Applying what you have learned from the IRIS Center Module and our text to reflect on the student behaviours

How would you get ready to deal with kids that exhibit even more difficult behaviours in class after finishing the texts, watching the videos, and completing the Iris Center Modules on Disruptive and Non-Compliant Behaviors? Talk about a specific instance of non-compliant behaviour you have seen or expect to see and how you would encourage the kid to act in a more appropriate, constructive manner.

I would get ready to deal with students who exhibit even more difficult behaviours by:

1. Determining the purpose of such behaviours.
2. creating individualized behaviour programs based on the problem’s functions
3. putting individual behaviour into practice and evaluating it

Functional Behavioral Assessment: Understanding the Causes of Problem Behavior and Creating a Behavior Plan, available at (http://iris.peabody.vanderbilt.edu/module/fba/cresource/ (Retrieved June 18, 2019)

A behavioural and emotional issue has been identified in 7th-grade student Hanna. She claims that she is having many difficulties at home. One of my Instructional Assistants (IA) observed Hannah stab her hand with a short pencil that she was holding one morning at school. We both found this to be concerning, and we both reported this behaviour to the school psychologist, Mr Paul, who just so happened to be phoning to see how the class was doing. The incident was then reported by Ms Paloma, one of my instructional assistants, to the school psychologist, who arrived as soon as he could. Also, a campus aide was called to the classroom to help remove Hannah’s pencil.

Both the campus assistant and the school psychologist spoke with Hannah about giving up the pencil she was using to injure herself. She was instructed to give it to either the campus assistant or the school psychologist. Hannah objected. The campus assistant then informed Hannah that if she would turn over the little pencil she was holding, he had other colourful pencils in his car that she could have. Still, Hannah objected. The campus assistant and the school psychologist then physically removed Hannah’s pencil from her grasp as a result of her unruly behaviour. The following 20 minutes or so were spent by Hannah crying. I predict that a similar scenario will occur again. Hannah occasionally breaks down in tears to let out some of the strain she has been holding in due to the issues at home.

Following this occurrence, I observed Hannah assisting the same instructional assistant with copying materials for our upcoming social communications session. I then commended Hannah for her assistance and encouraged her to continue the excellent work. I could encourage Hannah to behave in a more acceptable manner in this way.

Choose one of the Differential Reinforcement techniques (DRO, DRI, or DRL mentioned in Iris) and explain how it might be applied. What more skills would you instruct? How will you practice new abilities? How are you going to get backing for implementation?

I chose Eliminating Behaviors via Differential Reinforcement of Other Behaviors in Hannah’s situation (DRO). Hannah’s crying fits are entirely unnecessary, especially now that she is a seventh student and no longer a young child. Hannah cries uncontrollably (like a baby) during these episodes of crying. I would constantly compliment Hannah for positive behaviours like that and encourage her to be productive in that way because I now know that after her weeping bouts, she could be persuaded into helping my Instructional Assistant print copies.

The steps for implementing DRO are as follows:

1. Determine the behaviour you want to stop doing. Hannah is sobbing.
2. Explain this behaviour in clear terms. For instance, “Crying spells are times when Hannah feels so emotionally upset by an unwelcome event at home or in school that she sobs for ten minutes.”
3. Choose a time interval for how frequently you will monitor this undesirable behaviour using a timer. Remember that more frequent behaviours will require a shorter schedule (for example, fifteen minutes for crying out) than less frequent behaviours will.
4. Determine whether the behaviour occurred during the time period after the timer goes off, and then react accordingly. Provide the pupil with reinforcement if the desired behaviour did not occur (e.g. verbal praise, stickers). Inform the pupil if the behaviour did occur that, the timer would be reset for another period.
5. Increase the interval as the problematic behaviour disappears. Change your “crying spells” checks, for instance, from 24 to 48 hours.

During the nutrition break and/or lunch, I would teach Hannah to be more helpful by getting food for her other classmates. In order to prevent Hannah from dwelling on her troubles at home, I would also educate her on how to work in groups, collaborate with her classmates, and become more sociable at school.

I would strengthen this new strategy by assembling a support group consisting of the campus assistant, the school psychologist, my instructional assistants, and myself. Moreover, I would employ positive behaviour support (PBS). “PBS is for kids who exhibit problematic behaviour over time and do not comply with standard child guidance techniques. PBS is a strategy for creating efficient and unique solutions for kids with highly problematic behaviour. The science of applied behaviour analysis and children’s values centred on comprehending the purpose of challenging behaviour served as the foundation for PBS’ development. Teaching new skills, avoiding unpleasant behaviour, and assisting the kid in reaching significant, long-term goals are some of the constructive tactics used to change behaviour. (Fox, 2005).

PBS will function well by assembling a support group of people who care about and are informed about the youngster. The success of this approach will also depend on the input of the parents.

Visit these 3 websites and finish the data collection while watching the behaviours in the videos that are included in each document. (Videos can be found in each document’s “Activities” section.)

Length and latency of behaviour Frequency and Interval Recording, ABC Analysis of Recording Behavior

Employ an open-ended discussion format to offer your insights with each insight response after you have finished collecting behaviour data; these insights can take the form of bulleted or narrative responses. Instead of just being a list, statements in the bullet style should have a person’s voice and thoughts.

Talk about your observations of the simple and challenging aspects of each of the three forms of data collection.

It is simple to see that Kim’s behaviour is inappropriate and calls for assistance in the first video on Duration and Latency Recording. Additionally, defining the desired behaviour is simple. The student is not focused on her work when she is not counting her fingers, fiddling with her hands, tapping the pencil’s eraser and tip, or staring off into space. She also slouched now and then. In this situation, it is challenging to select a data collection system that would give the most accurate picture of student performance.

It is simple to see that the student’s behaviour is problematic and requires attention in the second video on frequency and interval recording. The target behaviour is straightforward to describe. The student works on her assignment, albeit reluctantly. She occasionally complains about the task she is assigned, saying that it is uninteresting and that she would rather be doing something else. Choosing a data-gathering technique that will provide the best accurate picture of student achievement in this area is similarly challenging.

The child in the third video, Behavior Assessment: Conduct on A-B-C Analysis, is throwing fits because the adult was only passing the dog back and forth while he demanded more attention. If I am not mistaken, that might be the boy’s mother or his nanny. The adult passing was the antecedent. The adult’s disregard for the child’s needs was the consequence of the tantrum behaviour. Ignoring the child is ineffective because it only serves to escalate the outbursts. It is an action that seeks attention. It is hard to say whether giving youngster attention will make their tantrums less frequent. That is something we could attempt to see if it will calm down his outbursts and finally get him to stop sobbing.

In the discussion post, submit any questions or enigmas you would like to share with your peers.

I am still unsure if these three assessment types are used in modern classrooms. In any of the classrooms I have been in, I have not done it.

Any linkages to usage in the classroom should be discussed.

1. connections between texts (How to relate connections to information learned)
2. Although what we are learning is great in theory, I have not seen it applied in the classroom.
3. self-connections via text (How to relate connections to yourself as a teacher or in your personal life.)
4. Without a doubt, I would like to observe how it functions in my own classroom. I would like to know if everything will work out for me.
5. text-based global connections (How to relate connections to other areas outside the classroom.)
6. What we are learning becomes sound when we really apply it to the world around us. If only we could alter it. The ability to reduce and eradicate undesirable behaviours to the point of extinction is incredibly potent.

References:

Fox, L. (2005). What Works Briefs. Positive Behavior Support: An Individualized Approach for Addressing Challenging Behavior. Centre on the Social and Emotional Foundations for Early Learning. (Retrieved June 18, 2019).

Iris.Peabody.Vanderbilt.edu/modules on Addressing Disruptive and Noncompliant Behaviors, Understanding the Acting-Out Cycle and Behavioral Interventions, Functional Behavioral Assessment: Identifying the Reasons for Problem Behavior and Developing a Behavior Plan (Retrieved June 12, 2019)

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Assume Student A and Student B are in your classroom. Apply what you have learned from the IRIS Center Module and our text to reflect on the following student behaviour scenarios:

discuss the following:

• Which interventions or actions could you use to influence the student to behave appropriately? Explain your choices.
• Which logical consequences would be appropriate?
• Which domains of Social-Emotional Learning could be utilized in your instruction to support the student’s appropriate behaviour in the future? Explain how the SEL domains will help.
• How would you use your relationships with the student, family members, or professional colleagues to prevent this behaviour from reoccurring?

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