Describe antecedents that occasion the problem behavior

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Reference no: EM133990116

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General Curriculum - Behavior Change Project

Giselle is nine years old and in 4th grade. Her problem behaviors in school include aggressing toward her peers, taunting her teacher and peers, not working on task, leaving her seat without permission, and destroying property. Her English class has sixteen other students in it with one teacher and one teacher's aide. During class, Giselle is required to c omplete an assignment on punctuation, abbreviations, and capital letters followed by a coloring assignment.

The team looked at Giselle's history of academic achievement, mental health, and family. They also interviewed Giselle's teacher, her parents and Giselle herself. The interviews attempted to identify those activities Giselle enjoys as well as what might trigger her problem behaviors. The team also observed Giselle in class.

When asked to d o a lesson from her textbook, Giselle often sees how long the lesson is and refuses to do it. In her interview, Giselle reported that she found the lessons too difficult. Giselle has test scores showing she is four years below her grade level in reading and it was decided that she needed easier reading tasks. The team also concluded that Giselle would talk back to the teacher less if she had more choices.

She was expected to read at a fourth grade level while her tests showed that she was at a first grade reading level. The team reported that the data supports that Giselle's appropriate behavior would increase if the assignment were modified to meet her needs. Specific behaviors were measured for 3-4 sessions while Giselle completed the original assignment, 3-4 sessions with the modified assignment, then 3-4 sessions with a return to the original assignment, and finally 3-4 sessions with the modified assignment again. Observers looked at Giselle's task engagement and problem behaviors during the sessions. Observers also measured how much attention the teacher gave.

1. Operationally define two (2) behaviors, one (1) that you would like to decrease and one (1) that you would like to put in its place.

2. Based on the two behaviors you selected, identify a data collection tool that would be appropriate for each behavior and explain why you choose that tool.

3. Identify/describe antecedent(s) that occasion the problem behavior.

4. Identify/describe consequence(s) that maintain the problem behavior.

5. Identify hypothesis regarding the function of the behavior.

6. Is the target behavior a skill deficit or a performance deficit?

7. Identify and describe at least two (2) evidence-based interventions (these REQUIRE supporting evidence) that you would use to decrease the target behavior and to put the replacement behavior in its place. Be sure the interventions include changes to antecedent and/or consequent events to decrease probability of problem behavior and/or increase probability of appropriate behavior. Also be sure the interventions align with the determination of skill or performance deficit.

Reference no: EM133990116

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