Student Challenging Behavior Analysis

CS III b: Times have changed. I can remember when coporal punishment was an acceptable means of re-direction and discipline. Today, with more education, educators and providers have better ways of communicating and developing stronger characters in children. A completely different means of fostering growth and discipline have evolved. Proven lesson methods through psychologists have opened doors for marked and proven progress. Understanding my students backgrounds through home visits, parent meeting, and one-to-one time with my children help me and my fellow educators develop a "whole" view of a childs image and make-up. Re-direction, strong fun-tasks, and constant guidance is the initial start to helping children with challenged

While Reading the book, Lost at School, written by Ross W. Greene, one can appreciate the clear focus and overall direction for teaching different students with maladaptive behaviors. For teachers, those children present the greatest obstacle in education. A student’s mental health problems allude to the challenges in teaching. It’s hard enough to keep a large group of adolescents on task in the first place, let alone when there may be one or more children with maladaptive behaviors in a single class, who have a hard time regulating their focus levels like the typical student. The number of disruptive students has seemingly increased through the years. Now studies show that, “About 10 percent of the school population—9 to 13 million children—struggle with mental health problems. In a typical classroom of 20, chances are good that one or two students are dealing with serious psychosocial stressors relating to poverty, domestic violence, abuse and neglect, trauma, or a psychiatric disorder. These children represent the most challenging students in our classrooms today.” (Rappaport and Minahan) To combat those alarming statistics, Ross Greene’s informational book talks about how to improve a child’s behavior, while embracing the patience it takes to effectively communicate with such children.

Intervention: MS. Smalls (CSP) and Deonte discussed his interactions with peers in diverse settings. CSP and Deonte reviewed deep breathing and counting to ten slowly to reduce angry. CSP encouraged Deonte to use coping skills in all setting before getting angry. CSP redirected Deonte several times during the visit. CSP discussed Deonte appeared to have cried before coming home from school. CSP, Mr. Pringle (MHS) and Deonte review overall process made on this goal. CSP and MHS reviewed paperwork. CSP encourage MHS and Deonte to practice coping skills. CSP praised Deonte on being more constant on his behavior chart.

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

Early Childhood Response to Intervention for Behaviors: The author concern for behavior prevention and intervention is supported by United State Office of Special Education Program. A school-wide system that is proactive, character education

The beginning step is to identify the problem. There are two sides to every story and during the initial step it is the educator’s job to facilitate the dialog between the children. Each child should have their turn to speak and give their side of the story. Chances are the two stories will be very different because each of them is coming to the situation from

Welcome parents and student to Franklin County Elementary. Our superintendent of education has recently decided to implement a school wide positive behavior support. This approach to discipline includes school-wide, targeted, and individualized strategies for achieving social and learning outcomes while preventing problem behavior with all students. It involves modifying our processes and procedures to help decrease problem behaviors. You will see that we have added reminders throughout the school (in the classrooms, hallways, lunchroom, bathrooms, etc.) as a friendly reminder of the rules to encourage good behavior. Our goal is to get more remarks for positive behavior than incident reports for negative behavior every week. The remainder of this paper will outline our School Wide Positive Behavior Support, explaining behavior expectations, rewards, error correction procedures, and data collection procedures.

The problem to be addressed through this is an intervention study such as targeted components that help students (Plath, Croce, Crofts, & Stuart, 2016). A school-based cognitive behavioral intervention therapy program (Bratton, Ceballos, Sheely-Moore, Meany-Walen, Pronchenko, & Jones, 2013). The call for future studies are asking for more advanced ways to implement character education programs related to young children who show disruptive behavior in the classroom (Palmer, 2005). Therefore, researching this problem is beneficial to teachers and parents who are dealing with children that have behavioral

I interviewed several service providers in my school, Stephen Knight Center for Early Education, that included the psychologist, special education teacher and a general education teacher. I interviewed Ms. Iris, the school psychologist, Ms. Kathy, the special education teacher, and Ms. Hilary, a general education teacher. Ms. Iris’ responsibilities include working with students who have social emotional needs. This can include behavior challenges, learning new social skills, managing grief, etc. She works directly with parents and teachers to provide resources regarding the child’s well-being, and ensure good attendance by setting up plans. Ms. Iris works with children in general education, counseling groups, and one-on-one situations, including special education minutes. Ms. Hilary is a general education classroom teacher. She is responsible for the well-being of her students academically, socially, physically and developmentally. Ms. Hilary also advocates for families and students to receive the support that they need to feel successful in their first years of school. Finally, Ms. Kathy is the staffing

Consequential strategies should outline how other people respond to replacement skills and continued challenging behaviors (Buschbacher, 2003). Rewards for appropriate behavior should outnumber rewards for challenging behaviors in order for no maintenance of challenging behaviors to continue (Buschbacher, 2003). The support plan should continually be assessed to ensure its continued “fit” for the individual client. Cultural personal, and structural values should be considered. Outcome measures should include decreased challenging behaviors, increased targeted skills, and changes in the child’s social and behavioral competence (Buschbacher, 2003).

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

Furthermore, I would discuss with the school special education instructor to try and receive more information about Dustin’s situation. Once school has begun I will observe Dustin’s interactions with other students in the classroom. I will record instances in which Dustin has shown anything concerning and collect data. Since my primary idea is that Dustin may be considered an at risk student I would try to immediately become a positive role model in my student’s life. There are a few things that I believe would benefit Dustin the most. The first is with Dustin and all of my students having a short weekly or bi-weekly check in with them. This would help students to know that I am working towards their success in my classroom. The goal with the weekly meetings would be to become a mentor for the child. “A mentor can be any person of any background committed to serving as a support person for a child or youth” (335) As a teacher my goal would be to provide a safe and positive environment for my students. This environment would be where the students know that I am committed to the students and working towards there

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.

Teaching students with challenging behaviors begins with understanding behaviors utilizing Culturally Responsive Instructions and strategies. Howard is a sixth grader that has been referred to the office six times in four month by his first-year teacher Ms. Anderson for his “insubordinations”. Based on Ms. Anderson observations Howard exhibits specific weakness in mathematics resulting in incomplete in-class work assignments and avoidance behaviors when asked to work at the whiteboard. Howard’s outbursts according to Educators Rick Lavoine students would rather be bad than dumb. Creating intervention plan will accurately document the function, and communication behind his behaviors. Howard exhibits behaviors that may be misconstrued as misbehaviors in the classroom at times.

In today’s society, children encounter many different troubles, and they struggle with things than most people actually don’t notice, but who does a person refer to when they suspect something is troubling a child? Whose responsibility is it to help the child whenever there is a problem in need of addressing, and how would they go about solving the problem? Sometimes it can be a challenging task to figure out what can be troubling a child. Because children in modern society are exposed to and involved with so much more than past generations, it makes it difficult for adults to connect and understand what the children go through because they don’t experience the same things that the child does on a daily basis. The youth today are the future of the world, which makes it a major priority for them to be provided with basic needs for living and also for them to be mentally and physically healthy, as well as keeping them happy during the time of their life where they should have very little responsibility and live carefree. Many children have a hard time when dealing with things troubling them and a harder time talking to someone about those things that are causing troubles with them. School Social Work deals with children and their families throughout the course of adolescent education. Children in today’s society experience many troubles that can go unnoticed a majority of the time. Fortunately, when a child is showing strong signs of a problem, there are school social