Identify the student by name and age, and describe the learning situation.
Visual Interpretation
In this assignment, you will be continuing to work on your observation skills. You will read through four case studies found in your text, choose one, and then expand on your previous findings by creating classroom incident for the selected student in the case study. Include your hypothesis for the motivation and explain why you believe this behavior occurs. This assignment supports your achievement of Course Learning Outcome 4 and the MASE Program Learning Outcome 7.
Instructions: In order to properly write positive behavior goals and create intervention plans, teachers and educators must be able to conduct observations of students and accurately define the behavior in observable terms. Read through the following case studies (Tom Download Tom, Kyle Download Kyle, Billy Download Billy, Angie Download Angie) and choose one student that you will focus on for this assignment. As you read through the case studies, think about how the student fits the disability focus you have chosen for this course and the Week Six assignment.
After reading the case study, create a classroom incident that is aligned to the students’ characteristics.
Explain the antecedent (what happened before the behavior happened).
Describe the behavior in concrete, observable, and objective terms.
Use a functional assessment tool (e.g., FAST, Download FAST,MAS Download MAS, A-B-C Analysis Form Download A-B-C Analysis Form, etc.) to assess the function.
Provide a document that includes the following:
Identify the student by name and age, and describe the learning situation.
Explain the antecedent (what happened before the behavior happened).
Describe the behavior in concrete, observable, and objective terms.
Function of behavior (attention, escape, access/control, sensory/stimulation) and rationale for choice
The Visual Interpretation paper
Must be three to four double-spaced pages in length (not including title and references pages) and formatted according to APA style as outlined in the Writing CenterLinks to an external site..
Must include a separate title page with the following:
Title of paper
Student’s name
Course name and number
Instructor’s name
Date submitted
Must use at least three scholarly sources, which may include your course text.
The Scholarly, Peer Reviewed, and Other Credible SourcesLinks to an external site. table offers additional guidance on appropriate source types. If you have questions about whether a specific source is appropriate for this assignment, please contact your instructor. Your instructor has the final say about the appropriateness of a specific source for a particular assignment.
Must document all sources in APA style as outlined in the Writing Center.
Must include a separate references page that is formatted according to APA style as outlined in the Writing Center.
Exhibit meticulous use of grammar, spelling, organization, and usage throughout your submission.
Review your assignment with the Grading Rubric to ensure you have achieved the distinguished levels of performance for each criterion. Next, submit your document no later than Day 7.
Angie is a first grade student, educated in a general education setting with aide support. She has a diagnosis of autism and many obsessive compulsive behaviors. However, unlike many students with autism, her intelligence test results and achievement scores are all in the average to above average range. She enjoys her peers and genuinely attempts to engage them in appropriate reciprocal interactions on the computer, the monkey bars and swings during recess, and during centers. Her verbal interactions have an “odd” quality peers and adults report, but her disability is not always readily observable, especially in structured settings. Angie is quite achievement motivated and tries hard to complete all tasks assigned. She enjoys all classroom activities, both structured and unstructured. She hates APE class, however, where they are working on ball skills which she cannot seem to master. There have been occasions when Angie has needed to be physically restrained for up to 20 minutes for self-abusive behaviors such as poking her eyes, scratching herself or hitting herself hard repeatedly with her fists. On a recent occasion, she could not get the glue bottle open, and despite attempting to use some “social scripts” for handling frustration and some “self-talk,” she progressed to self-abuse even with the active intervention of her assigned aide. At other times she handles similar frustrations with ease. There are not current observable predictors for when she will be overwhelmed and when she will not. No time of day or location or activity or presence of certain people have been found to be related to her acting out. Difficulties have developed across activities and settings. She has, however, had several self-abusive bouts in APE class. After the behavior has subsided and she is released from the hold, Angie typically goes on with her work as though nothing has happened. On occasion adults can “predict” that a difficult day will occur based on facial affect appearing flat when she arrives at school. On these days, Angie will occasionally hit herself or scratch one or two times when told “no” or corrected with statements such as “move your chair a little closer.” These behaviors are often fleeting and brief and she complies readily with instructions. She also has these episodes at home and has on one occasion awakened screaming and begun self-abuse. Angie takes medications for attention enhancement and a general tranquilizer. NOTES:
Billy is small for his age and in the 4th grade. His clothes are usually torn and dirty. He and his six siblings have experienced several out of home placements but are currently living with Billy’s mother and her boyfriend. All of his teachers have claimed to understand his need for attention, based on their awareness of his previous history of multiple placements. What is hard to grasp is the way he seeks it out. He is a master at getting attention. The problem, however, is that the attention he gets is usually either physically or emotionally painful to observe. One tactic he uses a great deal is to sneak up in the back of popular students in class when they aren’t expecting it. He then ruffles their hair, makes snorkeling sounds with his nose, calls them names in high-pitched voice, or makes derogatory remarks about their family members. Sometimes the snorkeling sounds produces snot, especially when Billy had a cold, which seemed to occur very frequently, though he is rarely absent from school. Peers either ridicule him, call him names, or physically fight with him. Teachers have become exasperated with him and essentially have told him, “If you can’t play well with others at recess, you need to be by yourself for the recess period.” In class Billy is a “slow learner” and has a “mild learning disability” in reading according to his records, with reading level estimated at beginning 2ng grade. In the RSP classroom, peers tolerate his presence in work groups begrudgingly, while in the regular classroom, Billy’s seat is well away from peers and he primarily works alone. His work is typically incomplete, inaccurate, messy, and hurriedly done. Whenever his teacher tries to get him involved in a group, he refuses even if peers have reluctantly agreed to have him participate. No significant behavior problems are observed in any classroom settings. NOTES: 1-6
Kyle is a 10th grader, very large and strong for his age. He lives with his mother and 13-year-old brother. Kyle has excellent skills in football and works out with the varsity team on occasion and plays on the sophomore team with success. His father is currently in jail for robbery and assault. On numerous occasions prior to incarceration, Kyle’s father has beaten him, to the point where both he and his brother needed hospitalization. Kyle has a diagnosis of AD/HD, but no learning disabilities have been found. He is easily distracted and overstimulated in school, frequently interrupts the teachers and does not pay attention well. However, standardized achievement testing places him in the average range in all areas. His grade point average is 2.1. Kyle has a great deal of difficulty accepting “no” from authority figures and gets himself sent to the office for “losing control” and “arguing with teachers.” He also regularly gets in trouble for “smirking” and laughing at teachers after being denied something he wants. Kyle has been identified as a “bully” in the community, but has a few friends, mostly one to two years younger, that he sees outside of school to skateboard. He enjoys badgering and “shaking down” younger students and has extorted CDs and other items in the neighborhood. Younger students rarely tell adults about the mishaps as they are aware Kyle will respond by severely beating them. He has no criminal record other than one shoplifting violation last year. He does not belong to a gang, nor does he express any interest in their activities. Kyle often intimidates other kids into doing things that are degrading and humiliating. When he is “bored” he goes “looking for fun,” he says. For example, during one lunch period he tried to force a younger boy to drink a mixture of coke and urine. When the boy refused, Kyle got him to the floor and poured the mixture into his mouth. This time, a teacher became involved in the altercation. After the 10 day suspension, Kyle has now been recommended for a special “opportunity class” to finish his sophomore year which is located on another campus. That class is requesting a Behavior Support Plan, even of a preliminary nature, prior to accepting him. NOTES:
Tom is a 7th grader with “learning disabilities in all subject areas” according to his records, and a medical diagnosis of AD/HD. His intelligence scores are reportedly in the low average range. He currently receives all instruction in general education classes by his and his parents’ request. His most difficult class is science in which it is reported that he doesn’t turn in assignments on time or follow teacher directions very well. According to his teacher, when directions are given for individual written work, Tom wads up or tears up his paper. When the teacher asks him why he does this, he says he doesn’t want to do the work, and he shouldn’t have to do it. If the teacher presses him to do it, a verbal confrontation usually occurs. At these times, Tom quickly appears “out of control” and shouts profanity. His parents describe him as having a “short fuse.” Tom has a few friends he sees on a limited basis, but they too are aware of his volatile nature and appear “afraid of his temper” according to the school counselor. He has no history of starting fights, but somehow has gotten into numerous ones in the neighborhood, his parents report. Tom has had several office referrals, after school detentions, and 6 out of school suspensions. He usually sits by himself in class, has a “gruff” exterior and rarely talks to other students. Students tend to giggle or turn to look at him when he is having a “discussion” with the teacher. He periodically complies with on-going commands such as, “Get out your book,” or “Open to page 234.” He also tears up papers and swears under his breath a high percentage of time in the class. His teacher estimates that the reading level of the text worksheets are difficult, even for some of the more capable students, though he gives everyone key points to help with comprehension. NOTES:
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