Reflection Paper

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

Participants: M. Parker, Guidance Counselor, B. Michael, Social worker, Parent, D. Shaw Principal, S. Roberts, Behavioral Consultant, Classroom Teachers; D. Chemnitz and C. Ragusa

At my job, I worked with two students named John and Jimmy. John and Jimmy are two students at our school with behavior problems. This week, I focused on observing their behavior in settings to work on tracking the correct accuracy, reliably, and validity (Cooper, J. O., Heron, T. E., & Heward, W. L. 2007). However, before I could began tracking data I had to come up with two problem behaviors. The problem behaviors I came up with were Aggression and Non-Compliance. In order, to track these behaviors, I focused on duration and frequency. I will examine these behaviors using a ABC data sheet.

In the provided scenario Andrew is 11 years old with ASD in an inclusive classroom and is able to perform on grade level but often loses his focus when he is not able to get the teachers attention. Andrew hits his peers to get attention from the teacher, he has created a behavior pattern with the teacher that he controls, if he hits his classmate then he is rewarded with attention, while

The assignment entailed the creation of a functional behavior assessment (FBA) so that a behavior intervention plan (BIP) could be created for this child with these profound and undesired behaviors. Our instructor Dr. Rock gave us comprehensive instructions, an excel spreadsheet template, and a rubric to guide

An instructional intervention that could better Joey’s behavior would be to use a sticker system. I agree with Gongola (2010), I would need to monitor Joey’s behavior and progress. If his behavior changes for the worse, I would increase the criteria before giving him incentives. I would put a chart on the corner of his desk with it labeled “Great Behavior.” Before the day ends, we would quickly conference on how his day went. Depending if he raised his hand, spoke not so loud the

I will document future evaluations with more depth in both areas for a better understanding of the given behavior and what the expectations are of the plan. The more you analysis it, the behavior itself, and learn about the undesirable behaviors the more likely you are to achieve the desired behavior. Take time to be detailed in your findings, expectations, document it clearly and accurately. I was not specific enough in areas observed so the plan was vague. I will seek school superiors, peers, or more knowledgeable staff, even widen the support outside of the class or school system, in the future, which I did not in this case. I will seek to meet with knowledgeable personnel on the experienced behaviorist specialist if available, and ask for guidance. I will not take for granted that a given student knows the appropriate behavior, or what tools are available to aid them. I could have established a stronger foundation of the behaviors, and the classroom rules of expectations. Determine what the reactions are or what triggers the behaviors, and set consequences specifically to aid with the desired behaviors. I should have researched them through the multiple New York State websites that are available to me for guidance. I could have altered the schedule, change the environment; modify instruction to minimize the occurrence of the

The intervention that I have decided to implement for Matt is a differential reinforcement of incompatible behavior paired with a visual schedule, timer and sensory tools. I arrived at this intervention because applying differential reinforcement of incompatible behavior, “reinforces a behavior that cannot occur simultaneously with the problem behavior and withholds reinforcement following the instances of the problem behavior”, this helps to ensure that the alternative behavior increases and the problem behavior decreases (Cooper, Heron, & Heward, p. 471). The visual schedule will consisted of a laminated first, then schedule with Velcro pictures. I have prepared visuals for various activities that take place throughout the school day. In addition to the schedule a timer will also be implemented to help Matt keep track of the amount of time he is on task for. The timer has a clock face and a red space which represents the amount of minutes remaining.

Students with serious and chronic behavior problems create a negative effect on the classroom and school environment.

One evening night 6 years ago, I asked my mom what was going to happen to us if the end of the world was coming soon. This thought came to my mind after reading the news about the end of the world in 2012, the Mayan calendar apparent chosen year. It terrified me to think about one of my family members going to hell and burning for the rest of their life. It was impossible for me to sleep that night. The only thing I could think of was holding my mom as tight as I could because maybe that way we could go to heaven together. Since that day, God became a figure of punishment, judgment, and suffering. Today I can say that I am a God follower who is unsure whether if it is for love or fear.

Every little experience in life molds and defines the human you would become as it pushes you towards your destiny. Leaving my native country was hopeful and a thing of joy for me; as I was a newly wedded wife extremely excited to join her husband in California. Unfortunately, my relationship came to an end with me barely walking out with my life. This heartbreaking experience was a kick in the teeth. As I once read your setback is the platform for your come back. That was the genesis of my coming to Houston as I sort out what’s next for me.

Our culture aches for the truth of who we are and what we are created for. I know this ache.

I have heard my professor state before, that education is a right not a favor, education is an important tool that should be taught to all students fairly. In a perfect world all students will enter a classroom with full bellies, a goodnights rest, and an eager mind ready to learn; however, we do not live in a perfect world. Some students enter a room hungry, tired, many thoughts running through their head, more energy than they can handle, or even they cannot walk and are being wheeled into the classroom. For this class I have read two very interesting books about smart young men who encountered many challenges at school and at home. John Elder is a bright young man who grew up during a time period where teachers, his parents, or even doctors were not quite sure why he was not like other children. As I was reading I asked myself many questions, but I had one very important one that stood out among them all, would I be the teacher to dig deeper and try to understand why this intelligent student is failing his classes? Blake also faced challenges that made me question what I would do if I were in his or even his teachers shoes.

I was born and raised in a Christian home and our family would go to church every Sunday morning and go out to eat after the services. This is what we did and it always seemed normal to me growing up so I thought that was what everyone else did. As I grew up and learned more about the culture we live in, I learned quickly that going to church on Sundays was not the norm. Around the age of 7, I accepted Christ into my heart with my mom in my bed after she asked me if I believed in Jesus. I do not regret this decision but I had little knowledge of what I had just committed to and continued to grow up the way the average Christian child would be raised in a Christian home (going to Sunday service and Sunday school knowing the right answers).

The main behaviour issue that she would like Austin to work on is not speaking out in class. She would like him to raise his hand before he speaks. In Ms. Walker’s class, the students are encouraged to raise their hand anytime they have something to say, a question to ask, or a request for the teacher. Since the beginning of the school year, Austin has repeatedly disobeyed this rule. It is posted in the front of the classroom, and Ms. Walker consistently reminds Austin of this, but he forgets. He is not a typical ‘bad’ student. He does not do this simply for the fun of it – he actually forgets to raise his hand. He has a thought and immediately wants to act on that thought. He comes from a broken home: his father left the family when Austin was seven. His mother struggles while working two jobs. Austin goes to the before-and-after-school program the school offers. His mother is loving towards all four of her children, but Austin does occasionally get neglected. He has less than ideal self-esteem and is difficult to motivate. When instructed on a one-to-one basis, Austin is able to complete tasks with moderate difficulty. Ms. Walker does not have an Educational Assistant in her class, but she does make an effort to instruct Austin individually – there are other needs in her class that take priority over this one. Behaviour specific praise for Austin