Changes in life can have an impact on the standard conduct of an individual, hence resulting in a behavioral problem. Events such as a car accident, death of a loved one, family conflict, or dealing with poverty can become a problem to how an individual communicates or addresses their needs if not met. Experiencing such a condition is a threat to both the victim and the overall surroundings; therefore, proper intervention is a suitable remedy to overcome the issue. In the case of Fred, he manifested misbehavior after the vehicle hit him and paralyzed some of his body functions, which resulted in his inappropriate actions in school.
Based on Fred’s story, he misbehaved most of the time in school. His demeanor became a concern to the school principal after he severally portrayed some abnormal behavior in the classroom and within the institution. Fred’s actions were repetitive, and tutors could easily predict what prompted the activities. The observable conduct that the student showed was a way to communicate his anger and dissatisfaction from the activities the school subjected him to. He developed a clear pattern because he would respond to the circumstance similarly when caught in the same situations.
The student’s behavior, such as whining and stomping his feet when presented with a difficult task and leaving school ground without permission, were observable challenges. The recurring nature of Fred’s problems can be measured according to how often they happen. This gives the situation of the learners a target for the school and the family to intervene. Visible conduct, once detected, can be implemented by replacing the action. The replacement would enable the victim to adopt new behavioral manners, eliminating the problematic ones.
Interventions
After Fred’s condition worsened, his family and the school teachers engaged the behavioral researchers from the University of Oregon to formulate a program to help manage the student’s conduct. Upon studying and analyzing the situations that would cause the changes in Fred’s actions, the team developed a plan to enable the learner to display his behavior under various circumstances in the surrounding. Some of the interventions given to Fred to aid in controlling his problem include environment and instructional accommodation and self-monitoring strategies.
Environmental and Instructional Accommodation
Based on Fred’s condition, he was given an adapted curriculum as part of the behavior management approach. Following the academic instructions, the student became capable of learning different skills such as reading. Similarly, to boost his environmental connection, he was a signed personal trainer who would train him at individually, creating an interactive atmosphere (Mitchell et al., 2019). In addition, Fred was allowed to mix and study with students having special education needs.
Individualized Intervention
The behavioral management team introduced Fred to a self-monitoring method that would assist him in controlling and managing most of the severe conduct that could emerge during his studies or any other time. Using the technique, he learned different ways to cope with pressure or regulate his temper to avoid a violent reaction. Moreover, the student cultured how to relate and connect with other learners in the school. He also developed the courage of notifying his tutor whenever he felt irritated that would trigger his undesired behavior. Individualized intervention is more effective since it focuses on the student (Holle et al., 2017). The approach makes the learner cultivate positive behavioral characters that greatly impact the student’s self-development.
Behavioral Outcomes
After receiving the intervention, Fred’s experienced a positive impact on his behavior, and he was excelling well in his education. His distractive conduct that required the attention of the school principal declined from about 40 incidents to around four within one year. Furthermore, the self-monitoring approach enabled him to manage his action, and he also gained interest in his studies. The involvement made Fred continue with his learning to the high school level.
Ways of Maintaining the Appropriate Behavior
To ensure the student maintains his appropriate behavior, I will subject him to behavioral reminders. This method will enable the student to clearly remember the expectations, thus working on them himself. Furthermore, the technique will allow Fred to focus on the new conduct. Similarly, I would also provide the learner with constant feedback about his progress to give him motivation for further development (Dempsey et al., 2018). Sharing with the individual will indicate the effort they have made towards the recovery, hence inducing morale and continuing with the desired performance.
When the student is capable of cooperating, I will apply the individualized intervention to aid in managing the behavior problem. Despite the effectiveness of the approach, some students may not be able to change roles to facilitate self-learning hence making the involvement ineffective. In addition, an individual may not be interested in initiating change (Wheaton & Chen, 2021). The behavioral management mechanism is applicable to people of all cultures, gender, or ethic; hence there is no specific consideration. The method of intercession is appropriate because it allows the victim to learn and control the actions accordingly. Initiating self-management would enable a person to achieve the desired expectation.
References
Dempsey, R. C., McAlaney, J., & Bewick, B. M. (2018). A critical appraisal of the social norms approach as an interventional strategy for health-related behavior and attitude change. Frontiers in Psychology, 9, 2180. Web.
Holle, D., Halek, M., Holle, B., & Pinkert, C. (2017). Individualized formulation-led interventions for analyzing and managing challenging behavior of people with dementia–an integrative review. Aging & Mental Health, 21(12), 1229-1247. Web.
Mitchell, B. S., Kern, L., & Conroy, M. A. (2019). Supporting students with emotional or behavioral disorders: State of the field. Behavioral Disorders, 44(2), 70-84. Web.
Wheaton, M. G., & Chen, S. R. (2021). Homework completion in treating obsessive–compulsive disorder with exposure and ritual prevention: A review of the empirical literature. Cognitive Therapy and Research, 45(2), 236-249. Web.