Reference no: EM133846583
Assignment:
Assess for Automatic Reinforcement
- Does the interfering behavior ever occur when Avery is alone?
- Does the interfering behavior appearto result in sensory consequences that Avery enjoys?
Prompt: Assess for "self-stimulating" functions: visual, auditory, olfactory, or tactile. Does the interfering behavior occur more frequently when [the student] is "bored" or not directly engaged with people and preferred items/activities?
Does theinterfering behavior seem toprovide a "release" orsense ofrelief for[the student]?
Prompt: Assess for arousal reduction. Does the interfering behavior typically occur when [the student] is tense, anxious, frustrated, or angry? Does the interfering behavior occur when [the student] is in pain?
Potential Automatic Reinforcing Consequence
Description
o Sensory stimulation
o Arousal reduction
Background Information:
Avery is a 7th-grade student who has been referred to the school's problem-solving team due to persistent classroom disruptions and incomplete assignments. Avery frequently calls out during lessons without raising his hand, makes off-topic comments during group activities, and has difficulty staying on task during independent work.
Behavior History and Context:
- Avery's teachers note that his off-task behavior and disruptions increase during long assignments or when asked to write. He often crumples papers or walks around the room instead of completing work.
- During one-on-one instruction, Avery is more engaged and participates willingly, though he sometimes complains about feeling "overwhelmed."
- Avery has mild ADHD and takes medication during the school day. However, his teachers report inconsistent effects-sometimes he is calm and focused, and other times, he remains restless and easily distracted.
- His parents indicate that Avery gets frustrated at home during homework time, often stating, "I'm not smart enough to do this." They report that he loves working on hands-on projects, like building models, but avoids academic tasks, particularly writing.
Teacher Observations:
- Avery's math teacher reports that Avery is disruptive when asked to solve problems independently. During group work, he shifts focus to unrelated topics or jokes with peers.
- His language arts teacher notes that Avery is more engaged during discussions but avoids tasks that involve writing.
- When Avery is redirected, he often responds with sarcastic comments or exaggerated sighs, making it difficult to get him back on task.
Parent Input:
- Avery's mother explains that he struggles with low self-esteem regarding academics, particularly in writing.
- She mentions that Avery's father works long hours, and Avery has expressed that he feels frustrated without his father's help on schoolwork.
- Avery thrives in hands-on activities and enjoys working on creative projects like building or painting.