She gets caught passing notes frequently and she is punished appropriately. This behavior is ongoing which means that she is not a rule follower. She does not pay attention to the lessons at hand because her attention is taken up in communicating with her peers. Stephanie does not like to work. She is unable to either keep her desk clean or turn in homework assignments within reasonable time frames. Friendship comes easily to her, but it is usually short lived. Notes: Stephanie loves to interact with classmates but she is not a rule follower. She does not focus on lessons at hand, she does not like to work and her desk is a mess. Friendship comes easy but it does not last.
Adam, a white 16-year-old 10th grader, was the focus of the indirect and direct assessments. Adam receives special education services for other health impairments (OHI), specifically Attention Deficit Hyperactivity Disorder (ADHD). Adam’s teacher, Mr. B, and Adam both mentioned during the indirect and direct observations that he does not always take his medication for his ADHD. Like many of his peers, Adam seems to enjoy the social aspects of school. Any opportunity to talk with other students is eagerly sought out, and there is a constant desire to use his phone to be connected with others. However, unlike his peers, Adam’s attempts to interact with the students in the class or the teacher are awkward. His lack of inhibition often results in rude or inappropriate comments, and he seems unable to comprehend the verbal and nonverbal cues of his peers indicating they did not want to interact with Adam.
Behavior disorder is defined as “Any of various forms of behavior that are considered inappropriate by members of the social group to which an individual belongs.” (The American Heritage Stedman 's Medical Dictionary, 2015) Due to its broad definition, methods of identification, diagnosis, and treatments are varied and controversial. After my son was diagnosed with Sensory Processing Disorder and Attention Deficit Hyperactivity Disorder in November of 2012, I recognized a stigma within the community surrounding behavior disorders that made it difficult to find the appropriate support for my son and my family. This paper will discuss the causes of behavior disorders, methods for proper identification, and problems that can arise in the home, school, and community of a child with a behavior disorder.
Discussion: The team discussed Josh's behavior in the school and home. Josh reported that he continues to have some challenges with negative behavior in the home. He explained that he's sometimes noncompliant with completing his chore, back talks and gets upset when his screen time is interrupted. Ms. White reported some behavioral challenges in the school as well.
Amy was referred for counseling by her guardian due to acute school refusal behaviors that have persisted for two years. This assessment was requested to identify possible psychosocial sources resulting in being excessively resistant to go to the school, and displaying tantrums, and to make recommendations for the treatment.
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).
If ABC data collection reveals that Jane’s behavior serves as communication, developing more appropriate ways to express herself could prevent Jane from engaging in aggressive behaviors as a way of communicating. It would be appropriate to use communication boards, and visual schedules to allow Jane to have a clear idea of what is expected and required at school, and also as a way of communicating herself if verbal communication is not possible, which will prevent challenging behaviors.
This behavior is characterized by shyness or seclusion from others, severe despondency and extreme worry, agitation or apprehension. These co-occurring problems are in addition to the difficulties children and adolescents face in family and peer relationships. More prominent examples of externalizing as it relates to (ADHD) are characterized as antisocial actions, for example defiant, argumentative, and angry. The disorder can develop co-occurring issues in children and adolescents, between 65 and 90% of children with either Oppositional Defiant Disorder (ODD) conduct disorder (CD) Maddux, & Winstead, 2012, 443). However some finding show that ADHD symptoms are part of the child and adolescent developmental process the key factors are intensity of symptoms, interval, extensiveness and the level of debilitation that is beyond normal stage of
She rarely or hardly starts disputes with other children, throws temper tantrums, or seeks revenge when feeling picked on. She also performed within the normal range in the Impulsive-Hyperactive subscale. She rarely or hardly calls out unexpectedly, interrupts, or finds it hard to play quietly. She scored within the normal to borderline range in the Antisocial Conduct subscale. She rarely or hardly ever steals, acts dangerously before considering consequences, or destroys the possessions of
In this next section, the three selected tests will be reviewed for their "appropriateness of test content, skills tested, and content coverage for the intended purpose of testing," (Code, 2004, p. 5, See #2). ASEBA 's behavior checklist and self-reports contains DSM-Oriented, syndrome, competence, and adaptive functioning scales that target specific behavior, thought, emotions, and social interactions, (Lacalle et al, 2012). As a result, this test can provide appropriate behavioral treatment plans. When Lacelle, Ezpeleta, and Doménech evaluated this test,
All of the studies look at using person centered or Adlerian play therapy to help change childrens’ behavior, usually externalizing behavior or anxiety. “Externalizing behaviors are behaviors that interfere with the rights and dignity of other people and are typically a symptom of more significant underlying problems” (research). Many of these issues will appear first in school during class or on the playground. Some of the behaviors that might be classified as externalizing behavior might include “aggression, impulsivity, property or personal destruction, off-talk behaviors, and verbal insult” (externalizing). Addressing these behaviors is important because they not only impact the child, but the people around them. These externalizing behaviors might interrupt the mainstream classroom setting, social outings, and family situations. Many children with externalizing behaviors might be put on a 504
Marcus is an 8-year-old boy currently enrolled in a self-contained classroom for children with emotional and behavioral disorders at High Tide Elementary School. Marcus recently relocated to the area from Colorado after being separated from his parents and is currently residing with his grandparents. He has been diagnosed with traumatic brain disorder due to a head injury as an infant. Currently, when presented with difficult tasks he engages in elopement from the classroom at a rate of 6 times per hour; during unstructured time he engages in hitting his peers at a rate of 5 times per 15-minute interval; and during structured class instruction he engages in out of seat behavior 7 times per 30-minute session. No previous interventions were reported as the behaviors only recently appeared with his relocation. He is currently undergoing psychological and neurological assessment by request of his grandparents; however, results have not been determined and are unavailable at this time. Marcus is performing 2 grades below his current 2nd grade placement level in both math and reading; he is frequently seen playing alone on the playground and lacks social interactions commonly seen in his age group. Through reducing his engagement in his current level of inhibitory behaviors he will increase his ability to build and maintain friendships.
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).