Continuous Challenging Behavior Analysis

Ms. Foster feels that one of the main problems in teaching the children in her classroom is that there are emotionally and behaviorally disturbed (EBD) students who disrupt the entire class. In addition, they often have problems staying on task. She advocates the use of self-management techniques in the classroom. Self-management techniques teach students to modify their

Findings from a recent Ofsted report have shown that low-level disruption in the classroom is causing pupils to potentially lose up to one hour of learning each day, and that this may have a detrimental impact on their life chances (Ofsted, 2014). Difficulties managing behavior is a commonly reported source of stress and burnout among teachers, and is resulting in a substantial number leaving the profession within 5 years (Ford et al, 2012). Disruptive behaviour is not only stressful for teachers, but it can be unsettling for pupils, can hinder pupils enjoyment of school and can prevent pupils from fulfilling their potential (Gorard, 2010). Although there has never been a time when all pupils behaved well, all of the time (Viser, 2005), it is important that teachers have a good understanding of the challenges they may face in the classroom, and are equipped with effective strategies to help them manage classroom behaviour. After all, effective behaviour management and discipline in schools is a crucial to ensuring academic success and a positive and safe learning environment (Luisellia et al, 2005).

Self-regulation can be said to be processes and activities that enable children to respond suitably to their environment (Florez, 2011). Toddlers with better self-regulation skills are able to translate their experiences into information for regulating their thoughts, emotions and behaviors. As demonstrated, the advantage in self-regulation skills persist even through to adulthood (APA). The skills help them to show restraint and better decision making in tough situations or otherwise which makes them less likely to have behavioral problems in preschool.

Educational psychology: A Century of Contributions. (Mahwah, N.J.: Lawrence Eribaum,2003), p. 257; and Elkind, p.

“… behaviour management difficulties have a way of sneaking up on teachers, leaving them without the necessary tools to deal with the difficulties, never mind the notion of prevention”

Baer, D. M., Wofl, M. M., & Risley, T. R. (2015, 11 5). Some Current Dimensions of Applied Behavior Analysis. Retrieved from ncbi.nlm.nih.gov: www.ncbi.nlm.nih.gov/pmc/articles/PMC13109980/pdf/jaba00083-0089.pdf

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

Scientific researchers whom have collected possible factors fall into possible analytical factors. Leading to problems ad sociodemographic characteristics on the effects of disorganized behavior. Examples of possible risk factors are: formal and present history of illnesses, most recent and previous history of illnesses. The insights to a proceeding hospitalization that’s been extensively examined and closely reviewed through the four month process. Other examples that lead back to substance abuse and non-adherence to medication are factors to critical problems. According to the article Swartz, he created two tables that shows the predictors and characteristics of Serious Violence and Inpatients involuntarily admitted with Severe Mental Illness.

The fundamental goal of an educator is to effectively teach their students. Therefore, the effectiveness of an educator’s classroom management is directly correlated to the student’s educational success. Moreover, an effective classroom management strategy contributes to an attentive and orderly classroom, providing the students with self-motivation, essential in early childhood development. “Self-motivation is a continuing process and the only way we become better and stronger is to create a few mistakes a long the way and also face a few setbacks”

Conceptually consistent programs within behavior analysis are those programs that use the principles of operant learning theory. Sensory integration and mindfulness therapies are not conceptually consistent with the principles of behavior analysis.

The aspects of withitness, momentum and smoothness, group alerting, overlapping, and challenge arousal are all important when trying to reduce classroom misbehavior. The teacher’s ability to know what’s going on in all parts of the classroom at all times is essential and makes the students pay attention because they never know if the teacher is watching them. The factor of momentum and smoothness is also important because the teacher needs to get lessons started promptly, smoothly, and provide transitions. Other factors such as keeping students alert, actively involve in their learning, and holding students responsible for their learning helps classroom management.

The most challenging behavior is establishing priorities for nursing care and making appropriate changes to the plan of care. At first, I did not have enough experience to determine the priority of tasks. It can be hard to balance and prioritize care when there are three or more patients, especially when I do not have a plan of care and just do whatever that comes up. However, I have made some progress over the past few weeks. I used to focus more on getting tasks done such as medication administration than personal hygiene care. however, I have a different perspective now. For example, when a patient wet him/her selves, it is more important to change his/her wet gown and bedsheets right away than give medications. It actually benefits patient

The Vineland Adaptive Behavior Scales, Second Edition, Teacher Rating Form (Vineland-II TRF) provides acomprehensive assessment of personal and social sufficiency for students aged 3 through 21 years in a school, preschool, or structured day care setting. Adaptive behavior refers to an individual's typical performance of the day-to-day activities required for personal and social sufficiency.

The result of the observations where analysed by counting the frequencies of events, separating out the frequency and showing the total for different category of positive and negative events. And finally comparing the data to find possible correlation (Lambert, 2012). Findings suggest that Child X self-regulation varies depending on the location (classroom, lunch hall, playground, and assembly), teachers, and children that he was interacting with.

In Florez’s article talks about why self-regulation is important for infant’s growth because it regulates their thinking and behavior. Children use information to regulate thoughts, emotion and behaviors. Then they choose appropriate responses to respond back and maintain levels of arousal that aid in learning. Teachers teach students to self-regulate by modeling and scaffolding them. It is important for parents to set low expectations for child to meet