Why Jane Is Not Able For Imitate Motor Movements, And Based On The Results Of The Risk Benefit

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.

There are many strategies to address behavior deficits in the classroom, and each behavior requires specific and individualized attention. The two case studies (Grand Canyon University, 2016) detailing the behavior issues of Doug and Ellie are prime examples of situations in which behavior intervention is necessary. This paper will discuss the particular behaviors involved and outline explicit plans for increasing positive behavior exhibited from each child.

In this paper there will be an examination of the Operant Conditioning theory. It will describe the theory, and compare and contrast the positive and negative reinforcement. It will determine which form of reinforcement is the most effective, and will give an explanation of the reasoning behind that choice. It will also give a scenario in which operant conditioning is applied and how it shapes behavior. It will show a schedule that could be used in the reinforcement of the selected behavior in the scenario.

As a Speech Language Pathologist it is my responsibility to provide a means of communication to any individual who has an impairment as it relates to communication. No matter how severe the deficit may be as it relates to cognitive functioning, motor skills,etc.. and any other disability that may impact the traditional means of communication. A Speech language Pathologist who works with individuals who require the use of an Augmentative and alternative communication device, must keep in mind that it is their responsibility to make sure that more than one mode of alternative and or augmentative can be used, monitor the progression of intervention as well as evaluate the individual and most importantly keep up to date with current practice through

This can be accomplished through antecedent, behavior, and consequence (ABC) continuous recording by collecting data on the frequency of verbal aggression toward peers, and the presence of an antecedent or consequence, regardless of whether it preceded or followed the target behavior. ABC narrative recording is also used to collect data. Data is collected only when the target behavior occurs. The antecedents and consequences of each occurrence of the target behavior are also noted on the data collection form. Scatterplot assessments are used to record the time of day of the occurrence of the target behavior across days. This collection of data allows for the identification of an association between the task, activity, or time of day and the occurrence of the target

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”

One of the most crucial parts of successfully managing a classroom does not only have to do with providing a child with a great education, but also having the ability to successfully manage behavior in order to have a strongest learning environment possible. There are two important questions a teacher needs to try to answer when collecting data on a behavior. The first is "does the target behavior happen frequently enough to warrant a formal intervention program?" (Lee, 2011) , as well as "Has the intervention changed the target behavior to a more acceptable level?" (Lee, 2011). These questions can be answered by knowing how to successfully track and monitor behavior with the use of tracking behavior through data summarizing sheets and graphs,

getting out of his seat). Jayden will decrease the amount of episodes during direct instruction to

In regards to Gemma’s behaviour, all parties such as the parents, teachers and student in the situation above should be involved in the Functional Behaviour Assessment (FBA) that analyses a child’s behaviour may be challenging to handle and interferes with the child’s educational progress. The assessment identifies the prime concern, of the behaviour.This designed effective positive behaviour support plan which will be combined with the social skills content , engage in positive activities with peers, focused to help develop positive relationship skills. As Gemma’s class teacher, my responsibility

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.

According to V.B’s fifth-grade teachers, she reportedly takes more time than the average fifth grader to adjust to the school’s schedule and each classroom teachers’ routines. In addition, V.B’s teachers notice that she finds making new friends difficult and she often uses negative behaviors (i.e., whining, throwing papers or utensils on the floor, stomping her feet, banging fists on the desk, laying herself on the desk/table) to obtain attention from adults and peers.

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.

If aggression is the result of trying to escape a demand, then follow through with the demand using the 3-step guided compliance (tell, show, do).

(Mulcahy) Students with EBD often engage in aggressive, challenging, defiant and disruptive behaviors. (Hawkins) When a teacher is asked to “quickly name at least one student they can clearly remember as challenging their classroom management skills. Most likely, they memory conjures up recollections of inappropriate outburst, defiant remarks, enticing others students into negative interactions, and even physically harmful or injurious behaviors.” (Farley) Hecker also found that many teachers felt that students like Jim where not getting their basic needs met at home; they were frequently sleeping in class and or appearing to be hungry. By middle school Jims parents may become even less involved in his education. In contrast to the student who is EBD and externalizing his emotional or concerns, some students internalize their reactions, for example they may anxiety, withdrawal, or depression. These behaviors are harder to identify because they are not over and observable. Sometimes, “unusual internalizing behaviors such as cutting, practicing poor hygiene, refusing to speak, crying, appearing sad, and speaking negatively about themselves make students with internalizing behavior stand out from their peers.”(Hecker)

Children look to adults, parents, and teachers for approval in order to confirm that the behaviors they are exhibiting are ones that are desired (Lawhon & Lawhon, 2000). By acknowledging the child’s behavior as appropriate we teach the child which behaviors are preferred over others (Bukatko & Daehler, 2001).