What Is Raekwan's Worksheet?

David’s first impression of his teacher was that she is mean and very sarcastic with her responses. At that point he knew he was in trouble. So, he figured he should come up with an answer very quickly, or he would be embarrassed from his teacher response. Now, it was David’s turn to speak. He did the best that he could with the limited vocabulary that he had previously learned before now. There were a few words mispronounced and he assigned the wrong gender to the floor and typewriter. The teacher over exaggerated reaction made him feel like it was the end of the world. David took a lot of verbal abuse from his teacher. His teacher continued to belittle everyone in the class, which made them all feel worthless. David said his teacher once called him out as a “lazy kfditinvfm.” David became very sensitive after the harsh comment his teacher made about him. David decided that he wanted to prove to her that he was more than just a loser. He spent a few hours every night doing his homework, giving more time and effort to his assignments. David was adamant about giving himself a name and, more of a positive demeanor. However, at times he would feel a bit nervous and afraid whenever she’s near.

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.

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.

Remias, his mother Charmeen and Audrey Leonard the REACH Child Coordinator met at the Woodman Office for the DD Waiver Intake. We were joined by Tanya Lewis the DD Support Coordinator. She introduced herself to everyone.

In the afterschool program, there would be recurring instances of disruptive behaviors and we would observe that the behavior had a direct connect to the trauma the child had gone through. A violent child witnesses violence as a norm and may use that to communicate anger or frustration where on the other hand, a child that has not undergone trauma expresses those same feelings in a positive and more productive way. Understanding experiences that the child has, and how this in turn impacts how they responds to different situations creates an awareness of how to best support

In Chickasaw County Mississippi, to the parents of Peter and Mahaley, Silas Abbott was born. Him and his family were owned by Ely and Maggie Abbott. Ely and Maggie had 3 girls and 2 boys who Silas loved as brothers. Silas was one of the 8 children on the property. None of the children were ever sold or given away. His mother was the only slave that was sold into the Abbott family. His mother cooked, washed, and ironed. She also tended to all the children and gave them a “whoop” when they needed it, Maggie would also do the same to the children. Silas’ parents and his uncle's family were given a home a 20 acres of land to run a gin. His job was to drive two mules while his brother also drove two and two more in between them. They were also to

Tyreke Gibson is a white sixteen year old male student at Cheraw High School that has experienced difficulty functioning in school. He has recently been suspended for fighting, and was expelled his freshman year in 2014 for bringing a knife to school. He states, “Having the knife makes me feel protected from other kids.” Not only does Tyreke have issues with his peers, but also has trouble completing assignments in order to pass his classes. Teachers believe Tyreke performs poorly because he has shown multiple signs of depression throughout his education, and needs attention in order to help him retain the information being taught in the classroom. Also, teachers believe he participates in fights at school because he is angry

Juwan responded well to the intervention. Juwan continues to make progress towards his goals. Juwan stated, stress, frustration fear, anger, embarrassment, disappointment, and anxiety. Juwan stated, sadness, crying, depression guilt frustration and embarrassment. Juwan stated, talking about it to his friend, crying, playing video games and exercising by playing basketball with his friend. Juwan completed the worksheet. Juwan completed the activity. Juwan stated, sadness, anger, hurt, anxiety and fear. Juwan stated. “I can’t handle it, I cannot stand this, why is this happening to me and I am a failure”. Juwan completed the worksheet. Juwan stated, by smiling and being appreciative, crying, be alone, fighting, yelling and screaming, eating,

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

Juwan responded well to the intervention. Juwan continues to make progress towards his goals. Juwan stated, “I hate you, I feel like killing people, I wish you were dead and I cannot stand being around you” Juwan stated that he usually make statement like those when he get upset or feel threatened. Juwan stated, feel fearful of the person or situation, during an argument or disagreement, and when he is very angry. Juwan stated, his mom his siblings his friends, his peers and some of his teacher. Juwan stated, “ I am not afraid, I hate him, name calling ,everyone hates me and I am being single out. Juwan completed the worksheet. Juwan stated, have positive thoughts, walk away from the situation, deep breathing and playing a game. Juwan stated

Quadir responded well to the intervention. Quadir continues to make progress towards his goals. Quadir responded yes. Quadir explained a recent conflict situation at his school, in which a student stab another student with a pencil. Quadir stated that he has never got violent during a conflict situation, however he admitted to making violent threats when he is angry. Quadir explained the recent conflict situation, in which he was hospitalized. Quadir stated, being called out of his name, being teased, being yelled at, and being touch. Quadir stated, fighting another person causing them harm. Quadir stated, that thinking that all adults do not listen to children, and he cannot trust an adult when he has a problem. Quadir, stated, fighting,

Nasir responded well to the intervention. Nasir is making progress towards his goals. Nasir stated that he is journaling his feelings when he gets upset at his mom or brothers. Nasir stated that he is using coping skills to deal with how he responds to anger situations at home. Nasir stated, losing privileges, not be able to hang out with his friends, cell phone being taken away and being hit. Nasir stated, he reacted violent and abusive to his mom when she yelled at him for cleaning his room. Nasir stated that he throws things, made negative remarks, used profanity and got in his mother face. Nasir stated that he wanted to hit his mom but his older brother intervened and stop him. Nasir stated, use profanity, make treats, yells screams,

Since last review Juwan has had several incident of aggressive behavior in the home. Jawana stated that he could not control the way in which he responded to the situations, however has apologized to his mom for his behavior outbursts at home and has regretted his behavior towards his mom. Juwan stated that he react impulsively and forget to use coping skills and techniques. Juwan was able to explain during sessions, how he could have handle conflict situations in a better way. Per mom, Juwan has difficult being compliant with the house rules and following through with task when give. Per mom, Juwan wants to do whatever he wants, and do not want to be corrected or repirmanded for his behavior. Per mom, Juwan is refusing to go to school on a

Nasir responded well to the intervention. Nasir continues to make progress towards. Nasir stated, being told what to do, being teased, being disappointed, being treated unfairly, being punished, being hit and being yelled at. Nasir stated, yes. Nasir stated, being punished, having to do chores all the time not being able to hang out with his friend and being teased. Nasir stated, being hit by his mom for disobeying her, yelling screaming, making threats and get in his mom face. Nasir stated that he attempted to hit his mom and his uncle and his older brother ho dim down, while his mom beat him with a belt because he did not wat to take a shower when he was told to do so. Nasir stated that he was very angry that he was beaten by his mom. Nasir

Analyzing the data collected using a functional behavior analysis will help to determine operant reinforcers apparent in the undesired behavior. The behavior observed during this process is tantrums; however, in order to correctly address this issue, the behavior must be operationally defined. Defining tantrums objectively with clarity and completeness ensures that the behavior will be noticeable to others. In this scenario tantrums are defined as disruptive behaviors such as: kicking, throwing objects, crying, falling to the ground, (not to be confused with slipping) knocking over or pushing supplies, stomping on the ground and physical violence towards others. This is now a complete, clear, objective definition of the problematic