Vineland Adaptive Behavior Analysis

The Externalizing Problems Composite measures behaviors, which are typically “under controlled” by the child and are often seen as disruptive to both peers and adults within the school or home environment. This composite was measured on the teacher rating form, which included the Hyperactivity, Aggression, and Conduct Problems scales. Mrs. Simpson reported in school, Gustave exhibits typical classroom behavior and self-control. Also, Gustave does not act aggressively or demonstrate any rule breaking behaviors. Overall, Gustave’s behavior in school is within the average Range and similar to peers his age.

The Behavior Assessment System for Children, Third Edition (BASC 3) is a comprehensive set of rating scales and forms that help parents, teachers, and clinicians understand the behaviors and emotions of children and adolescents. The BASC 3 Rating Scales measures both adaptive and clinical characteristics in the home and school settings. The Parent Rating Scales and Teacher Rating Scales were completed by Christopher’s mother Mrs. Chavez and Christopher teacher, Ms. Mask. Scores in the table below, are based on a Mean of 50 and an SD of 10. On the Clinical Scales, scores of 60+ indicate difficulties, with those difficulties rising to the level of clinical significance at 70. High scores on these scales are indicative of behaviors that are

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.

The author, a professor of special education, is an expert in the areas of behavior disorders, the assessment and treatment of behavioral disorders and interventions for behavioral disorders. This article provides an objective and useful discussion regarding the relationship between Behavior Intervention Plans and the issues that must be address by school staff when developing and monitoring them. The author also provides readers with specific areas which must be address when developing Behavior Intervention Plans. The information provided may be useful for teachers and school staff.

Antazia is working to complete grade level work. Antazia has reported behavioral issues. Antazia’s number of referrals decrease during this period. The school has reported Antazia’s behaviors include verbal and physical aggression towards peers and adults, defiance and refusal

Furthermore, stays at a friends house while his mother works from 1:00am to 5:00am. Per documentation the patient presents with mannerism of throwing his head back, laughing at inappropriate times, and throws his hands over eyes to talk. The patient presented with these behaviors during the time of assessment. According to collateral the patient reports to "Ms. Mitchell, principal at Tabernacle Elementary School, that he was going to kill himself and others." Collateral reports that patient cut himself with a broken razor from a pencil sharpener. Further, the patient reports that he is useless and that no one likes him nor does he have anyone to play video games with. The patient expresses these thoughts during the assessment. According to collateral the patient has multiple incidents with his behavior since 2013. As noted, "Some of these behaviors including pulling string out around neck from sweatshirt, smashing milk in cafeteria, kicking others students, swinging a waffle bat at another student, inappropriate language and hitting a student on the bus." The mother expresses that the patient does not see a need to go to school and wishes to stay home.

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

Nasir stated he like science, because the teacher is nice to him and he understands the class and do very well on the exams. Mom stated, being non-compliant, aggression, making threats running away when he is angry, fighting, anger outburst and being disobedient. Mom stated that if Nasir continues with his aggression and anger outburst in the home she will seek out of home placement for him. Mom stated that Nasir behavior cusses her to feel depress, frustrated and worried all the time. Mom stated at least 4 time a week. Mom stated, being told wat to do, being punished, argument with his siblings, and privileges taken away. Mom stated it can last for half an hour or longer. Mom stated that Nasir has an IEP plan and behavioral plan in place at school. Mom stated that Nasir gets suspended if he fights at school and IIS, if he is disrespectful towards the teachers. Mom stated 9. Mom stated, Nasir’s inappropriate behavior in the home is very often. Mom stated that she has not registered Nasir and his sibling into summer camp because she has no transportation in get them

Rad Korsaski is an 11-year old male student with parental instability and documented Attention Deficit Hyperactivity Disorder (ADHD). After reviewing Rad’s records from previous schools, I learned Rad often missed school or skipped school. Even though Rad was disruptive and often inattentive, I could see he was smarter than his records indicated. Though Rad’s father and his record states he’d been diagnosed with ADHD, even with medication he often displayed significant difficulties with poor attention, impulsivity and overactive/inappropriate behaviors. Though having ADHD was a contributing factor to his conduct, Rad showed more frequently, and more severe rates of inappropriate behaviors than those exhibited by his peers. He is very

He has been diagnosed with ADHD and has Type 1 Diabetes. His diabetes is managed with insulin therapy and he has an insulin routine at school. His family has chosen not to manage his ADHD with drugs. Generally his ADHD impacts both his academic and social interaction. He has difficulty understanding directions accurately and is then unable to preform the task at hand. He is an articulate child with an exuberance for being in charge this has lead to several lost leadership jobs. He can be confrontational with other children and on some levels seems socially isolated. He plays with other children on the playground, but seldom works with other children in the classroom. He is below grade level in both math and reading. This related to the env ADHD rather than an indication of intellectual

In school, Jayson is very respectable towards his teachers and other adults and he is a very sweet young man. Although, he struggles to maintain relationships with his peers and has outbursts often in class. Socially he becomes frustrated easily, which affects his ability to engage and interact with his peers. During class, he has expressed extreme angry towards his peers and an uncontrollable emotion. He is continuously plagued by his unsettling and hostile behavior, which causes him to act irrationally. His inability to cope and manage his behavior during classroom instruction results in breaking the classroom rules. For example, in the classroom Jayson yells out he is not doing his daily classwork. Then, he rips up the daily worksheet and storms out of the classroom. Another example, in class he is constantly reminded not to call out if he would like to share- out. Due to his “behavioral and emotional”

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

Pupil B has learnt oppositional and defiant behaviours towards adults who try and enforce school structures. The effect is that during this behaviour B is not expected to engage. On these occasions, behaviour often results in screaming, throwing furniture or running and hiding. The latter is also learnt behaviour from his background. When upset, B will conceal himself in very small places where he will engage in self-harming.

As much as four times a day OM gets upset and start to scream at me or his follow students if something does not go exactly the way he wanted. He often cruse at his classmate and even push or hit them if the situation escalates.

School-age children(7-11 Years) have poor school performance. The child finds studying and learning difficult when the child cannot stop worrying about what happened at home the night before or who is going to get hurt that night, or maybe even killed later on. The child will also have behavior problems with peers and adults. Because of the lack of observable