Addressing Student Problem Behaviour - Case Study Example

Behaviour Change Project ADDRESSING STUDENT PROBLEM BEHAVIOUR Table of Contents Table of Contents i Introduction 1 Anecdotal Notes To Document Behaviour 2 Setting 2 Scenario 2 Conclusion 4 ABC Chart From The Observation Notes. 4 Notes From Teacher, Parent, and Student Interviews 5 Teacher Notes 5 Parent Notes 6 Student Notes 7 Summary 7 Form 1: Functional Behavioural Assessment: Part 1 (Description) Date: 4th Sep 2011 9 Form 2: Functional Behavioural Assessment: Part 2 (Function) 11 Form 3: Behavioural Intervention Plan Date: ___4th September 2011 ____ 14 Goal or Intervention Review Notes 16 References 19 Introduction The identification of the negative impact that student misbehaviour has on the teaching or learning process is significant to both the child’s academic development and the class progress at large. As such, the teachers in schools ought to take fundamental initiatives to address a number of misbehaviours in students that contribute to their poor academic performance and personal development. Such misbehaviour may have an inappropriate general influence to the class behaviour. According to various theories on applied behaviour analysis, children with autism are less likely to understand and apply lessons or experiences from the everyday environment (Howard et al. 2005 p. 245). Majority of teachers can admit to the understanding that students at various times apply unsuitable or problem behaviour in an effort to get the attention of the class or their teacher. As such, this paper advances to develop a relative approach to student’s inappropriate behaviour change through the concept of development, social interaction, and communication skills. On analysis of the inappropriate behaviour through the anecdotal notes and ABC analysis, provide a good foundation for the more effective intervention plan (Cohen et al. 2006 p. 148). The intervention plan brings together effective strategies to help the student from indulging in the same inappropriate behaviours like calling out answers, and verbal threats. Furthermore, it advances to teach replacement behaviour designed to develop the child and improve his academic performance (Hume 2005). It also makes sure that the student gets new opportunities to engage the acquired replacement behaviour to the extent of asking for assistance. Applied business analysis is evidence-based therapeutic approach in children behaviour change. The plan also gives the more opportunities for reinforcement of the replacement behaviour, putting into consideration easier application and better pay-off from inappropriate behaviour. Anecdotal Notes To Document Behaviour Child’s name or children’s names: Charles Date of birth: January, 4, 2001 Age: 10 years Observer Name: ……………… Date: 4th September 2011 Setting Charles is in a class consisting of twenty children who are almost of the same age. The class has three columns of desks arranged in six rows; Charles sits on the fifth row of the middle column behind two taller pupils with his desk mate Irene. The class has a culture of rising up their hands whenever they want to ask, answer, or complain using a question. On the average, Charles is among the old pupils in class. The teacher in class is responsible for the class and ensures all students are concentrating and actively participating orderly through raising their hands and giving answers. Each student has his own desk. Each column consists of a pair of desk where two pupils sit together. Scenario Charles is interested in mathematics and sciences, which he performs well; he performs poorly in other subjects. He is in sixth grade but the trend in performance is declining since his third grade. He is quiet, serious and deeply concentrates while working on these two subjects. In facts, he attempts to think over while being in class and calls out his answers. However, he calls out the answers even before other students may attempt to work them out. According to Bloh & Axelrod (2009), the scenario makes the teachers concerned that this denies other pupils the chance to attempt the question and subsequently give their answer. In most occasions, he gets excited of the fact that he has answered questions and disturbs those students around him. Charles loses concentration easily, he would lose focus and start writing behind his books as though doing calculations, or stare at the books instead of paying attention to the teacher as if trying to figure out a scientific principle as illustrated by the teacher. He does his mathematics and science assignments correctly and completes earlier than anyone else in class. On the other hand, he has off-task behaviour of failing to complete other subject assignments or homework in time. Instead, Charles would spend most of his time talking too much when the teacher is not in class and noted as one of the biggest noisemakers. His position in class allows him to disturb his neighbours and disrupt the class when the teacher is not in class. He would hide or shows to be busy reading when he disrupts a class positioned at his hardly unnoticed desk close to the end of the class. Charles avoids assignment in these other subjects or seldom begins the assignments on his own. In fact, in these other subject assignments, he rushes through them with error and overlooking important information. The teacher believes Charles has the ability of doing all the assignments perfectly, and participating actively in class discussion other than mathematics and sciences. Conclusion In this anecdote, it appears Charles is a bright student in mathematics and sciences. Charles is a self-driven child in doing what he likes, and unable to do what he likes on his own. He has behaviour of calling out answers without permission (raise hands), making noise, or disrupting the class and not doing assignments in subjects that he is poor. Charles likes being in front of others at their expense or rather unsettled. The teachers have tried to stop Charles from the behaviour of calling out answers (Hume, K. 2005). ABC Chart From The Observation Notes. This paper takes the ABC chart from the event perspective that seems to cause a particular behaviour (disturbing other children, calling out answers and failing to do assignments) indicated by the child. This approach is intended to assist trigger a certain reaction in Charles for the fact that he is in a classroom. According to Howard, et al. (2005 p. 305) use of events enhances the researcher to identify the probable antecedent causes and subsequent consequences on behaviour analysis. As such, the additional information collected about what sparks this behaviour, help effectively strategize on the best action to correct or alter the behaviour according to ABC format. ABC Chart Of The Observation In Encouraging Appropriate Behaviour Date: 4th September 2011 Child: Charles (10 years) Setting: Classroom Observer: …………… Background information: Charles has been showing aggressive behaviour in small age group situations. Time Antecedent Event Behaviour Consequent Event 9:15 am Teacher introduces a topic and illustrates with a sum on the board which all students are to attempt Charles hurriedly performs the calculation and shouts the answer Every students stops doing the sum and seems to use Charles answers 9:20 am Teacher asks Charles to raise his hands before answering a questions Charles looks down to his books and does his stuff Charles fails to follow the lessons and teacher’s instructions 9:45 am Charles answers a question in science Seems to consult/ interfere the desk mate and other nearby friends Noise created interferes with the class progress 10:15 am When left with English assignment. Charles is unable to do the assignment Disturbs other students doing the assignment 10:20 am Teacher asks Charles to go to his reading group Walks slowly to his reading group without a book Avoids reading and participating in English group Notes From Teacher, Parent, and Student Interviews Teacher Notes The class teacher emphasized the ability in Charles to perform well not only in mathematics and science but also in other subjects. The class teacher is concerned that Charles seems to do what he is best in only and ignore that which he does not like. The teacher said, “Charles never seemed be neither settled nor cooperative in groups, it seemed as though we are drugging him down. He seems too fast and seems uncomfortable when they are on the same page with other students in class.” He would prefer either being ahead of them. In cases where Charles seemed to lag behind, for example in English comprehension, he would shift his concentration in something else. Most of time, he would opt to disturb his friends in class as they went ahead with the comprehension. Generally, he is unsettled. Charles does not respond positively to correction or warning and would tend to lose psyche instantly of whatever he does (Bloh & Axelrod 2009). For instance, when asked to raise the hand before answering any question, he would not answer any other question from then. The teacher believes that Charles can do better in conduct at class and perform excellently in all subjects, and sets a number of goals for him to attain by the end of the semester: Participate in class discussions and conversations u subjects he does not do well Conduct his class contribution by raising his hands as instructed by the teachers and wait to be called to give the answer. Finish assignments quietly Reduce interruption and work together with other students to finish group work. Parent Notes The mother informed that Charles is the third child, and the last-born. The age difference with the sister she follows is three years. She noted that the two siblings are not always in good terms because Charles has never allowed his sister, Sharon, to lead in anything. “He always wants to be the first one to welcome mom, to receive the gift, and never the second,” her mother said (Manitoba, 2010). In fact, he would never like it when informed that Sharon is older. To his advantage, he developed an exploitative character in finding everything first. They can never work together because Charles would want to outstand, yet Sharon wants cooperation. He likes focusing on the personality side as opposed to the task. However, anything that defeats him, he easily gives up and gets disinterested. He is aggressive in getting things done if you personalize the credit awarded to a specific person; him, as opposed to cooperation to accomplish the work. Student Notes An interview with Charles’ desk mate revealed gave more information that would help understand the behaviour from another perspective. The desk mate, Irene, was comfortable and relaxed as the interview went on. Irene informed the interviewer that Charles is a good desk mate because he teaches her mathematics and sciences, which she is unable to attempt. She noted that Charles could only give a hand on request, but rarely realizes that one is struggling with a certain sum or question (Smith 2000). Sometimes he annoys Irene by disturbing her while working. For example, he may take her pen in order to distract her attention, but with the intention of bringing in a conversation (talking in class) rather than finishing assignment. In one instances Charles annoyed Irene until she cried and reported him to the teacher. Although thereafter Charles stopped disturbing her, he also stopped helping him in her studies, until after about two week. Rarely does Charles seem to have a problem in his studies to the extent of asking, but would rather handle it alone. He has never asked for a hand from Irene (Manitoba 2010). Summary Charles has a negative experience with older people who seem to bring forms of competition. This becomes worse when Charles is stressed. Indulging him in activities he is poor in makes him quite agitated and very oppositional. He has a positive experience in what he interests in, and responds better to areas he knows he will outstand. With this mentality, it is difficult for Charles to put more effort to perform in other subjects. Charles has clear areas of weakness to be addressed urgently in order to help him perform in all subjects and relate well with neighbours. In schoolwork, particularly completing assignments and performance in disinterested subjects is difficult for Charles (Bloh & Axelrod 2009). Charles responds poorly to corrections in various situations. Charles frowns when reprimanded. This behaviour becomes worse when Charles faces underling sense of inadequacy, and escalates when the situation seems to attract more attention as he fears losing or when found out. Helping Charles to improve his academic performance in areas he performs poorly is difficult because he responds negatively to instructions, and does not want to accept his weakness (Cohen et al. 2006). Form 1: Functional Behavioural Assessment: Part 1 (Description) Date: 4th Sep 2011 Student Name: _Charles ________ ID: ______001_____________ DOB: __1/3/83___ Case Manager: ________ Data Sources:  Observation |  Student Interview |  Teacher Interview |  Parent Interview |  Rating Scales |  Normative Testing Description of Behaviour (No. __1__): Unsettled in class interfering with class progress through talking, shouting answers, teasing the peers Setting(s) in which behaviour occurs: The behaviour takes place in classroom and at home, where he interacts with peers. Frequency: Daily, however, more frequent when performing activities with peers that he may be inadequate. Intensity (Consequences of problem behaviour on student, peers, instructional environment): Charles interferes with the classroom progress as well as disrupts other students in the group work. Duration: Charles can practice this behaviour for a whole lesson. Describe Previous Interventions: Charles has had his parents try to help change this behaviour through Parent conferences, Intense consequences of this behaviour made the school teacher administer an in-school suspension modification of curriculum Educational impact: Charles is unable to complete assignment in other subjects he is poor in, takes less time to finish assignment in mathematics and science, but disrupts other peers. There is no progress in academic development Form 2: Functional Behavioural Assessment: Part 2 (Function) Name: _Case 1_ Date: ___4th Sep 2011__ Function of Behaviour (No. 1)  Affective Regulation/Emotional Reactivity Poor self-concept Anxiety Selfishness Self-centered  Cognitive Distortion Negative self-statement Erroneous interpretations situations These two significantly contribute to the interruptions  Reinforcement Antecedents: 1. teacher introduces a topic and illustrates with a sum on the board which all students are to attempt 2. Handles assignment which he is inadequate, like English assignment 3. working at home with his sister, struggles to lead Consequences: 1. Shouts the answer which distracts other pupils calculation and interfering with class progress 2. Disturbs other students doing the assignment 3. Disrupts her sister  Modelling Charles adopts the disruptive behaviour from the conduct of high-status peer  Family Issues Mother’s intervention in solving issues as he Works with her older sister  Physiological/Constitutional Charles is angry and aggressive when he is disruptive  Communicate need (Identify what the student is trying to say through the problem behaviour): Charles is communicating his embarrassment for fear of the teacher choosing another person other than him to answer the question. He extends the same communication about his inability to perform in other subjects by not doing, and his inadequacy to his inability to do his schoolwork. Form 3: Behavioural Intervention Plan Date: ___4th September 2011 ____ Student Name: ___Charles_____ ID: ____001______ DOB: ____1/3/83___ Case Manager: _____________________ Behaviour Number Expected Outcome(s) Goal(s) Intervention(s) & Frequency of Intervention Person Responsible Goal/Intervention Review Notes 1 A student should raise up his hand to be given permission to answer a question The student is to balance performance (excellent) in all subjects The Student should concentrate and work out the assignments without engaging in disruptive behaviour The student should fully concentrate in all lessons The child should relate mutually with her siblings a) Come up with a behavioural point sheet to keep track of the following replacement behaviours: Raise hand and be chosen to answer a question Complete and turn in assignments on time of all subjects Respectable and cautious peer relations Talking out . Contingent Instructions b) Criterion Specific Rewards, every week the student is to achieve at least 75% of behavioural objectives on star sheet will result in a chocolate reward. Review weekly c) Effective rules reviewed daily, where failure to achieve the minimum 75% would lead to a day of in-school suspension with resource support. d) Contingent Instructions reviewed daily: 5 days of failing to making his day consecutively will lead to a provisional placement off school in a restrictive educational setting. e) Specific praise f) Effective rules on relating with the sibling All teachers Resource teacher Resource teacher Out of district liaison The mother liaison * Review Codes: GA = Goal Achieved | C = Continue | DC = Discontinue Expected Review Dates: __________ | __________ | __________ Signatures: _____________________ _________________ _________________ _________________ _________________ Goal or Intervention Review Notes For a period of one week, Charles will have to answer all the questions by raising his hand and wait to be chosen. Failure to adhere to this effective rule will mean result in in-school suspension after leaving the classroom immediately. However, adherence to the rules should result in specific praise by the teacher a positive boost to the intervention. Charles previous negative responses to correction were frowning or discontinuing with the activity (Bibby et al. 2002). A rude behaviour was absent. During the one week, Charles will not have a desk mate and his sitting position will shift to a little closer to the teacher. All teachers informed about the situation and intention efforts will be required to give their support through feedback, ensuring that Charles submits his assignment on time (Johnson 2007 p. 212). Again, the teachers will have to ensure that Charles answers questions by first raising the hand. The teachers are to give specific praise to Charles whenever they realize improvement. The same applies to his subject performance in class. Charles will be given a task in the class discussion (Johnson 2007 p. 213). His efforts should be rewarded through specific praise; subsequently he should be and advised of his contribution in building up a group, rather than doing it alone. The goal is to develop a sense of teamwork in Charles to know how to work with others. In following weeks, the intensity of intervention will decline on progress of the student in changing into the replacement behaviour. As such, they will take lesser duration of time ensuring that Charles adopted a new behaviour. The goal is to fade Charles’ disruptive behaviour. For instance, once Charles starts to raise his hands each time, he should be left to rise for quite a longer time. Later, another student should be chosen instead of him. Significant participation in the group discussion reflects Charles ability to work together. Much improvement will increase student proximity, hence, give Charles a desk mate. The process will involve Charles in completing and handing in the assignment irrespective of whether they are correct or wrong. Of course, the wrong questions, mostly in his poor subjects, the teacher will discuss the questions together with Charles. Later, he should be given to discuss with the desk mate with limited supervision. Emphasis on praise for any replacement behaviour is important at this stage (Smith 2000). The mother will overlook as he works with the sister at home and give praise whenever one helps the other. Again, the mother involves them in playing where Charles will opt for a hand of help from someone, possibly the sister. At such, instances the mother should praise them of working together as a team and reward them with chocolate. Later, the mother should be out of their presence, but close, and watch out how they work. In case the sister complains in any way, more efforts will be needed. When they closely work together without any complains, shouting or interruption, the mother should note it to them and praise Charles (University of Kansas 2005). Conclusion The team will monitor Charles behaviour for a period of six weeks. The team will hold weekly discussions to evaluate the progress, while mid-week discussion over the phone. The behavioural intervention should bring a positive reinforcement to the replacement behaviour. As such, the team will use a variety of ABA treatment. They will give clear instruction to Charles whenever he seems to misbehave. Again, the team will adopt an approach to teach appropriate behaviours and concepts all through a Charles’ daily experience. This will facilitate Charles develop a complex behaviour by teaching and monitoring each element of that replacement behaviour in anticipation of it becoming automatic. References Howard J.S., et al. 2005. A Comparison of Intensive Behaviour Analytic and Eclectic Treatments for Young Children with Autism. Res Dev Disabil. 26(4) pp. 244-383. Cohen H., et al. 2006. Early Intensive Behavioural Treatment: Replication of the UCLA Model in a Community Setting, J Dev Behav Pediatr. 27(2 (Suppl)): pp. 145-155. Bibby P., et al. 2002. Progress and Outcomes for Children with Autism Receiving Parent-Managed Intensive Interventions, Res Dev Disabil. 23(1), pp. 81-104. Johnson, C.R. 2007. Development of a Parent Training Program for Children with Pervasive Developmental Disorders, Behavioural Interventions 22(3):201-221. Hume, K. 2005. The Usage and Perceived Outcomes of Early Intervention and Early Childhood Programs for Young Children With Autism Spectrum Disorder, Topics in Early Childhood Special Education. Smith, T. 2000. Parent-Directed, Intensive Early Intervention for Children with Pervasive Developmental Disorder, Res Dev Disabil. Bloh, C., & A. Axelrod, 2009. Behaviour Should Be Enough: Growing Support for Using Applied Behaviour Analysis in the Classroom, London: Early Inten Beh Interven. University of Kansas, 2005. Antecedent-Behaviour-Consequence (Abc) Chart, accessed on 7th September, 2011 from Manitoba, 2010. Student Services: Behaviour Intervention Planning Sample Behaviour Intervention Plan, Purpose and Background, accessed on 7th September, 2011 from Read More