Challenging and Appropriate Behaviors

Challenging and Appropriate Behaviors

Identifying a challenging behavior is important when specialists wants to solve or manage developmental disorders. By definition, a challenging behavior is a problematic issue that affects a student including their family members, peers, and adults. Essentially, learning, sexual relationships, and safety are the three critical factors when identifying a challenging behavior (Chandler & Dahlquist, 2015). In this scenario, a case study of a student, Leonard, is presented for analysis-whether his behavior should be categorized as challenging or not. As a third-grade student, Leonard has been profiled by his teacher and referred to a specialized assessment (Chandler & Dahlquist, 2015). This analysis will present in detail if Leonard’s behavior warrants special attention. To arrive into such conclusions, it will be significant to ask several questions including if the behavior interferes with the student’s learning, if the behavior cripples social relationships, if the behavior impedes self-esteem, if the behavior is harmful, and the frequency of such behavior. At the same time, it remains paramount for assessors to extensively analyze these questions by defining the target with close attention to the function rather than the challenging conduct itself. This is because the function of the behavior is more significant compared to the behavior.

The case of Leonard: Challenging Behaviors

As per the descriptions, Leonard shows great appreciation for his teacher and school work. He is polite, compliant, and responds well to positive feedback. On the contrary, he is a poor performer in matters of academic exploits, with physical education, lunch and recess being his favorite time. Moreover, he performs least in math and writing (Chandler & Dahlquist, 2015). Leonard’s fidgety and out-of-seat behavior made his teachers to push his desk to the rear position in the classroom. His stubborn nature has made him return to school with incomplete homework and frequently leave his desk during class activities. In a nutshell Leonard is stubborn, yawns loudly, repeatedly ask questions and sharpens his pencils, drops his books, walks aimlessly in class, and alternates his desk position and even stands on it.

These fidgety conducts are a bother to the rest of the classmates including his teacher. As such, they qualify to be a challenging behavior because they disrupt his learning, which a key component of a challenging behavior. Moreover, his teacher has made recommendations that his conduct is in contrast with learning and general class activities. According to Mrs. Allison, Leonard should be evaluated for multiple services, however, his parents are in denial because they believe otherwise (Chandler & Dahlquist, 2015). From the general observations, Leonard is a candidate who should be subjected to intervention.

Functional Assessment and Intervention Model

A processes that identify a particular target behavior, its purpose, and the factors maintaining behavior can be referred to as Functional Behavior Assessment (FBA). An FBA provides the platform that helps in the identification of what reinforces the challenging behaviors and facilitate the creation of interventions for behavior change. Additionally, the FBA is an effective tool that should be used to help students who experience emotional or behavioral problems that interferes with their learning progress as well as those of their peers (Functional Assessment). If these functional assessments are conducted before challenging behaviors morphs into disciplinary actions, it will create the opportunity for both teachers and guardians to focus more on the positive impacts. This will help create a positive relationships between the teacher and the student including family members. Leonardo is a student who will massively benefit from this approach of assessment. As highlighted, this assessment model will help tame his conduct before it transforms into a disciplinary action. At the same time, Leonardo’s fidgety behavior of walking up and down, disturbing other fellows, as well as other annoying behaviors can be managed more appropriately.

Notably, the FBA is conducted in steps and procedures that are important for the success of the project.  During FBA, the tasked team will gather the requisite information and use the information to make a plan that can help with the behavior. The first step will be to define the behavior. During this stage, the team should be specific and objective and avoid being vague so that the behavior is easily identified. The second step will ensure adequate information is gathered and analyzed. After the analysis, the team should put together which can be tapped from school records, interviews with staff and peers, and tapping information from the student himself. In gathering and analyzing behavior, the aim is to identify when and where the behavior is happening, how frequent, who is around, and the consequences of such behaviors (Waguespack, Vaccaro, & Continere, 2006). For example, Leonard is stubborn, walks aimlessly in class, repeatedly sharpens his pens and asks endless questions. When such information is acquired, it will help the assessors determine the correct intervention which can be laid out to Leonard. Subsequently, the team should find out the reason for the behavior by making the best guess out of the information collected. Finally, the team should make a plan under guidance of a psychologist. This process will entail creating a behavior intervention plan that teaches and rewards positive behaviors by the student.

Ethical Considerations

It is mandatory for behavior analysts and specialists to implement ethical considerations while rolling out their treatment and intervention. Behavior analysts are responsible for every aspect of the behavior program beginning from conceptualization to implementation. At the same time, these intervention can be discontinued if they are not functional. One way of ensuring intervention meets ethical considerations is to put them in writing to clients and other involved parties before implementation of these programs (Professional and Ethical Compliance). The details of the written content must also constitute of what the specialists will accomplish while implementing the task.

At the same time, the rights of the client must be put into consideration. Children must be treated as children and any decision made must be done with the approval of parents or guardians. Moreover, behavior change analysts must consider multiple variables and environmental factors, assessment results, and make recommendations based on the needs of the client. The intervention plans must not be copied or borrowed from other clients.

In conclusion, identifying a challenging behavior is important when specialists want to solve development disorders among children. In any given setting, children will exhibit particular characteristics that are unique in their environment. As such, behavior analysts must use tailored solutions to help these group of children conform to appropriate behaviors. One way of achieving such is through implementing the functional assessment and intervention strategies. This tool is highly effective when creating intervention mechanisms for clients. While administering these solutions, behavior analysts must put into consideration the ethical factors that are crucial for the welfare of the client. Put together, these strategies will ensure positive behavior and improved social relationships that can lead to improved performance in class.

 

 

 

References

Chandler, L. K., & Dahlquist, C. M. (2006). Functional assessment: Strategies to prevent and remediate challenging behavior in school settings. Upper Saddle River, N.J: Merrill Prentice Hall.

Professional and Ethical Compliance Code for Behavior Analysts RECENT NEWS. (n.d.).

Retrieved May 30, 2019, from https://www.bacb.com/

Functional Assessment: What it is and how it works (2020). Understood. Retrieved from https://www.understood.org/en/school-learning/evaluations/evaluation-basics/functional-assessment-what-it-is-and-how-it-works

Waguespack, A., Vaccaro, T., & Continere, L. (2006). Functional behavioral assessment and intervention with emotional/behaviorally disordered students: In pursuit of state of the art. International Journal of Behavioral Consultation and Therapy, 2(4), 463-474. Doi10.1037/h0101000