Reference no: EM133846609
Assignment:
IDENTIFY AND DESCRIBEMOTIVATIONAL "TRIGGERS" (MOs)
Note: Focus on the Most relevant to occurrences of the target interfering behavior.
What seems to trigger the interfering behavior? What could I do right now to make the interfering behavior happen?
Prompt: Identify relevant conditions of deprivation or restricted access. Consider deprivation of sleep, food, or other basic needs; divided/diverted attention; and restricted access to reinforcers.
Prompt: Identify aversive stimuli/events that evoke interfering behavior. Consider physical pain and discomfort, unpleasant social interactions, nonpreferred task demands, and unpleasant thoughts and emotions.
Potential MO
Description
o Deprivation of physical wants/needs
o Divided or diverted attention
o Restricted/denied access to reinforcers
o Physical pain/discomfort
o Unpleasant thoughts/emotions
o Nonpreferred tasks/activities
o Aversive social situations
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.