Paraprofessional Behavior : A Case Study Of Jayden King Jr.

D1: Describe the expected pattern of development of children aged 0-5 years for one of the areas of development:

But in the teacher’s point of view they should be helping the kids not just showing how they don’t like the student. Also showing that the student isn’t as intelligent as the rest. In the woodshop incident although he has to go through woods, why can’t he help him after school or just a little in class piece by piece. Using delayed gratification, if you complete your first woods project, I’ll teach you a little about metal, rather than him being unsafe practicing it at home. Coming from a students perspective, once I knew a teacher didn’t like me that gave no reason to try and help learn the way they wanted to. Although this boy seems determined to learn, the teachers aren’t helping him with what he knows and adjusting to what he has to learn to pass. Teachers and Students need to come together to create a common goal for each student, making the classroom a place that is comfortable but also making the students eager to

go to work, hereby setting him free from his intolerable job. Walter Sokel writes that

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.

A rating scale was completed by a Parker Elementary school teacher, Mrs. Smith for 8 year old Andrea. The Disruptive Behavior Rating Scale (DBRS) consisted of 50 questions with responses with zero representing rarely/hardly ever, one representing occasionally, two representing frequently, and three representing most of the time. The scale utilized is used by clinical professionals for diagnostic purposes of four different areas for behavior concerns these include: distractible, oppositional, impulsive-hyperactivity, and antisocial conduct. The rating scale was completed on 1/31/1992.

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

P: Ty’Kevinyon will interact with others without high anxiety or fear levels. He will also learn to respond to social contacts in unfamiliar settings.

Firstly, I would talk with the student so as I can have a clear understanding of why. Something may have happened that morning or in a previous writing activity that has ruined their confidence. Great teachers get down to children's level to truly tune into what students need to state (Lyons, Ford & Slee, 2013). If the student’s emotional state is affected in any way, their cognition will be affected and they will have trouble focussing, and lack the willingness to participate. Teachers must not overlook the importance of understanding the essential part emotions play in learning (Churchill, Ferguson, Godinho, Johnson, Keddie, & Letts, 2013). If the student is refusing to participate due to something that happened that morning, it is vital

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

James read the 5 steps to pre-problem solving skills which are to think ahead of possible trouble, P-OK-E it, consider the consequences, practice no, congratulate

Options for this question were coded on the scale of 1 – 4 and were ranged as: never, rarely, once to twice a month, and once tor more a week.

My client, whom I will call “Jay,” is an eight-year-old, African-American boy, who was referred to our agency by his mother who wanted him to get “any services he could get for free.” He has some emotional and behavioral deficiencies, and does not handle stress well. He has frequent outbursts in class, and reacts without thinking. He needs to work on his interaction skills, and develop strategies that will help him use his words instead of physical reactions when he is frustrated. Because his trigger is frustration, he needs to learn to respond in a positive manner to his peers and teachers. Also, “Jay” needs to learn how to think and act independently.

the boy looks at the problem he cannot work it.  However, after being showed the

I believe some of the teacher’s responses were constructive while others were not. Initially when Joseph stated he did not want to make a bird feeder the teacher gave positive encouragement. She explained that Joseph would get to make the feeder, could place it in a separate area than the first feeder and the birds may like it more. I believe this encouragement could help get students excited and engaged. This was also constructive because it encouraged the completion of the project and also gave Joseph reasons why this feeder may work better and why.