While completing the Prevent-Teach-Reinforce (PTR) model on my selected student, I was able to comprehend the student aggression through his oppositional defiant disorder while being told what to do especially in a classroom instruction environment. The student display negative interaction with his teacher and peers when he was prompted to complete an assignment along with display physical aggression toward a student he believes is receiving more attention. Through the PTR form, it was noticeable, the student solely needed one-on-one assistance from a professional to help de-escalate his aggression towards other. In addition, the client with the aid of his professional, would be able to express his feelings and thoughts about his inability
It is very important, as teachers, that we guide, correct, and encourage our students to behave correctly in the classroom. In, The Iris Center for Faculty Enhancement, level C, case 1, there are two students, Zach and Patrick, who continue to disrupt the class because of their behavior towards each other. Zach is a relatively quiet student with a learning disability, yet he enjoys his school work. Patrick is the louder of the two students who likes to talk. He is very outgoing and likes to be the center of attention. Their teacher is starting to get frustrated with the behavior between the two boys. Patrick teases Zach regularly, along with other students; then Zack responds in an inappropriate manner. Zack gets angry and yells back; and sometimes he even breaks down to tears. Therefore, with using some of the helpful ideas from the STAR (Strategies And Resources) Sheet, the teacher will be able to encourage appropriate behavior in
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
The behavior intervention plan should consist of the following: operational definition of the targeted behaviors for reduction, precursor behaviors, functional assessment summary, replacement behaviors/strategies, strategies to produce/reduce behaviors, monitoring/evaluation, and crisis plan if warranted. Crisis plans are warranted when the students exhibits prevent physical harm to self or others and when intervention strategies breakdown. Seclusion and restraint procedures should be included in the crisis plan. Behavior interventions implemented in applied settings may be at a high risk for treatment inaccuracies. Clearly stated interventions steps in a treatment protocol assist with the implantation and assessment of the intervention. Providing initial training for the implementers at the onset of the behavior intervention plan to a set criterion rather than training for a set duration. Training should be conducted as an ongoing event due to aspects such as therapist drift or failure to implement the treatment as outlined (McIntyre et al.,
The intervention most interesting to me in the Behavioral Therapy approach is the contingency contract. If used properly with defiant or rebellious children or adolescents the reinforcement rewards would be a motivating factor for change. Shapiro, Friedberg, and Bardenstien (2006) report, when developing a contingency contract the contract should be written so the child understands what is in it and it is age appropriate and fair for both parents and the child. Therefore, when the child is improving and making progress with their behavior in school for example the parents must reinforce their positive behavior with the agreed upon token of appreciation. Shapiro et al. (2006) reports, often when parents enter counseling with their child
Therapist met with individual to discuss anger management. Therapist observed individual getting up from his seat without permission and leaving the classroom. Therapist and individual work on classroom rules and problem-solving techniques to assist individual with following the classroom rules and calming down before getting angry through role-play. Individual states he will obey his teacher.
To complete a Functional Behavior Assessment (FBA) and Behavioral Intervention Plan (BIP) I collected data through observations, conducted a Lewis Environmental Inventory, interviewed my mentor teacher, and did Functional Assessment Checklist for Teachers and Staff (FACTS). By completing an FBA and BIP I prepared myself for my future career as a teacher, and addressed some best practices for teachers when it comes to behavior management. I’ve learned how you can change student behaviors through things like reinforcements and consequences. How to use strategies for teachers and students to help them succeed academically and socially. In this reflection, I analyze the strengths and drawbacks of creating an FBA/BIP, my own learning in completing
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
There is a great misconception regarding the term emotional behavioral disability. Many people think of this disorder as nightmare scenarios where students with learning or behavioral disabilities act upon their thoughts or ideas, causing violence and even injury to others and/or themselves. However, studies have shown that students with EBD are more prone to suffer from abuse and violence, rather than to inflict abuse or be violent themselves. Still, disciplining students, and more specifically, those who suffer from serious or chronic behavioral disorders, tends to be a challenge for both educators and parents. When a student has been diagnosed with emotional behavioral disability, it is necessary to find a balance between the needs of
Further, this can be better understood by B.F. Skinners Operant conditioning study. The key element in Skinners research was Reinforcement. Reinforcement strengthens a desired response, and negative reinforcement is involves taking away privileges with undesired behavior. Operant Conditioning is widely applied within teaching for classroom management. In most cases behavioral problems can be linked to emotional problems (Culatta). If something is going on in the child’s home, the only way he or she knows how to retaliate might be to model extreme behavior. The child gets aggressive because he feels threatened by others. The only thing the child wants is to be understood and to feel like someone accepts him or her for whom they are. Additionally, as a teacher, one should talk one-on-one with the student to seek understanding and try to explain to the student that his or her behavioral issues have got to stop in order to avoid punishment Further, a teacher is faced with many obstacles and hardships, one being, the student having emotional problems. It often helps for the teacher to show love and compassion. The emotional problem could stem from the child’s home-life, which could include various forms of abuse (sexual, physical, and emotional). Being able to detect signs of distress can help guide the student to possible outside
Therapist met with individual to discuss progression or regression of individual’s ability to apply anger control skills to decrease anger while at school. Therapist observed individual making anger outbursts toward his peers. Therapist and individual identified anger management techniques to assist individual in maintaining his anger and decreasing negative outbursts toward others through open-discussion. Individual states he will ignore his peers and walk away before getting and pay attention to his teacher.
Both encourage the use of utilizing techniques to implement positive behavior in students and minimize misbehavior in the classroom. The most prevalent suggestion provided by psychologists are to be prompt, consistent and reasonable. The textbook details that no attempt to control behavior will be effective so consistency is important to classroom control. A teacher’s must have a variety of techniques that can be used to prevent or deal with misbehavior and utilize the technique that is appropriate to the severity of the misbehavior (Snowman & McCown, 2015). Although there are techniques that can be used to deal with discipline some do not work as students do not respond to the same technique. Mrs. Melchor provides an example of utilizing the refocus area for a student and refused to listen so she resorted to a different technique and used the buddy system which uses another teacher and classroom. This allows the student to cool down, re-evaluate their actions (M. Melchor, personal communication, April 12, 2018). There are various techniques teachers can use to deal with misbehavior in their classroom, after interviewing Mrs. Melchor and gathering information from the textbook it seems that teachers and educational psychologists are on the same page when it comes to implementing class discipline. It is comforting to know that teachers do utilize suggestions and techniques
Behavior analysts should describe these in detail to the clients, as their cooperation is important for the success of the program. If a behavior analyst is working with an in-home client, she should describe to the client and caregivers the importance of delivering reinforcers consistently and appropriately. She would also have to review safety considerations and stress accurate recording of data by the caregivers. The behavior analyst may be able to better control the environment of an in-home client compared to the environment of a client in a public school. When discussing control of the environment with those involved with a client in a public school, the behavior analyst will need to have the cooperation of everyone involved with the child’s treatment (e.g. teachers, teacher aids, counselors). It may be more difficult for the behavior analyst to determine effective reinforcers of control those reinforcers in a public-school setting. It may also be challenging to obtain resources for the treatment program in such a
Oppositional Defiant Disorder (ODD) is a mental health disorder often found in children. Retrospective research has found that symptoms appear as early as four years old (Lifetime). ODD is described by an angry or irritable mood, vindictiveness, or argumentative and defiant behaviors (DSM). This disorder often involves difficulties with interacting with others (DSM). Also, ODD has been associated with emotional and externalizing behaviors along with being linked with depression and conduct problems (developmental). The focus of this research is to see if Dialectical Behavior Therapy(DBT) would have positive outcome on patients diagnosed of ODD. Since ODD involves emotional and externalizing behaviors along with problems interacting with others, DBT skills training may be useful in helping patients learn appropriate ways to cope with their emotions and to properly communicate with others. These are some reasons that suggest that DBT would have positive outcomes for patients with oppositional defiant disorder.
As a special education educator, I observed that children identified with having an Emotional Behavior Disorder were likely to be disciplined harshly, and placed in more restrictive settings than students in other disability categories. Additionally, in my mild to moderate setting program, I observed that consequences for behavior infractions were more punitive in nature than restorative. Teachers and students began to engage in power struggles and that had a negative impact on classrooms and caused both students and teachers to withdraw from one another.
A 6-week inservice program focusing on the principles of operant conditioning and positive reinforcement was implemented. The study was designed to evaluate the use of behavior management strategies in the classroom, and positive results were found in the decrease in restraints and crisis incidents. Crisis incidents were defined as a child being required to leave the classroom because of unacceptable behavior, e.g., persistent noncompliance. As the revised treatment module began to work, community special education programs began to send students for short term diagnostic placements, and a plan is in development for "transition classrooms" intended for children who no longer need intensive treatment but are not yet ready to return to the community. Applied behavior analysis provides teachers with methods for encouraging positive behaviors and coping with undesirable ones.