Danorrian's Echolalia Statements For College Students

David’s first impression of his teacher was that she is mean and very sarcastic with her responses. At that point he knew he was in trouble. So, he figured he should come up with an answer very quickly, or he would be embarrassed from his teacher response. Now, it was David’s turn to speak. He did the best that he could with the limited vocabulary that he had previously learned before now. There were a few words mispronounced and he assigned the wrong gender to the floor and typewriter. The teacher over exaggerated reaction made him feel like it was the end of the world. David took a lot of verbal abuse from his teacher. His teacher continued to belittle everyone in the class, which made them all feel worthless. David said his teacher once called him out as a “lazy kfditinvfm.” David became very sensitive after the harsh comment his teacher made about him. David decided that he wanted to prove to her that he was more than just a loser. He spent a few hours every night doing his homework, giving more time and effort to his assignments. David was adamant about giving himself a name and, more of a positive demeanor. However, at times he would feel a bit nervous and afraid whenever she’s near.

Discussion: Mrs. Lachance reported that Dylan's Cogentin has been discontinued due to an adverse side effect and he is on intruniv. However, Mrs. Lachance stated that Dylan behavior continues to regress, he is easily agitated, angry and sometimes verbally antagonistic. Mrs. Lachance and Wendy are unsure of the triggers, but stated that it has been ongoing prior to the medication change. Dylan reported that he's easily agitated because his medications are ineffective and lack of sleep. Dylan was engaging, he was happy to talk about Video games with HWE and CM.

To understand Nigel’s behavioral challenges, it is imperative to collect information about his behavior before the interview (Crone and Horner, 2013). Information and questions to be asked during the interviews must be those who seek to understand the cause, consequences associated with the behavior, frequency of the problems, timing and the some of the intervention strategies that have been explored. It is with the hope that Nigel opens up to during the interview to provide much information that may help find a solution to the challenges faced and further understanding the problem.

One individual has been taught to “eye-point” at what she wants. Another gets quite restless and verbal when he is upset and smiles and giggles when happy. Staff have been informed of how this service user communicates.

Kayden’s father stated he does not have any current mental/psychological diagnoses, and has no apparent behavior or psychological issues. However, ADHD is prominent on his father’s side, and substance abuse issues are observed on his mother’s side (mother’s father). Per his father, Kayden shows no behavior issues that are not age appropriate, stating that he has never had a full on “tantrum”, and is easily redirected when upset. Kayden’s exhibited strength in this area is his overall “good” behavior. A barrier identified in this area is his susceptibility to

Often has difficulty organizing task and activities. (Joey is often described as “off task” and having difficulty returning to school prepared with his materials, and turning his work in the right places.)

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.

4. General negative reinforcement was marked whenever Mitch negatively reinforced the class with remarks such as “focus on what you are doing”.

The Reason I Jump When trying to interpret the meaning of “troubled behaviors” my automatic thought lingers towards teachers who have low patience. Many teachers associates words such as troubling and being unpleasant with students who may need some extra attention. I have been fortunate enough to work with children that have “troubled behaviors” from ages two to five at my local daycare. I have had experience with different kinds of children who have anger management issues, speech impairments, autism, and special health conditions. Being different should not allow people to label these students as being troubled.

The article starts with the vignette, describing a behavior of a boy, who rejects teacher’s invitation to listen to a story on a rug with his classmates. Obviously, the boy described is not the only one to resist the authority of a teacher, because student defiance is a commonplace. Authors distinguish widespread milder forms of SD and Oppositional defiant disorder,

My behavior intervention strategy was implemented to try to reduce Billy Joe’s outbursts. These outbursts included behaviors such as loud noises, moving arms around everywhere, and getting out of his seat. Sometimes his outbursts included yelling extremely loud and running out of the room. This behavior could go on for minutes at a time and was quite distracting to other students. This behavior almost always kept Billy Joe from his learning.

Ryland is introduced as “The Slacker” who has bad grades and can’t finish his work, due his lack of motivation for school. However, Ryland is shown to be a student who can’t handle the stresses of the overachiever culture, becoming an “underachiever” due to his anxiety issues. His flood of problems range from the schoolwork he can’t handle, his unsupportive parents who won’t give him a break, his anxiety issues, his ADD, and a relationship that he can’t find himself happy in. I really appreciate how Ryland covers the issues of anxiety, as I have dealt with major social anxiety problems, and even now I have panic attacks if I don’t control my anxiety well. Ryland started to improve once he was put on Ritalin, but his mother took it away

The third condition was referred to as the alone condition. Jay was in the observation room for ten minutes. He was not given any feedback for either vocalization. Also, there was no reinforcement or punishment for this condition. This condition was used to see if Jay had bizarre vocalization while no no one was around. If not it would be evidence that Jay’s bizarre vocalizations were produced to influence the behavior of others. The final condition was control. The therapist sat at a table across from Jay for ten minutes. Jay was asked about appropriate conversion topics. The therapist responded with complete sentences and eye contact. This was positive reinforcement. When Jay answered with bizarre vocalization the therapist withdraw eye contact. Each preceding condition was conducted twice over the course of the study. The researchers’ used the results from the brief functional analysis phase of the study to inform their therapeutic intervention. The goal for Jay’s therapy were the reinforcement for his appropriate vocalizations and extinction of bizarre vocalizations. A reversal design was sued. The baseline condition was similar to the condition of the brief functional

The pupil that I work with requires constant supervision and a great deal of support. His mood fluctuates so much in one day and he needs lots of positive reinforcement and encouragement. This is to not only complete work tasks but also to do smaller things such as hanging his coat on the peg. As his communication is also limited, mostly a thumbs up or smile is

Pt. was very chatty and happy during group. Pt. showed some evidence of willingness and ability to share own feelings and drug hx - sometimes in inappropriate way. Pt. appears to be in need to learn how to cultivate effective habits and to counter each negative thought with positive ones. Pt. seems to being comfortable talking about his goals during AMS tx. Pt. seems to be extensive talking to make it seems that he is a role model and engaged in program. Pt. seems to recognize the areas of his life that he needs to change but he is at the contemplation