Externalizing Problem Summary

The majority of children/young people do not present challenging behavior, and they attend a range of educational settings in environments which are conducive to learning appropriate behaviors. It is essential to ensure that behavior which does not meet school/setting’s expectations, is responded to through management strategies that do not rely upon any form of physical or abusive

The Behavior Assessment System for Children, Third Edition (BASC 3) is a comprehensive set of rating scales and forms that help parents, teachers, and clinicians understand the behaviors and emotions of children and adolescents. The BASC 3 Rating Scales measures both adaptive and clinical characteristics in the home and school settings. The Parent Rating Scales and Teacher Rating Scales were completed by Christopher’s mother Mrs. Chavez and Christopher teacher, Ms. Mask. Scores in the table below, are based on a Mean of 50 and an SD of 10. On the Clinical Scales, scores of 60+ indicate difficulties, with those difficulties rising to the level of clinical significance at 70. High scores on these scales are indicative of behaviors that are

If the child misbehaved 3 times then they would have to move down their clip on the behavior chart. If the clip got to low on the chart, a note would be sent home to the parents/guardians. I feel that my CT had great ideas for her behavior management in the classroom. I know that I will my CT’s behavior management techniques in my classroom. I also made note of the class’ behavior daily goal, “We will keep working on good behavior so we can be successful learners today.” By posting daily behavior goals, the students were becoming aware of their actions and how they can affect other

This article offers strategies for teachers to use to help their most challenging students with behavioral issues. One of the authors is a child psychiatrist who works with at-risk children and the other is a behavior analyst and special educator. Their approach is based on the premise that educators can only control certain elements in the classroom and their own behavior when it comes to students with challenging behavior. The created the acronym FAIR:”F is for understanding the function of the behavior, A is for accommodations, I is for interaction strategies, and R is for responses” (2). The function of behavior can include escaping from something, obtaining a tangible thing, engaging in sensory activities, and getting attention. These functions are the benefits the student gets from the behavior. The escape motivated behavior happens when a student tries to avoid a “task, demand, situation, or person” (3). The tangible behavior occurs when the student wants to get objects like money or feed or something else they want. Sensory behavior happens when a student tries to get the attention of an adult or classmate. This can occur when the student is “bellergent, screaming, or continually interrupting the teacher” (3). Negative attention can reinforce attention-seeking behavior because it is better than nothing and the student may prefer it because it is more predictable than positive attention. Taking ABC

In this tier, approximately 15 to 20% of students are being serviced by receiving more intensive behavior interventions. These more intensive behavior interventions include supports that only students not responding to tier one will receive. These supports include small group or individualized interventions strategies that are easily administered by teachers and faculty. An example of such instruction would be a group that reenacts social situations to learn appropriate behaviors to replace inappropriate behaviors. In addition, behavior education plan may be implemented during this stage for some students. Several types of data are collected to ascertain whether interventions in this tier are working. These include office discipline referrals, classroom incidents, observations, out-of-school suspensions and in-school suspensions, faculty/teacher surveys, fidelity evaluations and through progress monitoring. If data collected reveals that a student is not adequately responding to interventions in this tier then other interventions may need to be tried or the student moved to the third tier. If a student does respond adequately, the interventions should be continued and if no longer necessary, the student returned to receiving only tier one

It is my hypothesis and opinion after the indirect assessments, interviews and direct observation, that Shunaysha is a bright, likeable, young lady who exhibits the non-compliance, argumentative behaviors and aggression, because she needs to develop more social appropriate skills to handle peer conflicts and disagreements. In addition, she has to learn how to follow instructions as given by her teachers although it may be an activity or academic assignment that is not her preference. Throughout the observation, it was apparent that Shunaysha has the capability to handle herself appropriately and complete the necessary task within the classroom. The target behaviors were noticed sparingly, as

In the school setting, teacher’s ratings indicated Clinical Significant concerns for Anxiety, Depression, and Learning Problems. At-Risk concerns were noted for Somatization and Withdrawal. Gianna’s self-report ratings reflect consistencies noted from Gianna’s teacher. Her self-ratings indicated a Low score in the area of attitude to teachers. This means that Gianna believes that her teacher understands and trusts her. However, similar to the teacher scales, Gianna’s self-ratings indicated Clinically Significant scores in the areas of Social Stress, Anxiety, Depression, and Sense of Inadequacy. At-Risk concerns were noted for Attitude to School and Locus of

4) children are not born antisocial with behavior problems they become this way through social interactions with others at home and in the community. This shows how a PBSS is integral to a child's social development at a young age and can be viewed differently at the elementary level. According to a study done on grades k-5 doing a pre and post study which examined program outcomes of student problem behavior and social skills, based on teachers’ perspectives, before and after early behavioral intervention services, results prove that this is very beneficial (Rineya & Bullock, 2012, p.1). Based on the assessment the researchers gave, 5th graders showed the least amount of improvement in behavior after intervention increasing just 2.91 from their original mean average (Rineya & Bullock, 2012, p.13). This shows a drop in corrective behavior once a child is leaving elementary age and entering into middle school and formative years. The importance of behavioral and social intervention at the elementary level is important to a child's success throughout the rest of their schooling and

Current problems include (i) oppositional behavior, (ii) argumentative behavior, (iii) defiance, (iv) problems with anger control and verbal aggression.

Externalizing behaviors are negative behaviors in which a person might act upon, such as aggression, impulsivity, property or personal destruction, and verbal insults (Meany-Walen, Kottman, Bullis, and Dillman Taylor, 2015). This type of behavior may typically lead to more significant underlying problem(s) in the future. According to Meany-Walen et al., (2015) children that display externalizing behaviors such as aggression, and who do not receive the proper intervention have a higher risk of experiencing problems throughout their lives. Additionally, Olson, Bates, Sandy, & Lanthier (2000) state that children experiencing such behaviors are at greater risk for academic failure, rejection by peers, conflicts with family and with educators, delinquency, low educational and occupational attainment, and adult criminality. Preschool children who particularly display high levels of aggression along with social, and emotional issues are also at a higher risk for continuing this form of conduct as well (Davenport & Bourgeois, 2008). It is important to consider the familial contribution to the child’s externalizing behaviors, such as aggression. Papalia, Feldman, & Martorell (2014) consider the family atmosphere as a key influence on the development of children, and the frequency of the externalizing behaviors occurring in children who derive from families with higher levels of conflict. Without intervention

He was listening and stopped destroying property. His grades improved at school and his teacher noted changes in his behaviors including sitting in his seat and a decreases in the frequency in which he hit his peers. Additionally, the school recommended behavioral testing, after play therapy the school psychologist reported no behavioral issues effecting his academics. The authors suggested that the success of treatment was increased due to participation of parents and the school (Paone & Douma, 2009).

classroom activities because he cannot control his behavior so he acts on impulse. The child also

In order to understand a child’s behavioural problems, educators must first identify contributing factors. There are many factors that can trigger challenging behaviours, including; a medical condition, emotional trauma, lack of social skills, the classroom environment and teacher attitudes. When some children first start school they have a great deal of difficulty adjusting to the unfamiliar learning environment and as a result display inappropriate behaviours. These students may distruptive, impulsive and aggressive in social situations. For example, in this case study, teachers have observed the

Overt conduct disorder violate social rules and includes a wide variety of antisocial behaviors such as aggression, theft, vandalism, firesetting, lying, truancy, and running away. It interferes with everyday functioning at home and school. Students with overt conduct disorder “perform harmful behaviors at a much higher rate and at a much later age than normally developing student” (Kauffman 2005).

School-age children(7-11 Years) have poor school performance. The child finds studying and learning difficult when the child cannot stop worrying about what happened at home the night before or who is going to get hurt that night, or maybe even killed later on. The child will also have behavior problems with peers and adults. Because of the lack of observable