Goal: Timothy will identify and eliminate the pattern of acting out, disruptive, and negative attention-seeking behaviors when facing difficulty or frustration in
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
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.
4. General negative reinforcement was marked whenever Mitch negatively reinforced the class with remarks such as “focus on what you are doing”.
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.
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.
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.
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.
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
In regards to self-care skills, Davy needs assistance with his personal needs. He is able to independently put on his shoes and feed himself. Davy’s mother feels that he is very impulsive at times and he will sometimes take her phone without asking. Davy does not really show that he takes responsibility for his actions, and his mother is not sure if he understands. There are times he will yell if he makes a mistake when doing something. Ms. Machado feels that Davy does show a sense of humor at times by laughing and smiling. Davy is sometimes kind to his siblings if he is encouraged to give her a kiss or sometimes he may exhibit this independently. She feels that Davy does sleep well at night and his mother feels his speech and behavioral limitations are as a result of his autism.
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
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
Quincy was observed on five different occasions, for twenty minutes each, as a component of this evaluation. Numerous informal observations have also been completed, which he displayed significantly more defiant and off task behaviors than what was observed during these specific observation blocks.
I always thought that when children did this they were some how communicating, so I was surprised to find out they aren't really saying anything! You can hear these adorable guys babbling, "bababa" and "dadada". Babbling is the child's first vocalizations that sound like speech according to our text (Rathus, 106). Also there is examples of echolalia going on it the video. This is when children, 10-12 months old, repeat syllables (Rathus, 107). An example of this from the video would be "ah-bah-bah-bah-bah-bah", which is said often.
Quincy’s refusal to follow directions appears to be maintained by escape of unwanted tasks, given that the behavior persists despite adult attention, with the ultimate outcome being avoidance of the initial direction. Quincy is also more likely to resist tasks when corrected in front of peers, suggesting that the adult attention provided in the form of repeated corrections is not reinforcing the defiant behavior. Quincy is also struggling due to absences and lateness.