POSITIVE BEHAVIOR PLAN FOR EMOTIONAL BEHAVIOR DISORDER PATIENT.
Positive Behavior Plan for Emotional Behavior Disorder Patient
Mental health in children includes various emotional and behavioral disorders. The main problems are obsessive emotional disorder, conduct disorder, attention deficit hyperactive disorder. Behavior is the most common form of communication, and most students learn that problem behavior is the most effective form of communication to express their needs. Nathan Mays, a student, has an emotional and behavioral disorder. He lacks peer relationship skills, has poor self-esteem, is about two grades behind in his reading, and is on a math level. When assigned any group project involving math class, Nathan participates in any group activities and makes taking noises about five times during the thirty-minute group project. He qualifies for the IDEA services and has individual education programs for learning and emotional support. When his teacher is asked about Nathan and his behavior, the teacher observes that Nathan has a low math ability, having difficulties in directions and math vocabulary. He does well when there are examples and has strong computation skills. Nathan lacks social skills making him prefer to work alone. The research data showed that he was more agitated more on Wednesday's class than Mondays and Fridays.
The issue was due to a lack of social skills, health issues, and the class's timing. Nathan has been taking depression medication. The behavior's function is classified by two behavioral principles where behavior has an increased likelihood of occurring in the future when an event gets presented after the behavior occurs; this is positive reinforcement. Negative reinforcement occurs when a behavior advances in the future if an event is avoided after the behavior occurs (Simonsen &Meyers, 2015). The function of the behavior is that he is avoiding academic work and associating with his peers.
Nathan fails to participate in the geometry project and makes noise during the lesson; his behavior serves the function because he avoids his academic work and does not want to associate with his peers. It is due to his negative thoughts accelerating due to his low self-esteem.
Positive behavior intervention plan
Statement behavior plan
During the 30 minutes geometry class, Nathan makes self-deprecating remarks about his ability. He keeps quiet in the group and annoys his peers with distracting noises on average five times before his lunch period every day, avoiding academic work associating with his peers.
Solving and intervention for an emotional and behavioral disorder.
Many teachers, parents, and peers play a significant role in shaping learner's behavior. The evaluation of the effective therapy strategies becomes dependent on a thorough review of existing indications and the relationship with family and providers, the broader cultural setting, and the children's cognitive rate, including overall well-being. To manage and change behavior in classrooms, it includes classroom-based or individual child-based intervention.
The different approaches include implementing classroom strategies. Effective teaching and positively functioning classrooms with low levels of disturbances require a lot of planning and consistency(Parsonson,2012).To improve efficiency, the teacher should set clear rules and expectations by establishing routines, information, cues, and signals about changes that may occur for a specific duration and their consequences. Students are more likely to follow classroom guidelines if the teacher also shows the appropriate behavior and shows the relationship between the approaches and learning, creating respect between the teacher and the student (Levin &Nolan, 2014 p.174). Some patterns are found by frequently...
…introduce the children to their educators, establish good communication between home and school as with Nathans mother informing the teachers on his use of depression medication, and influence the planning of special education services individual support.Functional behavioral Assessment
To evaluate and monitor the behavior of Nathan will be done using a functional behavior assessment process. It is a process that identifies the events that reliably predict and maintain problem behavior. It assists programs to develop appropriate and individualized positive behavioral interventions and support. Its primary purpose is to determine why and when the child shows problem behaviors and behavior supports and interventions to reduce the negative behavior and increase the desired one (Simonsen& Meyers, 2015). To measure the desired behavior, parental consent s first obtained for any special education evaluation and re-evaluation. The team identifies a student, and a team member is recognized as the team facilitator. Collect data by conducting observations, interviews, establishing a system for developing a summary statement, and establishing a system for confirming the summary statement by leading direct words that are not associated with the problem statement (Simonsen & Meyers, 2015). The summary statement with the information from the observations is confirmed.
Conclusion
There are many struggles that many emotional behavior disorder students face at school. They have difficulty learning within a standard-setting and difficulty building and maintaining good interpersonal relationships with peers and teachers. Nathan confronts internal emotional and behavior disorders characterized by depression and the development of physical fears. Teachers faced with similar situations like Nathan spend more time disciplining them than teaching. Developing a positive behavior intervention plan helps support students they need. Nathan is eligible for special education and the services that are related as provided by the…
References
Adair, J. (2009). Leadership for Innovation; How to organize team creativity and harvest ideas. Philadelphia, PA: Kogan Page,(pp. 96)Billingsley, B., Brownwell, M. T., Lewis, T. J., Maheady, L, & McLeskey, J. (2019). High leverage practices for inclusive classrooms. New York, NY: Routledge. (ISBN-13: 978-1138039186)Levin, J. & Nolan, J., 7th Ed. (2014). Principles of Classroom Management: A ProfessionalDecision-Making Model. Pearson: Upper Saddle River, NJ. (ISBN-13: 978-0-205-62502-4)Parsonson, B. S. (2012). Evidence-Based Classroom Behaviour Management Strategies. Kairaranga, 13(1), 16-23.
Simonsen, & Meyers. (2015). Chapter 5:Functional Behaviour Assessment. In 2017-2018 MO SW-PBS Tier Team Woerkbook (pp. 93-165)Thompson, J. R., Meadan, H., Fansler, K. W., Alber, S. B., & Balogh, P. A. (2007). Family Assessment Portfolios; A New Way to Jumpstart Family/School Collaboration. Teaching exceptional children, 39(6), 19-25.
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