Challenging Behavior Support Or Counseling

When carrying out observations on children with behavioural difficulties it is important that practitioners carry out observations during different times of the day such as in the morning and in the afternoon, this is because the child's behaviour might change during different times of the day for example the child might be more tired in the morning or might be hunger. It is also important that a range of staff observes the child as all practitioners will see the child differently. As the child might show positive behaviour towards one member of staff and negative behaviour for another. Also practitioners can use different methods when observing the child such as free description or time sampling. Using different methods will help give practitioners

Children with Oppositional Defiant Disorder (ODD, F91.3 [313.81]), Conduct Disorder (CD, F91.1 [312.81]), and Attention-deficit/hyperactivity Disorder (ADHD, F90.2 [314.01]) have always been a part of our society. These DSM-V diagnoses are regularly referred to as “disrupted behavioral disorders” (DBD). These diagnoses can lead to several issues for children and their families. Children with the ODD diagnosis are seen to be angry and irritable. They can easily lose their temper and have trouble following rules (Morrison, 2014). CD is shown through children that chronically disrespect other people and rules, and who frequently start fights (Morrison, 2014). Children with ADHD are often fidgety, restless, and have trouble concentrating (Morrison, 2014). These are not issues in themselves, but only become an issue when the child needs to be still and pay attention in a classroom or home setting. These three childhood diagnoses are ones that can greatly affect the family life and education of a child.

In the scholarly article, Positive behavior support in the classroom: Facilitating behaviorally inclusive learning environments, Terrance M. Scott, Kristy Lee Park, Jessica Swain-Bradway and Eric Landers introduce the idea of positive behavior support in the general classroom setting. Scott et al. (2007) focused solely on the positive behavior support that would benefit children with an emotional and behavioral disorder (EBD). No specific emotional disturbance was stated therefore the ideas are based that the child may have a exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects a child’s educational performance: (A) An inability to learn that cannot be explained by intellectual, sensory, or health factors. (B) An inability to build or maintain satisfactory interpersonal relationships with peers and teachers. (C) Inappropriate types of behavior or feelings under normal circumstances. (D) A general pervasive mood of unhappiness or depression. (E) A tendency to develop physical symptoms or fears associated with personal or school problems” as given by the Individuals with Disability Act. The general idea being that adapting the classroom environment before a problem or problem behavior occurs, is the key to an effective classroom and learning environment. The ideas of Scott et al. (2007) will be compared to the concepts discussed in Sarita P. Santos’ course Inclusive Learning Environments for

This study looks at the effects of incorporating behavioral intervention as a preventative approach to minimizing weight gain during pregnancy. The main purpose of this particular intervention was to prospectively influence the health of the newborn, and examine how the behavioral intervention could possibly effect birth weight, the infant’s body composition and also effect the risk of the infant becoming overweight.

As the number of children with autism and other developmental disability diagnoses continue to rise across the nation, there is a greater need for comprehensive services and programs designed to address the needs of these individuals. At Advocate Illinois Masonic Pediatric Developmental Center, the behavioral psychology program is one of five programs aimed to assist children with disabilities to be able to function across environments. Behavioral issues are a common occurrence in children diagnosed with a developmental disability. Some behaviors can be easily redirected, while more aggressive, self-injurious and harmful behaviors can sometimes lead to hospitalization. The main objective of the behavioral psychology program is to provide parent-focused training to implement strategies and skills to reduce behaviors and the amount of hospitalizations of children with disabilities.

Consequential strategies should outline how other people respond to replacement skills and continued challenging behaviors (Buschbacher, 2003). Rewards for appropriate behavior should outnumber rewards for challenging behaviors in order for no maintenance of challenging behaviors to continue (Buschbacher, 2003). The support plan should continually be assessed to ensure its continued “fit” for the individual client. Cultural personal, and structural values should be considered. Outcome measures should include decreased challenging behaviors, increased targeted skills, and changes in the child’s social and behavioral competence (Buschbacher, 2003).

Marcus is an 8-year-old boy currently enrolled in a self-contained classroom for children with emotional and behavioral disorders at High Tide Elementary School. Marcus recently relocated to the area from Colorado after being separated from his parents and is currently residing with his grandparents. He has been diagnosed with traumatic brain disorder due to a head injury as an infant. Currently, when presented with difficult tasks he engages in elopement from the classroom at a rate of 6 times per hour; during unstructured time he engages in hitting his peers at a rate of 5 times per 15-minute interval; and during structured class instruction he engages in out of seat behavior 7 times per 30-minute session. No previous interventions were reported as the behaviors only recently appeared with his relocation. He is currently undergoing psychological and neurological assessment by request of his grandparents; however, results have not been determined and are unavailable at this time. Marcus is performing 2 grades below his current 2nd grade placement level in both math and reading; he is frequently seen playing alone on the playground and lacks social interactions commonly seen in his age group. Through reducing his engagement in his current level of inhibitory behaviors he will increase his ability to build and maintain friendships.

Developing effective strategies is essential when working with children that has special needs, for example, strategies a teacher uses to enable a student to focus on learning, or a child that needs increase positive reinforcements on appropriate behavior and building social skill. Finding ways to reduce aggressive behavior can be challenging however using strategies that promote self-control, and argue management help. There are games using picture that can help a child express their feeling. There are breathing exercise to improve self- control. Encouraging positive behavior and supporting appropriate participate

Young children with developmental disabilities usually encounter several behavioural problems (Emerson,2003). These behavioural problems not only impede children social and educational development, they also placed significant burden on caregivers/parents (Hedov, Annere & Wikblad, 2000; Schieve et al., 2006). This paper provides a succinct overview of a psychological program directed at parents of special needs children. The effectiveness of this program or other programs with similar principles is assessed in the past literature.

This is in view of the fact that they are confronted with many of the same needs comparable to other children at a certain developmental level. Behavior management techniques play out to ward negatively judging children’s behaviors like expressions and attributes of their distinctiveness. They continue to equally discharge by the granted attention for the maximization of their overall development and success. Ultimately, any answer to, “children with disabilities display [of] challenging behaviors, [does make] dealing with these behaviors often becomes very complex…[since] willingness to participate in therapy and the ability to comply with requests from adults affect whether therapy interventions are effective” (Dunlap, 2009, p.

As your child progresses through life it is essential to communicate to the appropriate individuals, accurate information to individuals such as teachers and professionals who will care for your child when they are out of your care. Understand and document observed signs and symptoms that may be noticeable unlike typical behavior patterns. Observe and discover your child’s various needs for various situations for example; different ways the child is affected by smells, touch, or movements that may cause disorganization or fear. Document activities that may lead to anxiety or inappropriate behaviors, in addition document activities that may alter these responses. This essential information concerning your child’s needs is detrimental in order to facilitate appropriate environments to ensure successful outcomes “The out-of-sync child needs and articulate advocate. Usually, it is up to the parent to make teachers and other caregivers aware of his special needs” (Kranowitz, 2005, p. 247) this vital information can provide opportunities for success in educational settings-creating individual education plans (IEP’s) and in every stage of your child’s

Cipani (1994) discussed methods for assessment and treatment for children with developmental and learning disabilities with severe behavior concerns. The four features of a diagnostic system that is behaviorally based are discussed. The first characteristic examines the antecedents and consequences of the child’s behavior, as opposed to predicting the function of the problem behavior based on the child’s internal cognitions or personality traits. The second characteristic encompasses the notion that the treatments for the problem behavior are based on the behavior itself and not internal factors of the child. The third characteristic is that the assessment process includes gathering information about the child’s environments; thus, the assessment process involves more than simply gathering information on the frequency of the behavior. This process includes the practitioner gathering information on the antecedents before the target behavior occurs and the consequences after the target behavior occurs. The last phase involves the practitioner making a diagnostic decision about the child based on his or her problem behaviors.

I chose to carry out my investigation based upon the observations and in depth study of a High school which supports individuals with a wide range of Additional support needs. I have received authorisation from the head teacher of the school in order to carry out my investigation by requesting written consent, although in-line with the Data Protection Act (1998) and in order to protect the confidentiality of all individuals involved within my investigation I will ensure they remain

A student with emotional and behavioral problems can express a wide range of characteristics. Where some students can possibly have mood disorders, such as depression other can experience intense feelings of anger or frustration. And individual students can react to these things in different ways from one another. That all children are not the same even though they can possibly have the same disorder, they can all react to it in a different way and sometimes similar to one another. But they also control it in their own way as well. It is believed that students with emotional disturbance who are currently eligible to receive special education services represent only a small portion of the students with mental health needs. While most mental health experts estimate that

Behavioral and emotional disorders are on the rise in schools and are often present at early ages than previously seen. In the past these behaviors were more common to manifest or present in late middle school and early high school years. Now they are being seeing much earlier, which is leading educators, administrators, and politicians to seek information and assistance in many different ways. Not being the easiest to work with or have in a general education classroom setting or environment, these students; often lead to a knee jerk reaction by teachers wanting to remove these students from the room. When a student is struggling with reading, math or writing, they are not removed from those subjects, but given extra interventions and