Wraparound Method

TED Talk stated that the greatest risk factors for children who are identified as having conduct problems are that they will end up in prison. 1 in 5 children that are diagnosed with conduct disorder from ages 5 to 6 years of age will cost over $1 million dollars. The book stated that they are often aggressive and psychological cruel to people. They will destroy people’s property, steal, skip school, and many more bad things if you treat it later it will be more difficult. Schools does use some of the strategies and resources that are recommended by The Virtues Project, because it helps to understand the how they should talk to children. I think that families and teachers do not integrate some strategies because sometimes it does not work,

Intervention: MHS reviewed the previous session. MHS discussed with client about her disrespectful behavior at school. The client’s teacher reported the client has not been doing her work and she has been being very disrespect to adults at school. MHS explained to the client that she will have to learn how to have respect adult at home and at school. MHS discussed listening and obeying and following the rules without any negative behaviors like talking back to teachers and school workers. MHS explained how people don't like to be around rude and disrespectful children and her behavior can be affecting her grades

Students all have their own personalities, which affects their actions within the classroom. Many times, a students’ behavior is caused by outside factors causing them to act out with disruptive behaviors and disciplinary issues. During these times, a teacher must have a behavior management approach to deter similar behaviors in the future. Many first time teachers are unable to handle dealing with the behaviors and leave their jobs making it all the more important to come up with an effective behavior management approach to curtail those worrisome behaviors before it gets to that point (Sugai, 2009). In an effort to thoroughly discuss an efficient behavior management approach, a common disciplinary problem within classroom and the foundation of the issue will be considered. A combination of approaches may be to needed to stop behavioral issues, such as providing motivation and establishing rules and procedures in a clear way will deter behavioral issues. Finally, an in-depth look at the steps needed in order to implement the approach into the classroom.

Many teachers are faced with the difficult task of managing their student’s behavior. Even if we

EBIs to reduce disruptive behavior and increase academic achievement can include trainings and implementation support at the school, class-wide, and individual student-level, and are often either academic or behavioral in nature. Overall, implementation of both universal (i.e. class-wide) and targeted (i.e. student-level) interventions have demonstrated positive impacts on decreasing disruptive behaviors and increasing student academic achievement (Flower, McKenna, Bunuan, Muething, & Vega, 2014; Vannest, Davis, Davis, Mason, & Burke, 2010).Ross, Romer, and Horner (2012) also found that teachers in schools implementing Positive Behavioral Interventions and Supports with high fidelity

Devise the strategies to help the child with behaviour problems to adjust to the norms of the classroom.

According to Skiba, Arredondo, and Williams (2014), to address the issue, school-based intervention is recommended by suggesting that authorities, “Seek to utilize effective and pre-planned responses, such as structured inquiry into the causes of conflict through analysis of disaggregated discipline data, problem-solving approaches to discipline, recognizing and including student and family voices, and reintegrating students after conflict (p. 559).” In other words, teachers and administration should not look to maximum discipline to correct misbehavior but should seek to understand why a student is displaying misbehavior and then work to correct the behavior by using problem-solving skills along with input from the student and their families. This approach not only helps students recognize the causes behind their behaviors and why it is important to resolve issues from the root but also helps students stay in school so they can obtain an education that will provide them better opportunities in adulthood. “Sending juveniles to prison is not fixing any problems, but rather making them worse, instead we need to shift the fiscal system from juvenile detention facilities to rehabilitation programs within schools (Custer, p.

Many times in a classroom we as teachers come across students who seem to always be defiant, who seem to do things purposely to bother others, or seem to always blame others for his or her mistakes. Well those students may be showing sings of Oppositional Defiant Disorder or ODD. Oppositional defiant disorders along with conduct disorders are seen to be frequent psychiatric disorders among children. (Matthys, Vanderschuren, Schutterm Lochman, 2012, 235) Between 5 and 15 percent of school aged children have oppositional defiant disorder. It seems to be more common in boys then girls. It is also seen to me more common in urban than in rural areas. (Childrens Mental Health Ontatio, 2014)

I like how you touched on behavior being one of the reasons why the Response to Intervention/Instruction (RTI) model not being as effective as it could be for struggling students’ academic performance. Behavior issues are one of the underlying issues that must be addressed at some schools within the United States, in order for the RTI model to be properly implemented and actually work. I believe that a school should attempt to address issues such as these, before trying to implement RTI. A pre-assessment step should be added to the RTI pre-assessment process and/or requirements that forces school teachers and staff to take a look at factors such as behavior to determine whether or not they should continue to pursue implementing the Response

Focus: Samantha’s family will establish and maintain appropriate boundaries, setting consistent limits to eliminate aggressive defiant behaviors. Ms. Smalls (MHP) and Ms. Smith (MHS) discuss interventions use and Samantha’s ability to comply.

While completing the Prevent-Teach-Reinforce (PTR) model on my selected student, I was able to comprehend the student aggression through his oppositional defiant disorder while being told what to do especially in a classroom instruction environment. The student display negative interaction with his teacher and peers when he was prompted to complete an assignment along with display physical aggression toward a student he believes is receiving more attention. Through the PTR form, it was noticeable, the student solely needed one-on-one assistance from a professional to help de-escalate his aggression towards other. In addition, the client with the aid of his professional, would be able to express his feelings and thoughts about his inability

I honestly think which intervention is used depends a lot on your students that year and what works best for them. I like that I can identify with a multitude of interventions, that way I can pull from this list depending on my students. One thing that I look for when choosing an intervention is making sure that whatever it is doesn’t disrupt class time. I think that taking the time out of my day to deal with a student is a waste of my time and my class’s time. There were a couple on interventions introduced by Wong (2009) that I would implement in my classroom. One intervention would be writing the student’s name on the whiteboard and if the behavior continues then I would write a check mark next to the student’s name depending on which level of consequence the student has received (Wong, 2009). Another intervention that Wong (2009) discusses offers less of a public element, instead of practically calling the student out to the class, I would just place a yellow card on the students desk to signal to that student that they are breaking a rule and are therefore receiving a first offense consequence. I also liked some of Kagan’s ideas on intervention. In Charles (2014) Kagan discussed how many students misbehave due to a need for attention, Kagan suggests intervening with physical proximity and/or facial expressions. I think another way to intervene with a student like that is to make

Yes, I did think of behavioral interventions to assist the student in working on improving his behavior in the classroom. Some of the specific behaviors that are “out of the ordinary” for Sam include consistently disrupting the teacher to ask random questions and calling students names. Specific interventions the counselor could use include working with Sam to improve his self-esteem such as focusing on skills and highlighting skills that he excels in (Henderson & Thompson, 2011). Also, the counselor could work with Sam to figure out what his goals are and help Sam to design a plan to get to those goals. This could be in the form of a student contract. Additionally, the counselor could work with the student and teacher to come

This article will address the data collection of aggressive behavior incidents at Pathway High School. We will address several different data collections and measurements to the following subjects: The occurrences of aggressive behavior incidents reported before and after a program implementation, the data and success rate on the behavior correction procedures in the classroom by teachers and the success rate to the implementation of the School-Wide Positive Behavioral Support (SWPBS) program, within Pathway High School.

The classes served 403 students, aged three to five. These children attended school an average of 24 hours a week, and the average classroom had 24 students. Again these classes were ethnically and economically diverse, and were in both urban and suburban areas. Most teachers (89%) had at least a master’s degree in education, and the average teacher had been employed at the school for eight years. Schools were randomly assigned by the researchers to either receive the intervention in their classes, or to have access to the researchers as developmental experts. Randomization was done in one school at the classroom level, with three intervention classrooms and one control classroom. There was no interaction between the students in different classrooms. Physical and relational aggression and victimization were measured at the classroom level through classroom observation, while prosocial behavior was measured by a teacher’s report. Measurements were taken immediately before the intervention and two weeks after it was completed. In this study, nine classrooms received the treatment, and nine were