are maintained through the removal of demands. Escape extinction involves no longer allowing the delay, removal, or avoidance of demands contingent on the occurrence of the problem behavior (Iwata, Pace, Kalsher, Cowdery, & Cataldo, 1990). Escape extinction provides some advantages as it is easily compatible with other treatments, increasing the effectiveness of those treatments. However, escape extinction may have some disadvantages including that it may be difficult for those providing treatment to do so with high levels of integrity due to the effort involved in doing so. If treatment is not implemented consistently it may make it more difficult to implement extinction in the future (McConnachi & Carr, 1997). There may also be an increase in the targeted response and aggression following extinction (Lerman, Iwata, & Wallace, 1999). While extinction is effective there are associated side effects that are incompatible with wide spread use in many public settings such as classrooms. There is a need for

Self-stimming is commonly misconceived from literature and other representations as a series self-injurious actions, such as head banging or biting, which places a negative stigma on the assumed assumptions of self-stimming. Although neuro-typical individuals encounter autistics that harm themselves in the process of communication, the communication is often overlooked and the injury is treated solely while completely ignoring the reason why an autistic individual was trying to calm or express him/herself in the first place (Carter). Another stereotype that is improperly placed on the autistic population is the belief that the out of the normal movements make the autistic population seemingly unsocial and isolated. Due to the unique movements that are installed with self-stimming, the movements allow for assumptions of unsocial qualities, even stating in Loud Hands that “flapping is the new terrorist-fist-bump” (Bascom, 182). This misconception of autistic individuals portrays the autistic community as people to stay away from; this being a complete stereotype created by uninformed neuro-typicals. In his literature, Higashida points out that it is a common misconception that autistic people enjoy being on their own; he also mentions that autistic

I choose Anthony because he is always throwing a fit. The behavior would like to change is the fit throwing the reason for wanting to change the behavior is that he screaming like if someone is hurting him. On one of the day I was observing Anthony was throwing a fit to get mom’s attention so that she would go with him to his toy box, instead of saying “mom go” he started screaming form the top of his lungs, the consequences of this fit was that mom put him in a time out. There were no setting events that influence his behavior. The function of the behavior is that Anthony wants to get mom’s attention. My goal statement is was to get to use is words. my first prevention I used was, to give him words to use instead of screaming

Therapist met with individual to discuss progression or regression of individual’s ability to apply anger control skills to decrease anger while at school. Therapist observed individual making anger outbursts toward his peers. Therapist and individual identified anger management techniques to assist individual in maintaining his anger and decreasing negative outbursts toward others through open-discussion. Individual states he will ignore his peers and walk away before getting and pay attention to his teacher.

Watson and B. F. Skinner, Jake's disorder was learned. Behaviorists would note that Jake's nights with little sleep and poor study habits resulted in poor grades. Because behavioral therapies are action based rather than insight, they work to create desirable behavior the same way the undesirable behavior was learned (Ciccarelli 2015). Saying that, in Jake’s situation, a therapist should search for new ways of learning material and studying that do not cause him anxiety and earn him good grades. This learning technique is referred to as behavior modification or applied behavior analysis (Ciccarelli 2015). Just like the young girl who learned she could get her mother’s attention by uttering a scream after the spider incident, Jake can learn how to be a successful student without experiencing

A population of the children that I will be working with in the future will have autism and it is important to understand what helps them feel better. The presentation taught me that stimming can occur in many different ways. For example, Beth stated that her son liked to put his hands in Legos and pick the bark off of trees, and other children display the stereotypical behavior of rocking back and forth. Although I have not had much experience with children who are autistic I believe that even this small bit of new information can go a long ways in helping me work with them in the future. I am still interested in learning more about stimming and what it does for the children.

An instructional intervention that could better Joey’s behavior would be to use a sticker system. I agree with Gongola (2010), I would need to monitor Joey’s behavior and progress. If his behavior changes for the worse, I would increase the criteria before giving him incentives. I would put a chart on the corner of his desk with it labeled “Great Behavior.” Before the day ends, we would quickly conference on how his day went. Depending if he raised his hand, spoke not so loud the

In doing this we reviewed the TCI interventions and how proactive aggression differs from reactive aggression. TCI recommends an immediate response to be: Safety, containment and negotiation, and engagement and reasoning. The ongoing responses should be: teaching appropriate thinking, values, and social skills, and rewarding socially appropriate behavior, not anti-social

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.

interacting with anyone. Her behavioral repertoire consisted primarily of bizarre autistic mannerisms and stereotyped behaviors. She engaged in frequent repetitive finger manipulations in front of her eyes and rhythmic manipulations of the objects she carried. She would also frequently masturbate in class. The baseline data reported below give a more empirical measurement of the child's pretreatment behavior.

According to Barry Parsonson (2012) behavior problems in the classroom increases the stress level for everyone. It not only disrupts the flow of lessons, but also conflict with learning objectives and the processes of learning. I witness this daily in my resource room classes. My most challenging student, let’s call him Hercules is over 6ft tall, and constantly disrupts the class. One of his favorite activities is to pick up two of the desks (one in each hand) and use them as weights or leave his seat to do push-ups on the floor. He is always flexing his muscles and in addition seems to be getting more obsess with bombarding whomever is available with questions about the health benefits of whatever food comes to his mind. From observation, I realized that one of his previous SPED teachers may be inadvertently responsible for Hercules

We would like for Dwight to interact with peers during group activities. A replacement behavior for the problem behavior would be to interact with his peers without teachers or paraprofessionals having to intervene. We will first put Dwight into a group. Then, we will provide support to him by prompting him, instructing him, and repeating these steps until group activity has ended. We plan to observe him during this time and expect him to sit quietly with 80% accuracy for a week, just like we stated in the written objective. By sitting quietly, he will not be doing things that his teacher has described as behaviors of concern. For example: screaming, destruction of work, turning lights off, removing his chair from the activity area, and removes group activities from visual schedule. After Dwight has been in the group for 2-3 minutes, we will allow him to take a brief pause just so he doesn't become overwhelmed. Because Dwight would choose to play a board game with the staff over anything else, during this time he could play a round of a board game as a reinforcer. This plan of action helps Dwight in a number of ways. First, it breaks up the group activity time to allow Dwight time to refrain from his group. Even though two minutes may seem like a short time, he is unable to be a productive group member at all. Secondly, he receives reinforcement in the form of a brief pause from group time which serves the same task-avoidance function as him acting out, but it will be looked at as a natural classroom routine and less disruptive than him not cooperating with his group. Third, this plan requires Dwight to interact with his group for some amount of time instead of not at all. Once Dwight successfully demonstrates his ability to participate with his group for at least two minutes, we will gradually increase the time that he is required to be active in

I wanted to make a quick comment on your post. Although, I am not from the education field and have not been in the classroom except for my practicum studies your question did remind of an incident that I recently experienced with one of DD clients I had taken to his cousin’s school band concert. My client has been diagnosed with autism and has difficulty at times in the mainstream community as he has troubles with crowds. He struggles with emotional behaviors that include anger and hyperactivity. My team and I and I have been working with him on creating positive behavior supports to overcome these unwanted negative behaviors. We are able to calm him at times, but never able to truly control them always.

Per teacher report, individual shows regression with anger management due to individual talks back, leave his seat without permission, and yells at authority and others.