The functional behavior assessment for Angelās case study is summarized as follows:
Frequency of Occurrences:
- Angelās inability to concentrate, failing to do any homework – he routinely misses deadlines and forgets to turn in his schoolwork to the teachers as a result of his different behavioral outbursts and refusal to do the given work (Goldberg et al., 2022). Angel either submits no homework at all or completes it with drawings.
- Excessive movement/often leaves his seat – Angel has a bad habit of sharpening his pencil at the pencil sharpener and frequently leaves his seat, especially during class instruction. This commonly happens and obstructs both his and others’ learning.
- Impulsiveness (takes things/properties from other students’ desks) – Angel has a tendency to take things/homework from her friends’ desks and either hide, keep, or ruin the things. (Angel has a history of tearing up or dropping his friends’ papers on the ground in class.)
Interactions with peers:
- Making disruptive remarks to students that are offensive or improper Angel makes derogatory comments and arbitrarily gets into arguments with instructors and other students. Name-calling and verbal abuse (such as telling someone to “shut up” in front of the teacher, other students, or staff members) are most likely to happen.
Consequences of Angels Actions:
- Due to his ADHD symptoms, Angel’s actions have a variety of negative effects, such as tantrums and defiance. He finds it very difficult to handle repetitious chores and is impulsive, which may be why he finds them uninteresting. Also, given his ADHD, he often acts irrationally frustrated, dumping Mario’s homework on the ground or acting impulsively, such as pushing someone or shouting “shut up!” He is less adept than other youngsters his age at controlling strong emotions without acting out.
Hypothesis for the Function of the Behavior
When there is an issue, physical contact can be made with a member of the staff, a peer, or even the de-escalation procedure. Children with ADHD are predisposed to be drawn to activities that go against what society may expect them to be doing (Yakobi & Danckert, 2021). Typical mental health issues are more likely to affect children with ADHD than other children. Defiant and violent behavior is the most frequent issues among children with ADHD (Eskander, 2020). This includes disobeying parental or academic instructions (more frequently than other youngsters). When asked to accomplish activities they find difficult or demanding, children may have emotional outbursts. Additionally, they frequently exhibit defiance in specific circumstances. These circumstances include being required to complete tasks like homework or to sit down, as was the case with Angel.
Three measurable behavioral goals for the student to work toward.
Three attainable behavioral objectives for the student can include:
- Achieving success with students who have ADHD and other impairments.
- The organizational supports that need to be offered to reduce Angel’s potential for, manifestations of, and effects from off-task actions and attitudes.
- Consistently collecting and reviewing data to better know how to intervene as well as to understand the studentās antisocial behavior.
Motivational and Instructional Interventions Teaching Student how to Adapt His Behavior in the Classroom
These organizational aids and techniques might include: An academic checklist that lists the materials the class will need and the associated expectations.
Subject folders with particular coding (using colors, for example) to help with organizing.
Agenda notebooks and especially those that fulfill specific functions, such as notebooks specifically for homework and another for classwork and notes, can aid in organization and transition.
Engaging Rewards and Reinforcements Encouraging Studentās Quality Learning, Performance and Feedback
The Council for Exceptional Children (CEC) (2018) is steadfast in its commitment to promoting the safety of students with physical and psychological disabilities as a guiding principle for teachers in the field of special education. Setting standards for pupils is one approach to ensure the safety of the class. It could be necessary to impart the desired expectations on Angel in order to model and reinforce acceptable social behavior.
The service providers should be aware of and comprehend the triggers for any negative actions in order to give Angel with rewards and reinforcements. Rewards and reinforcements aimed at changing Angel’s behavior may be given directly or indirectly based on the data from the FBA. Sending him to the office for “anything” as a means of providing him with a break is an illustration of indirect reinforcement. Asking him whether he needs to use the restroom or get a drink of water is an illustration of a straightforward method to encourage a behavior transition to the positive. Angel continues to move with a sense of purpose and belonging because to such direct and indirect interventions. When someone makes an effort to obey instructions and complete duties and assignments, he may eventually use the responsibilities and opportunities presented to him as a reward mechanism.
Additionally, encouragement like giving Angel praise when she exhibits deserving behaviors can also be a successful strategy (Van der Oord & Tripp, 2020). When a teacher tries to motivate a student to complete projects that are typically avoided, one of the performance feedback components that helps to show the student’s learning progress is positive verbal feedback (DuPaul et al, 2021; Tosto et al, 2021).
Since ADHD students’ on-task behavior deteriorate during the day, academic instruction should be given in the morning and in the afternoons, when problem-solving skills are low, and should also feature more energetic, nonacademic activities. Two safety interventions that can be implemented include giving the student more positive attention, which is more helpful in influencing their behavior and also in understanding their motivations. When children lash out vocally or violently, it is hard to remember that it is their method of communicating anguish. Learning to go beyond the behavior to address the fundamental reason is key to changing it and raising healthier, happier kids. To maintain student confidentiality during the implementation of the plan, professionals ought to know who has access to the studentās information when it is shared and be careful about what is shared with the parents and other professionals.
In conclusion, the Angel instance is just one of a wide range of possibilities that could occur while dealing with pupils who have exceptionalities or disabilities. Case managers and service providers must be aware of the student’s disabilities, the demands placed on them, and approaches to dealing with the manifestations of the disability in order to satisfy the student’s requirements. Most significantly, it requires a devoted and dedicated instructor to genuinely care for and have an impact on a disabled kid who exhibits and manifests problematic behaviors. Every interested party in the education of all pupils, like Angel, benefits from observing or applying the moral principles and practice – based requirements for all teachers.
References
Council for Exceptional Children. (2018). Ethical principles and professional practice standardsfor special educators. Web.
DuPaul, G. J., Gormley, M. J., & Daffner-Deming, M. (2022). School-based interventions for elementary school students with Attention-Deficit/Hyperactivity Disorder. Child and Adolescent Psychiatric Clinics, 31(1), 149-166.
Eskander, N. (2020). The psychosocial outcome of conduct and oppositional defiant disorder in children with attention deficit hyperactivity disorder. Cureus, 12(8).
Goldberg, A. E., McCormick, N., & Virginia, H. (2022). Schoolāage adopted children’s early responses to remote schooling during COVIDā19. Family Relations, 71(1), 68-89.
Tosto, C., Hasegawa, T., Mangina, E., Chifari, A., Treacy, R., Merlo, G., & Chiazzese, G. (2021). Exploring the effect of an augmented reality literacy programme for reading and spelling difficulties for children diagnosed with ADHD. Virtual Reality, 25(3), 879-894.
Van der Oord, S., & Tripp, G. (2020). How to improve behavioral parent and teacher training for children with ADHD: Integrating empirical research on learning and motivation into treatment. Clinical child and family psychology review, 23(4), 577-604.
Yakobi, O., & Danckert, J. (2021). Boredom proneness is associated with noisy decision-making, not risk-taking. Experimental Brain Research, 239(6), 1807-1825.