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Branching Behaviors

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by

Cara Maschi

on 6 August 2013

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Transcript of Branching Behaviors

Foundation
Hypothesis
Background...
Branching Behaviors
BIP
Reflection of Interventions
Budapest
San
Francisco
Family
The home environment...
Educational Testing
WJIII Scores:
Math: 101
Writing: 94
Reading: 88
Observable & Reported Behaviors
Inappropriate Language
Physical Aggression
Verbal Threats
Defiance
Hyperactivity
... placement at the alternative setting
Is Bryce SED?
Is Bryce ODD?
Is Bryce ADHD?
To have a successful
transition...
Entry Preparation
Mood Disorder
Medical Diagnosis
ADHD
ODD
Medication is then
prescribed for?
a. ADHD
b. ODD
c. Mood Disorder
FBA
When given a direction by a teacher within the school day, Bryce verbally and/or physically refuses to follow teacher given directions in order to escape the task.
Definition of Target Behavior:
Target behavior increases based on the
time period
Scatter Plot
ABC Chart
What is the function of Bryce's behavior?
What do you notice?
When the teacher's attention is not directed at Bryce within the academic setting, the student shouts out in order to gain teacher attention.
Increasing teacher attention throughout academic tasks
Decrease Bryce's urge to shout out by:
Providing peer support or interaction
Increasing independent work options
Reinforce Behaviors
Teacher Attention; Peer support

Receives green or purple level on the behavior ladder

Mid-morning break

Full playground time and/or afternoon computer time
Consequences
1. Verbal warning


2. Moved to yellow/orange level on the behavior ladder

3. Playground/computer time is reduced by the minute based on the number of non-compliant behaviors


4. Behaviors demonstrated on the non-negotiable list results in red level and office detention
Size of small group
Teacher attention
Varying behaviors
Focus on the goal
What does the data say?
Is there a trend?

Is the intervention working?

Are other behaviors (student/teacher) interfering?
Elementary School Evaluations
One teacher, one IA, 2 BSA, social workers, and 5 emotionally and behaviorally impaired students
Individual needs
At the next BIP Review, the team should consider...
BIP Review
What category might this student be considered?
Are there enough persistent patterns of hyperactivity/impulsiveness? Are the behaviors comparable to similar age children or more severe?
Kerr & Nelson, 2009
Are the behaviors extreme, chronic, or social unacceptable?

Is Bryce's learning impacted, but cannot be explained by intellectual, sensory, or health factors?
Researchers suggest 25-50% of people who exhibit ADHD, also exhibit a form of emotional or behavioral disorder.
Hallahan, Kauffman, & Pullen, 2009
Is there a recurrent pattern of negative, hostile, and defiant behaviors?
Drabick, Ollendick, & Bubier, 2010
McKinney, & Renk, 2007
Are there symptoms such as refusing to comply with adults, arguing with adults, losing one’s temper, and being spiteful and vindictive evident in Bryce's behaviors?
Researchers indicate that ODD is commonly mistaken for ADHD during the pre-school years.
Collaborate with educators, service providers, and family members

Include parents and make them frequent participants rather than un-common contributors

Allow everyone to be part of the transition planning process
Lane & Carter, 2006
Kerr, M.M & Nelson, C.M (2009). Strategies for addressing behavior problems in the classroom. Upper Saddle River: Prentice Hall Publishers.
Drabick, D. G., Ollendick, T. H., & Bubier, J. L. (2010). Co-occurrence of ODD and anxiety: shared risk processes and evidence for a dual-pathway model. Clinical Psychology: Science & Practice, 17(4), 307-318.
McKinney, C., & Renk, K. (2007). Emerging research and theory in the etiology of oppositional defiant disorder: current concerns and future directions. International Journal Of Behavioral Consultation & Therapy, 3(3), 349-371.
Hallahan, D. P., Kauffman, J. M., & Pullen, P. C. (2011). Exceptional learners: An introduction to special education (11th ed.). Boston, MA: Pearson.
References
Keenan, K. (2012). Mind the gap: Assessing impairment among children affected by proposed revisions to the diagnostic criteria for oppositional defiant disorder. Journal Of Abnormal Psychology, 121(2), 352-359.
Lane, K. L., & Carter, E. W. (2006). Supporting Transition-Age Youth with and at Risk for Emotional and Behavioral Disorders at the Secondary Level: A Need for Further Inquiry. Journal Of Emotional And Behavioral Disorders, 14(2), 66-70
Full transcript