Chapter 6 Assignment 1. Read “A Behavioral Intervention Plan for Jarod” (Student Stories 6.4). Answer the following questions: a. Why is it important that a self-management system be built

Chapter 6 Assignment 1. Read “A Behavioral Intervention Plan for Jarod” (Student Stories 6.4). Answer the following questions: a. Why is it important that a self-management system be built
Chapter 6 Assignment Read “A Behavioral Intervention Plan for Jarod” (Student Stories 6.4). Answer the following questions: Why is it important that a self-management system be built into any behavioral intervention plan? If this pan was not making a positive difference for Jerod after three weeks, what might you do? What academic strategies can be utilized to reduce behavioral problems? Why do you think challenges in social skills are called “the most crippling type of problem that a student can have”? What are common indicators of social challenges? “Tommy if you are able to go each week without becoming verbally abusive to your peers, I will allow you to have extra time to use the binoculars on Friday something I know you like to do. If you agree, let’s draw up a contract.” The technique used by the teacher talking to Tommy is _________________ contracting. Read “Mario, a Student with Behavioral Challenges”. Answer the following questions: If you were Mrs. Holden, what would you do to help Mario until the case study evaluation is done? What might Mario’s behavior be communicating to Mrs. Holden? How could Mrs. Holden accentuate Mario’s strengths within the classroom? After Annabelle is taught appropriate, positive and constructive behaviors and she begins to acquire them, the next, critical step is Learning situational specificity of these new behaviors Challenging the validity of these new behaviors Generalization of the behaviors across situations and settings Discussing these behaviors in-depth and formally contracting to display them regularly Suspension or expulsion from school of a child with a disability results in a process known as “manifestation determination.” Who must initiate this action? Loss of interest in what was previously valued; in friends and acquaintances; and possible suicidal thoughts, talk and ideation can and should all be considered sign of _________. depression learning disabilities behavioral disorders panic disorder
Chapter 6 Assignment 1. Read “A Behavioral Intervention Plan for Jarod” (Student Stories 6.4). Answer the following questions: a. Why is it important that a self-management system be built
STUDENT STORIES 6.4 “A behavioral Intervention Plan for Jerod” Jerod is a fifth-grade student with learning disabilities who is very resistant to completing math assignments. When the teacher presents him with a worksheet to complete a math (antecedent), he rips the paper up and throws it on the floor each time (behavior); the teacher then sends Jerod to the office (consequence). The function of the behavior is escape—Jerod actually has done a good job of communicating that he doesn’t like to do math worksheets, and he has learned that if he rips the paper up he will be sent to the office. The functional assessment showed that Jerod does have the skills to do fifth-grade level math work but worksheets are difficult for him because of visual-motor perception difficulties. He is easily overwhelmed by a paper with man math problems. However, Jerod has strong computer skills and loves to read books about Superman. The Behavior Intervention Plan for Jerod A behavioral intervention plan is created. The replacement behavior desired is the completion of written math assignments at the fifth-grade level. The goal is for him to complete 20 math computation problems with 95% accuracy. The goal is then broken down into benchmarks. Jerod will complete 5 math computation problems with 95% accuracy. Jerod will complete 10 math problems with 95% accuracy. Jerod will complete 15 math problems with 95% accuracy. Jerod will complete 20 math problems with 95% accuracy. As part of the plan, the teacher agrees to give Jerod only 5 math problems at one time. Each of the math problems will be enlarged so they are easy to read. Jerod is told that when he completes the 5 math problems, he will be able to spend 5 minutes reading his book on Superman. A self-management system is also developed in which Jerod is allowed to graph on the computer using the Excel program to show how many math problems he completed each day. When Jerod does 5 math problems successfully, the teacher will add a new problem, gradually working up to Jerod doing 10 math problems. In this behavioral intervention plan, the Premack principle (first you do this and then you can do that—the process of doing a non-preferred activity followed by a preferred activity) for reinforcement is used, and Jerod’s work is rewarded when he successfully completes the math problems. Self-management is built into the system by using Jerod’s strength in computers as Jerod graphs his own progress. In the event that Jerod refuses to do the assignment and throws the assignment on the floor, Jerod will lose the privilege of reading his Superman book, but he will not be sent to the office.
Chapter 6 Assignment 1. Read “A Behavioral Intervention Plan for Jarod” (Student Stories 6.4). Answer the following questions: a. Why is it important that a self-management system be built
I Have a Kid Who…. MARIO, a Student With Behavioral Challenges Mario recently moved to Jefferson School and he is in the fifth-grade classroom of Mrs. Holden. There is no record that he has received any special education services before. During the first week of class, Mario urinated on another student in the classroom. He also had an incident where he soiled his pants while outside after lunch. He complained to the teacher that the lights were too bright in the classroom. Mrs. Holden went to the principal to see if the principal could get any background information from Mario’s previous school. When the call is made, the principal learns that a case study evaluation was in progress but had not been completed because Mario moved. His previous school reported that Mario would become very upset when anyone would get close to him or when he would get dirty. The previous school had received a psychiatric report that Mario has Asperger’s syndrome and ADHD. The school personnel at his new school decide to initiate a case study evaluation. During the parent interview, Mario’s mother reports that he is one of two children in the home and is father is unknown to him. Mario’s mother is very concerned about how Mario is doing both at home and at school. Mario will not comply with his mother’s requests and he is obsessed with the notion that if he gets dirty, his arms will fall off. He has a special interest in Superman and likes to watch those videos most of the time, if allowed to do so. While waiting for the case study evaluation, Mrs. Holden continued to work with Mario. On at least five occasions, when a fellow student touched him accidentally, he screamed for three minutes. Mario completes little work in the classroom—only about 20% of all assignments across all subject areas except for math. Mario does like to read but does not like math and refuses to do any math work. His achievement test scores from his previous school show that he is able to do fifth-grade work in reading recognition and comprehension. His math skills are at a third-grade level. Within the next three weeks, Mario soils his pants 5 more times. Each time he becomes upset, goes into the bathroom, and won’t come out until the principal calls his mother to come and get him. Mrs. Holden is frustrated and puzzled. She awaits the IEP eligibility meeting, hoping she will get some help with Mario.
Chapter 6 Assignment 1. Read “A Behavioral Intervention Plan for Jarod” (Student Stories 6.4). Answer the following questions: a. Why is it important that a self-management system be built
Chapter 7 Assignment Read “Temple Grandin” (Student Stories 7.1). Answer the following question: Why does Temple Grandin think that children with autism spectrum disorder and wild horses are similar? Autism spectrum disorder diagnosis rates have been increasing sharply in the U.S. in recent years to the most current prevalence rate of 1 case per every 50 children. The Centers for Disease Control and prevention (CDC) now considers these disorders epidemic pandemic widespread catastrophic Attention deficit hyperactivity disorder (ADHD) is rooted in ___________ which makes it difficult or impossible for children to concentrate in various settings and situations. the brain the entire central nervous system unknown cause the circulatory system Read “Ryan, a Child with ADHD” (Student Stories 7.2). Answer the following question: What were some of the characteristics of Ryan’s behavior? You can use the acronym SED t remember the diagnostic criteria for ADHD. “S” refers to severity, “E” to early onset, and “D” to __________. Which treatment is not usually included in multimodal plans for the effective treatment of ADHD? Verbal prompts in the form of __________ are effectively used to inform the child with ADHD that a particular fact concept or subject is of primary importance. key words and phrases raising ones voice several decibels mnemonics animation of verbal pitch and tone Describe two related neurodevelopmental conditions. Many children today are diagnosed with ADHD. Describe the characteristics of children with ADHD at different developmental stages. Many children with ADHD receive medication as part of their treatment. Discuss the kinds of medication that children with ADHD receive.
Chapter 6 Assignment 1. Read “A Behavioral Intervention Plan for Jarod” (Student Stories 6.4). Answer the following questions: a. Why is it important that a self-management system be built
STUDENT STORIES 7.1 Temple Grandin Temple Grandin, Ph.D., is one of the most accomplished and well-known adults with autism, possibly with Asperger’s syndrome. She has written widely about living with autism and the many challenges and hardships she has faced. She also describes how she learned to live with her problems and succeed in the “neurotypical” world. Temple Grandin became an associate professor at Colorado State College in animal husbandry and in livestock handling. Her book Animals in Translation (2005) is a best seller. She speaks around the world on both autism and cattle handling. Temple Grandin describes in detail the difficulty she has with sound sensitivity and with overstimulating sound sensations. She relies on visual thinking and images. She explains that her reaction to being touched was like a wild horse, flinching and pulling away. She believes that the reaction of an autistic child and a wild horse are similar. According to Grandin, the process of taming a wild animal has many similarities to an autistic child’s reaction to touch (Grandin, 2008). For some information about Temple Grandin, go to the website at http://www.autism.org/temple/visual.html.
Chapter 6 Assignment 1. Read “A Behavioral Intervention Plan for Jarod” (Student Stories 6.4). Answer the following questions: a. Why is it important that a self-management system be built
STUDENT STORIES 7.2 Ryan, a Child with ADHD Ryan’s parents have come to dread the phone calls from his teacher. He is only 6 years old, but he is already viewed as a discipline problem. When Ryan was 3, his nursery school teacher informed his parents that Ryan’s pushy behavior interfered with the play of his classmates. The nursery school teacher described him as an undisciplined child. At age 4, his preschool teacher said that the other children complained about Ryan’s aggressive behavior. At age 5, his kindergarten teacher described him as a wild boy who ran about the room knocking toys off the shelf and interrupting other children. His classmates did not want to play with him because he was so aggressive. Now Ryan’s first-grade teacher compares him to a tornado. When Ryan enters a room, he changes the tone from a peaceful and quiet class to total pandemonium. Ryan’s distraught parents are reluctant to take him anywhere because of this sudden tantrums. He has never been invited to a birthday party and has no playmates. Ryan’s parent finally sought help from a pediatric neurologist, who diagnosed Ryan as having ADHD.