Challenging Behavior Course Analysis

Challenging behavior from preschool-age children is normal to some degree: the 'terrible twos' (and threes and fours) are often labeled as such because children of this age group are only just learning to establish an autonomous personality and do so by saying 'no.' However, "chronic, severe challenging behaviors require systematic intervention" (Dunlap n.d.: 9). One way to prevent behavior problems is to present clear, reasonable behavioral expectations at the start of the student-teacher relationship. The consequences of both 'good' and bad' behavior must be clear. There must be a structured routine for the children that make it more 'difficult' for them to be defiant than compliant (Dunlap n.d.: 13).

Applied behavioral analysis (ABA) is the leading scientific method that helps patients with Autism to overcome their condition. In order to improve their condition, ABA specialists focus on a system of reward, which encourages positive actions like speech, social activity and life skill improvements. This works mostly with children as they are more likely to absorb and accept new challenges; this is commonly referred to as "positive reinforcement" in the literature and has become one of the leading directions for treatment. ABA therapy was devised and implemented by Dr. O. Ivar Lovaas at UCLA in 1987. Since then, ABA therapy has become a leading branch of psychology - behaviorism.

The majority of children/young people do not present challenging behavior, and they attend a range of educational settings in environments which are conducive to learning appropriate behaviors. It is essential to ensure that behavior which does not meet school/setting’s expectations, is responded to through management strategies that do not rely upon any form of physical or abusive

Thank you for your considering my application to the Applied Behavior analysis program. For all of my life I have known that I was going to help people. It could be said that it is in my DNA. I just never suspected what the capacity would be. On December 15thI graduated from Albright college, I began working at Melmark on December 16th. My first thought, on that first day was “Oh no, I can’t do this, I need to quit” That was over two years ago, and I have gone to work every day, with a smile on my face. While working at my first position, out of college, I discovered my passion. My passion, I find, is working with children and adults with autism and with people who suffer from addiction. Watching the smiles on their faces, the determination when they work to complete a goal, and just the progress makes every hardship worth it, I love it. Each day, in my position as an ABA, I run behavior support plans, IEPs, teaching plans and other protocols, and each day I truly wish that I could have contributed to these plans, protocols, and IEPs. I ponder the recommendations that I could come up with, I wonder that if I had been able to participate in these conversations to create these plans could I have brought something else to the table, a different viewpoint. Affecting the way that the plans are written and in turn ran, I feel that I could make a big difference in the lives of the children and their families also. Every two weeks each child’s team meets to discuss his or her

Many teachers are faced with the difficult task of managing their student’s behavior. Even if we

It is important to provide teachers the support they need in order to work with children with challenging behaviors. It not only helps the teacher with classroom management, but it also helps the child learn to self-regulate their own behaviors by anticipating consequences. The purpose of this study was to investigate the strategies that preschool teachers use in attempt to manage students challenging behaviors and to examine the teachers reasons behind the strategies. Preschool age appears an ideal time to where teachers can apply appropriate strategies and often times it seems to be the first place that children show the first signs of challenging behaviors. Preschool children that tend to manifest challenging behaviors are

This article offers strategies for teachers to use to help their most challenging students with behavioral issues. One of the authors is a child psychiatrist who works with at-risk children and the other is a behavior analyst and special educator. Their approach is based on the premise that educators can only control certain elements in the classroom and their own behavior when it comes to students with challenging behavior. The created the acronym FAIR:”F is for understanding the function of the behavior, A is for accommodations, I is for interaction strategies, and R is for responses” (2). The function of behavior can include escaping from something, obtaining a tangible thing, engaging in sensory activities, and getting attention. These functions are the benefits the student gets from the behavior. The escape motivated behavior happens when a student tries to avoid a “task, demand, situation, or person” (3). The tangible behavior occurs when the student wants to get objects like money or feed or something else they want. Sensory behavior happens when a student tries to get the attention of an adult or classmate. This can occur when the student is “bellergent, screaming, or continually interrupting the teacher” (3). Negative attention can reinforce attention-seeking behavior because it is better than nothing and the student may prefer it because it is more predictable than positive attention. Taking ABC

There are many strategies to address behavior deficits in the classroom, and each behavior requires specific and individualized attention. The two case studies (Grand Canyon University, 2016) detailing the behavior issues of Doug and Ellie are prime examples of situations in which behavior intervention is necessary. This paper will discuss the particular behaviors involved and outline explicit plans for increasing positive behavior exhibited from each child.

While the presence of certain characteristics in children with behavioral disorders might sometimes seem discouraging but the bottom line is not to give up on any student in any case. Most of the times, children with behavioral and emotional problems might challenge a patience of teachers and cause temporary despair. In this situation, teachers require the support of others in supported students to succeed. The classroom is a learning community; therefore, it is very much significant to create a constructive atmosphere in the classroom. The successful behavior management in classroom can be improved by colleagues as well as by the family of the students. While considering the needs of students with behavioral and emotional problems, the paper aims to develop appropriate strategies for teaching students with behavioral disorders in the classroom.

Applied behavioral analysts study and work at modifying behavioral disorders. The techniques--which are supported by clinical studies--are effective for treating many disorders including autism spectrum disorder and other developmental issues. The work includes researching therapeutic techniques to improve behavior, observing the relationships between environment and behavior trends. There are marketing and functional applications in many industries that include prison management and private enterprise, but you’ll probably work in hospitals, private practices, social service, clinics, labs, and educational institutions after earning advanced

First, it is the Premack technique, which presupposes the use of logical implications in order to show the student two possible variants of behavior, one of which is more desirable and, in the same time, corresponds to the teacher’s aim. The analysis of consequences of defiant behavior can be effective unless it constitutes an attempt to intimidate a student. Thus, a teacher should rather start with discussion of positive behavior results, than depict the consequences of the defiant one.

Challenging behavior comes in various of reasons. Once you have gathered information to understand the behaviors of young children you can diagnose the child with the appropriate behavior and find a solution to fix the problem. I have been receiving some information on different ways on how to diagnose and find solutions through different materials which I will share.

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Many children display challenging behaviours in a variety of ways such as defiance, over-competitiveness, lack of ability to relate to others or other inappropriate behaviours such as violence toward others. "Tricky Kids” (Fuller, 2013) is a book that attempts to normalise some of the behaviours seen as inappropriate characteristics that can be positively maximised rather than pathologizing the behaviour. Models to help in maintaining appropriate behaviour for students in classrooms mainly involve evaluation of antecedents and consequences to problem behaviours and then making interventions based on these behaviours (Conroy, Asmus, Boyd, Ladwig, & Sellers, 2007). This is based in behavioural psychology with reinforcement of desired behaviour and consequences for maladaption to expected standards (Miltenberger, 2015).

When a child exhibits negative behavior, teachers must try to find methods and strategies that will reduce student failure. Challenging behavior is seen by, students that feel frustrated because they do not understand the task or assignments that must be completed during classroom time, or students that may have a negative home environment where, parents are involved with drugs or have a low income. Every school year teachers are faced with challenging behavior in the classroom. In order to minimize negative behavior and produce desirable behavior teachers use reinforcers that appeal to