JA Goals

1.5 - Explain why the least restrictive interventions should always be used when dealing with incidents of challenging behavior?

Verbal prompts, redirection to remain focused on a given task, minimize outdoor play, reduced iPad games and parent meeting. The results of interventions are diverse. Adriel would respond to previous intervention such as less outdoor play and parent meeting by behaving in class and follow directions for outdoor play for the first two days of the week and then the behavior occurs again. Verbal prompting often works for the first 2 minutes and then the behavior occurs again. The support and one-to-one attention given from the staff during transitions decreased the incidents of noncompliance, pushing and yelling. The staff will model, role play, practice and discuss all these intervention strategies to support Adriel. He will be given attention when he shows replacement behaviors.

The author, a professor of special education, is an expert in the areas of behavior disorders, the assessment and treatment of behavioral disorders and interventions for behavioral disorders. This article provides an objective and useful discussion regarding the relationship between Behavior Intervention Plans and the issues that must be address by school staff when developing and monitoring them. The author also provides readers with specific areas which must be address when developing Behavior Intervention Plans. The information provided may be useful for teachers and school staff.

An alternative to expulsion and suspension can be the implementation of School-wide Positive Behavior Support (SWPBS) framework (Nocera, Whitbread and Nocera, 2014). It was implemented in a low-performing middle school and it incorporated evidence-based education strategies, improved school climate, reinforced positive student behavior, and improved overall academic achievement (Nocera, Whitbread and Nocera, 2014). In order to change the climate of a school, it must encompass the support of the district, administrators, staff and students. One important facet of the school nurse is case management of conditions and orchestrating care with the school community. This can enable the identification of students with depression, anxiety, behaviors of self-harm and providing them and their families with proper referrals and educating staff on such conditions. Therefore, subsiding harsh punishments and spearheading crisis management of possible destructive behaviors.

In school, Jayson is very respectable towards his teachers and other adults and he is a very sweet young man. Although, he struggles to maintain relationships with his peers and has outbursts often in class. Socially he becomes frustrated easily, which affects his ability to engage and interact with his peers. During class, he has expressed extreme angry towards his peers and an uncontrollable emotion. He is continuously plagued by his unsettling and hostile behavior, which causes him to act irrationally. His inability to cope and manage his behavior during classroom instruction results in breaking the classroom rules. For example, in the classroom Jayson yells out he is not doing his daily classwork. Then, he rips up the daily worksheet and storms out of the classroom. Another example, in class he is constantly reminded not to call out if he would like to share- out. Due to his “behavioral and emotional”

-- Describe the topic. What is the intended target of the intervention and the goal?

These results indicate that in North Carolina negative behaviors in the future are preventable. The instructing officers stated that it improved their relationships with the children, the school, and the community as a whole, which shows that the program is working (National Institution of Justice).

Billy’s teacher had told his parents that his inappropriate behaviors at school such as disrupting the class, talking back to his teacher, and being aggressive toward other children will not be longer acceptable (Hooley, Butcher, Nock, & Mineka, 2017). Since Billy’s parents were uncritical and approving on every behavior Billy did, Billy’s treatment plan included helping parents to identify, define, and describe in a very detail way between behaviors that were disruptive and appropriate. After identifying behaviors between disruptive and appropriate Billy’s parents and teacher were instructed to ignore Billy every time he would engage in disruptive behavior, but devote their attention at those times to children who were behaving more appropriate. In other words, the goal was to eliminate Billy’s unwanted behavior by eliminating its

Intervention: MHP discussed with Osvaldo the benefits of positive behavior. MHP advised Osvaldo to accept personal responsibility for his behavior and academic performance. MHP recommended that Osvaldo uses the anger management techniques taught by MHP. MHP discussed with Osvaldo more effective strategies for anger and frustration. MHP advised Osvaldo to enhance his study skills. MHP discussed techniques to reduce in difficult situations. MHP recommended that Osvaldo associates with positive peers. MHP provided positive reinforcements

What strategies and interventions could you use to support the learners in the case study to make decisions and guide their own behaviour?

Intervention: CSP, MHS and Deonte discussed the youth’s recent behavior in school. CSP and Deonte process the incident of hitting a peer in music class. CSP and Deonte reviewed how a good and bad day look for him to compare his behaviors on each day. CSP and Deonte practiced different ways the youth could respond to peers and teacher when redirected. CSP, Deonte and MHS reviewed IPOC goals and possible activities for the youth.

When designing an intervention, the starting point should be the problems that were identified in the diagnosis.

Deonte made minimal progress demonstrating positive ways of expressing his feelings. The youth struggled in school when peers teased him during recess. He refused to express his feelings to CSP, MHS and the teachers. CSP and MHS discussed healthy ways are asking for assistance and informing adults of problems. Deonte made moderate progress consistently interact with adults, peer and authority figures in a respectful and healthy manner. The youth interacts with MHS and family, school officials, and adults in the community. Per MHS, the youth demonstrates respect and manners.

This section presents the treatment plan that was used for dealing with the patients’ problem and the results of how the process was applied.

This will be on a scale of 1 to 5, 1 being poor behavior and 5 being excellent behavior. To keep the students identity confidential all students in the school will be graded on this scale and researchers will only use the scales needed. The hopes of this research will show that students who are receiving help will have improved behavior, while the control group will stay the same or decrease. The researcher’s theory in coming to this conclusion is that the students receiving help will show an increase in motivation, because they see and learn that people of authority actually do care about their and their families’