According to his i-ready results, Dominick Test
According to his i-ready results, Dominick Test
5. Teacher B noticed a child in her class who is withdrawn and seems to have few friends. This child also seems to be aggressive, taking his anger out on the other children. Teacher B realizes at least one of the many reasons for such behavior is…
Randy often engages in a number of behaviors that may be adversely affecting other children in the classroom. At times, Randy is considered to be restless and impulsive, and has difficulty maintaining his self-control. The second area that both raters rated him in the At-Risk range was in the area of Adaptability. An At-Risk score here suggests that Randy has difficulty adapting to changing situations and that he takes longer to recover from difficult situations than most others his age. The third area that both raters rated him had elevated scores was in the area of Atypicality. Randy’s mother rated him in the At-Risk…
Tom’s behavior often disrupts class. Yesterday he threw a dictionary across the room, knocked over his desk, kicked it, and began yelling obscenities at the teacher and the other students in the class (LD resource room). The teacher had to call for help from his ED resource room teacher to calm him down and safely remove him from the classroom.…
His teachers complain of frequent rage outbursts, disruption, and difficulty in staying seated. Prior to the…
Based on the results of the IRI, Soloba, who is a 9-year-old student, in a fourth grade general education class. She is a well-behaved student always looking to do the right thing, but is easily distracted. Soloba has a hard time in most subject areas and is below grade level in both math and reading. She is currently attends an after school math program twice a week and also pushes in with the special education teacher who works on language arts skills once a week. Soloba’s non-verbal behavior includes avoiding eye contact when struggling with classwork or “getting in trouble”. At times, when Soloba reaches a level of frustration, her posture is slouchy and she becomes silent. Soloba’s expresses grade appropriate verbal behavior, although at times makes grammatical errors in her speech, where she is unsure or confused on how to correct herself. Soloba struggles with word identification, comprehension skills, and…
I would like to know how is Vinny‘s behavior at school, if you notice any changes. Vinny is taking Focalin (DEXMETHYLPHENIDATE), to help him to concentrate, and he is taken in the morning before going to school. I see at home, he is getting agitated, his behavior has been different; he is clinging staff and refusing to let go. Please tell me how he is behavior at school. Also, I am making an appointment with his doctor and then will decide whether to lower the dose or stop with the medicine. Therefore, please keep me updated on Vinny’s behavior by school staff and his classmates. Also, Vinny is sleeping well and eating little be it.…
While it may seem as if a child’s challenging behavior serves no purpose other than to disrupt the classroom this is not the case. Challenging behavior always serves a purpose and meets a need that the child has. These needs include getting reinforcement (social or tangible) or escaping or avoiding a task or situation (Functional Behavior Assessment, 2001). The need that is being met by the challenging behavior must be identified in order to develop an appropriate, effective behavior support plan to address this challenging behavior and meet this need.…
Recognize that a child is going into survival mode and respond in a kind compassionate form. When a student is misbehaving, start by asking yourself, “What is happening here?”. If this is a reoccurring event, try to recognize the trigger. Once a trigger has been identified, kindly and compassionately reflect to the child. Offer the child a couple of choices of things that he/she can do, at least one of which should be appealing to him/her. This opportunity will offer the child a chance to gain a sense of control and help him/her feel safe once more. These actions will begin to create a positive relationship between teacher and student.…
Communicating with openly defiant students has been a challenge for me since I began working regularly with students either on the bus or in the classroom. Looking inward, I…
Schools are in great need of systems, processes, and personnel who are able to support the needs of students with problem behavior. Research indicates, however, that (while I am a big, fat cheater) information has not been made available to teachers and other professionals in a format that allows these strategies to become common practice. Many teachers choose isolated behavioral strategies that are not applied immediately after the problem behavior has occurred.…
Over the course of this course I have learned many different things about the human lifespan development. I chose to do my informal interview with a BA (Behavior Analysis) about the challenging behaviors of school aged children. This paper will also go into literature that I read along with the interviewing process that took place to get a better insight on what kind of behaviors maybe seen, causes and effects, along with different options on how to prevent or reduce the undesired behaviors. I will go over the types of questions that were raised in the interview and the synopsis of the entire interview in whole. I never realized until getting more in-depth with human lifespan the varying reasons why some undesired behaviors happen. I have worked in the mental field before and am currently working with adult mentally disabled individuals, but never realized the different reasoning’s and how much prenatal care actually impacts a person. Learning many things along the way have helped me better understand not only behaviors that are seen at my job but I am not a better equip parent following this course. For the most part parents just want to give into children’s behaviors and not really look into how or why the behaviors are occurring. Environments are really never taken into consideration some parents point out other individuals but never look at the whole picture in one. I hope that this could maybe even help others who may read this take a second look or even get another opinion on why undesired behaviors of their own children may occur.…
Brief summary of the problem: Social worker reports student is not engaged during classroom activities and often gets picked last in groups. Student reports to have stomach aches in the morning and before lunch almost every day. Student is acting out on the playground and has been reported throwing rocks and pushing other student’s.…
Oppositional Defiant Disorder is a diagnosis, usually in children and adolescents, and more often found in males rather than females. The common symptoms of ODD are delinquent behavior, aggression, short temper, disobedience, and problems with authority figures. Children and adolescents diagnosed with ODD will often show signs by purposefully irritating and arguing those around them in order to get a reaction from them, deliberately ignoring and disobeying rules, and blaming others for what they do. This paper examines this disorder, how it is assessed, monitored, treated, and prevented. We will examine how outside factors impact those with ODD, and lastly we will review a clinical case.…
Other than his medical condition (which might have lead to the challenging behavior in the first place), Sam has a number of issues (like impulse control, entering groups, anger management, emotional regulation and empathy) that teachers are currently helping him to work on. Here are some of the situations that I was involved in or witnessed while working with Sam for the past four months.…
As a high school guidance counselor, I often intervene with students with oppositional defiant disorder (ODD) when they are disruptive or have inappropriate behavior in schools. One of the first steps I take to help a student with ODD is talking with their parents, teachers, and student to find out what prompts the child's feelings that may lead to defiant behavior. Then, I make observations of the child’s classroom participation and their interactions with others. I attempt to understand as much as possible about the child and determine what triggers the feelings, and what influences their behavior by forming a therapeutic relationship to work together to support the student who struggle with ODD.…