Behavior Interventions-Essie’s behaviors

Behavior Interventions-Essie’s behaviors

Essie is not able to express her emotions verbally; she, therefore, expresses herself in frustration and stress expression. These functions of behavior show that she is seeking attention from her teacher and other students. For instance, she does not comprehend how to do her school tasks, lacks interest in-class work, and is not patient in waiting for her turn to do the calendar. She also feels uncomfortable being around other students and throws things at her fellow students. Since she cannot communicate what she wants, she reacts by expressing negative behavior. The consequences in the ABC Chart for Essie are not appropriate for her and would not reinforce positive behavior in her. Essie’s teacher ought to implement better reinforcement interventions that would bring out positive behavior in Essie.

The teacher can use visual strategies like charts and pictures for Essie to understand some classroom tasks and activities or pictures that would restrain Essie from acting out. Having a schedule for Essie would also help in working on a routine so that Essie gets used to a certain routine for participating in class activities (Shelton, 2016). The fact that Essie threw the worksheet to the flow meant that she did not want to solve a mathematics problem. Rather than sending her to time out, the teacher could personalize stories for Essie and teach her how to respond to things by formulating social stories, such as how to ride a bike or count toys. According to Shelton (2016), students with ASD respond positively to personalized stories on behaving appropriately.

Moreover, the teacher could also identify Essie’s needs and strengths. For example, when a student cannot stay still in a class or wait for another student to finish, it may be good in a production stage crew (Morris, n.d). The teacher can have Essie erase the blackboard after students have written on it. She can also identify what Essie dislikes and what she enjoys (Morris, n.d). For example, if Essie loves sitting alone to play with toys, the teacher can tell Essie that she will have alone time with toys after completing one mathematics problem.

References

Morris, B.K. (n.d.). Positive Behavior Support. http://www.autism-help.org/intervention-positive-behavior-support.htm

Shelton, T. (2016). Practical Strategies for Supporting Young Learners with Autism Spectrum Disorder. Lewisville: Gryphon House.

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DB 340 7
Behavior Interventions

Using the ABC Chart for Essie, identify patterns that might suggest antecedents or “triggers” (setting the occasion for the behavior) and consequences or “pay-offs” (maintaining the behavior).

Behavior Interventions-Essie’s behaviors

Please respond to the following:

Explain your ideas/theories regarding the function of Essie’s behaviors.
Discuss some behavior management strategies that may be beneficial to use when addressing Essie’s behavior challenges.
This discussion addresses the following Unit Outcome:

Assess the antecedents and consequences of behaviors.
It also addresses the following Course Outcomes:

CE340-5: Analyze the differences in behavior, social/emotional, cognitive, and sensory-motor skills of children with autism spectrum disorder.