Chelsea's Tantrum Behavior Case Study

Lauren Smith is a five year old Caucasian girl who is demonstrating anxiety when separated from her mother. The family was referred to this service by their pediatrician. Over the past few months, Mr. and Mrs. Smith report Lauren has become increasingly troubled when being separated from her mother. She cries while clinging to her each morning before school and her father describes having to “pry her off” and carry her to the car. Lauren’s parents are also concerned with regressive behavior; she is speaking more often in third person when referring to herself, and she has also begun wetting the bed nearly every night. Mr. and Mrs. Smith had a conference with Lauren’s teacher two weeks ago at which time she told them Lauren was having difficulty concentrating and completing her work. The teacher also voiced concerns about her lack of interest in participating in group activities; she appears to prefer to play by herself. The parents report that Lauren is otherwise healthy and has been meeting age appropriate developmental milestones.

Verbal prompts, redirection to remain focused on a given task, minimize outdoor play, reduced iPad games and parent meeting. The results of interventions are diverse. Adriel would respond to previous intervention such as less outdoor play and parent meeting by behaving in class and follow directions for outdoor play for the first two days of the week and then the behavior occurs again. Verbal prompting often works for the first 2 minutes and then the behavior occurs again. The support and one-to-one attention given from the staff during transitions decreased the incidents of noncompliance, pushing and yelling. The staff will model, role play, practice and discuss all these intervention strategies to support Adriel. He will be given attention when he shows replacement behaviors.

In this chapter, Greene educates parents how to be “cognizant of your child's limitations," and how that understanding can help the parent "make intelligent decisions about how to reduce your child's general level of frustration.” Greene talks about three goals that are “critical in helping” a child with inflexible-explosive disorder; “A. maintaining adults as authority figures. B. Teaching your child the skills of flexibility and frustration tolerance. C. Being cognizant of your child’s limitations.” In order to reach those goals the child must first be presented with strategies, which Greene refers to as baskets. Basket A consists of the behaviors that “are not negotiable.” Basket B helps teach children “the skills of flexibility and frustration tolerance,” and is the most important basket. Basket C “contains those goals and behaviors that… have been downgrades considerably.” (Greene, 2001) As a parent of a three-year old, I run into each of these scenarios on a daily basis.

Lizzie made slight progress with improving her emotional and behavioral regulation, as indicated by Lizzie’s mother learning how to managing her behavior using positive disciple to reduce the tantrums and negative

The author, a professor of special education, is an expert in the areas of behavior disorders, the assessment and treatment of behavioral disorders and interventions for behavioral disorders. This article provides an objective and useful discussion regarding the relationship between Behavior Intervention Plans and the issues that must be address by school staff when developing and monitoring them. The author also provides readers with specific areas which must be address when developing Behavior Intervention Plans. The information provided may be useful for teachers and school staff.

As I worked as a behavior therapist my job was to implement programs created by my supervisors for the participants. I did not have many chances to assess the children I worked with before working with them as it had already been done. However, I have had many opportunities throughout the program to practice the techniques it takes to understand the underlying reasons for specific behaviors that are in need of change. I have also had the chance to practice using ABC (Antecedent, Behavior, Consequence) recording forms to identify the function of tantrum behavior.

Behavior: Reyna behavior has improved from the initial date of placement. Youth became very proud when achieving her goals. Reyna completed his goals of complying with rules of the home and school on a daily basis, express her frustrations in an appropriate manner and have bi-weekly visits with bio-family. Youth learned various ways to cope and express her feelings at individual therapy and SAFY clinicians.

Among the most widely disseminated procedures derived directly from the principles of applied behavior analysis have been those applied to the analysis and treatment of common childhood problems (e.g., Arndorfer, Allen, & Aljazireh, 1999; Schroeder & Gordon, 1991; Watson & Gresham, 1998). Applied behavior analysts have developed a countless effective interventions for common childhood problems and have repeatedly demonstrated that, even in loosely controlled applied environments, behavior often responds rather quickly to properly managed contingencies. Yet, despite these successes, some have maintained that simply providing repeated demonstrations of the effectiveness of behavioral technology eventually will yield diminishing returns to the field (Kunkel, 1987). The success of an intervention is dependent not only upon its effectiveness but also upon its precise delivery by a clinician and the consistency with which parents and staff implement that treatment with all of its essential

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.

The B.A.T. clinical team conducted a reinforcement assessment (RAISD) and the Adaptive Behavior Assessment System Third Edition (ABAS-3) assessment with Mikey’s mother, as well as reviewed some anticipated goals for Mikey and his parents. Mrs. Benavides stated she was in agreement. The B.A.T. clinical team then concluded the observation. The duration of this assessment was approximately one hour and 31

Educational /behavior Interventions – these therapist uses highly structured and intensive skill oriented training sessions to help children develop social and language skills and applied behavioral analysis. (Adehem,

Behavior analysts should describe these in detail to the clients, as their cooperation is important for the success of the program. If a behavior analyst is working with an in-home client, she should describe to the client and caregivers the importance of delivering reinforcers consistently and appropriately. She would also have to review safety considerations and stress accurate recording of data by the caregivers. The behavior analyst may be able to better control the environment of an in-home client compared to the environment of a client in a public school. When discussing control of the environment with those involved with a client in a public school, the behavior analyst will need to have the cooperation of everyone involved with the child’s treatment (e.g. teachers, teacher aids, counselors). It may be more difficult for the behavior analyst to determine effective reinforcers of control those reinforcers in a public-school setting. It may also be challenging to obtain resources for the treatment program in such a

For instance, a student began to yell and cry because it was another student’s turn to participate in a literacy activity. We were all instructed to ignore her behavior, however, when other educators came into the classroom, they continued to reinforce her behavior by giving her positive attention. The student’s behaviors continued, even after literacy block was over. Although, when this happened the next time, her behaviors were ignored and soon after she stopped and was able to participate in the literacy block activities. Another tool that was used for this kind of behavior, was a timer on a tablet. This provided the student with a visual of the amount of time they had to calm down. If the behavior continued by the time the timer ended the teacher added another minute to the timer. Using the timer produces an alternative communication because when children are having meltdowns they aren’t focusing or hearing the teacher’s words. I believe visual pictures are an excellent tool to use when negative behaviors are

General Description: B is a 16 year old female student in the 10th grade who receives services in a Neuro-Development self contained classroom. She is currently being served for Autism, Moderate Intellectual Disability, and Speech and Language Impairment. Her behavior falls within the "Severely Autistic" range as measured on the Childhood Autism Scale (CARS). She lives with her mother, step-dad, and two little brothers in a small rural town. Currently, if B is asked to complete her assignment and she does not want to she will use tantrums and self injurious behavior to avoid working. She also uses this

Figure 2, indicated that during demands, M’s tantrums led to access to preferred 14% and 86% of the time. These data on consequences of the problem behavior confirmed that escape was a function. The intervention focused on the relationships between the problem behavior and function (escape).