Tyawna Goal

Re-directing negative behavior is of most importance. As a provider, it is our most ardent task to help children deal with feelings of anger, anxiety, frustration, even violence. Constant counseling and re-direction is given to the children at every step. Reward and consequence is instilled in each direction of counseling. Self-regulation, control, and guidance will constantly be encouraged in my setting.

1.5 - Explain why the least restrictive interventions should always be used when dealing with incidents of challenging behavior?

A: MHP discussed with Ty’Kevinyon the importance of interacting with his peers. MHP advised Ty’Kevinyon to verbalize how his behavior impacts others. MHP advised Ty’Kevinyon to verbalize connections between thoughts/feelings and behavior. MHP recommended that Ty’Kevinyon increase positive social interactions at home and in his community. MHP advised Ty’Kevinyon to make two positive self-statements each session. MHP advised Ty’Kevinyon to increase the times he makes self-affirming statements. MHP recommended that Ty’Kevinyon identify and discuss personal strengths each month in the sessions. MHP provided reinforcements for positive behavior and better social skills.

Verbal prompts, redirection to remain focused on a given task, minimize outdoor play, reduced iPad games and parent meeting. The results of interventions are diverse. Adriel would respond to previous intervention such as less outdoor play and parent meeting by behaving in class and follow directions for outdoor play for the first two days of the week and then the behavior occurs again. Verbal prompting often works for the first 2 minutes and then the behavior occurs again. The support and one-to-one attention given from the staff during transitions decreased the incidents of noncompliance, pushing and yelling. The staff will model, role play, practice and discuss all these intervention strategies to support Adriel. He will be given attention when he shows replacement behaviors.

I: Ty’Kevinyon appeared to be in a positive mood at the onset of the session. He appeared to be shy during the first part of the session. His mother reported that his grades are poor and he gets in trouble at school. Ty’Kevinyon informed the MHP that he does not like to do homework. His mother stated that he is taking

Objectives to achieve goals: MSTT is educating kinship grandmother in the home regarding the causes of Alyianna’s behaviors. MSTT is assisting caregivers in developing pro-active clear expectations and behavioral strategies to address behaviors. MSTT is assisting caregivers to implement and practice strategies that are developmentally appropriate for Alyianna

Intervention: MHP taught Osvaldo skills to help express his feelings. MHP provided Osvaldo information on college admission requirements. MHP educated Osvaldo about the importance of exhibiting appropriate behavior at school and home. MHP taught Osvaldo alternative ways to deal with anger. MHP taught Osvaldo additional anger management skills. MHP demonstrated how Osvaldo could manage his frustration in a positive manner. MHP provided a worksheet on anger management. MHP taught techniques for Osvaldo to use to reduce anger and explosive

Focus: Keyon will learn to manage defiant behaviors. Ms. Smalls (MHP) and Mrs. Blakeney (MHS) discuss Keyon’s defiant behaviors.

I choose Anthony because he is always throwing a fit. The behavior would like to change is the fit throwing the reason for wanting to change the behavior is that he screaming like if someone is hurting him. On one of the day I was observing Anthony was throwing a fit to get mom’s attention so that she would go with him to his toy box, instead of saying “mom go” he started screaming form the top of his lungs, the consequences of this fit was that mom put him in a time out. There were no setting events that influence his behavior. The function of the behavior is that Anthony wants to get mom’s attention. My goal statement is was to get to use is words. my first prevention I used was, to give him words to use instead of screaming

Intervention 1: Clinician will assign Suzette homework of tracking her automatic thoughts in a daily log. Suzette will bring to therapy each week to process with clinician.

Explain Behavioral Objectives: 1. “In all settings Kevin will reduce his chewing behavior to less than 3 instances a day.” And the long term goal that will be measured when manding skills have increased “In all settings, when under stimulated, Kevin will chew on therapeutic chewy, or request hard food items to chew on or a drink by pointing, saying the items name or signing, with 100% accuracy on 3/5 opportunities.” (Contrived opportunities: Create situation where Kevin is under stimulated having non-chewing items in sight)

Part five will address how to have the will power to adjust a behavior or even personality to benefit the child in the future. A study performed by Christopher Nave, from University of California, reveals

Based on your learning in Weeks 3-4, identify one or two goals for the student related to misbehavior. If the student you chose for this study does not exhibit misbehavior, then choose another student for this part of the study.

Response: Timothy appeared to be in a positive mood at the onset of the session. Rapport was established and adequately maintained during the session. His grooming was adequate, and he was cooperative during the session. He made good eye contact and his affect was normal. No S/H ideations. Timothy stated that he was having a good day. He stated that his behavior has been better at school and home. His father reported that his behavior remained consistent with the goals of the treatment plan. He noted that he still needs to work on his attitude. He also noted that his grades could be better. Timothy acknowledged that his grades were not the best. He expressed a willingness to work on improving his grades. He indicated that he would continue to exhibit positive behavior at school. He also stated that he knows that his behavior can impact his academic performance. He agreed to utilize the conflict resolution skills whenever he finds himself in hostile situations. Timothy stated that he will continue to work on his anger problems. He seemed to like the calming techniques. He stated that his day has been supportive. He seemed to enjoy the worksheet about anger management. No at-risk indicators noted. His overall progress

Intervention: MHP, Samantha and MHS discuss the details to the reported incidents by MHS of Samantha’s display of aggressive behaviors in the home and community. MHP and Samantha process the details to the incidents and discuss alternative ways of expressing her aggression. MHP agreed with MHS that Samantha is not being constant with managing her aggression. MHP praise Samantha for her honesty about the incident and taking ownership of the poor behaviors displayed. MHP and Samantha complete a worksheet to recognize triggers to the past aggressive behaviors. MHP and Samantha process the steps to the worksheet and how Samantha can use the step in the home and community.