Inappropriate Social Boundaries
Definitions related to functions of behavior include:
Access: Behavior may result in obtaining an activity, item, stimuli, or materials.
Escape: Behavior may terminate or postpone undesired events or tasks.
Attention: Behavior may be reinforced by the reactions from others (can include adults and peers).
Sensory/Automatically control: Behavior does not depend on the actions of others to provide an outcome and behavior may occur even if student is alone. The behaviors produce their own reinforcement (example: fingers in mouth are reinforced by physical stimulation of either the hand or the mouth).
Based on the above assessment the hypothesized function for each of the behavior(s) is as follows: Based on interviews and observations, it …show more content…
is hypothesized the target behaviors serve more than one function.
Brendan may engage in Inattention in an attempt to meet his sensory needs. It is believed that attention scored high due to the current response of teachers redirecting Brendan. Escape may have also scored high as it appears Brendan is not focused on the work or instruction at the time he engages in inattention.
Inappropriate Social Boundaries is believed to serve an attention seeking component.
Through observation and staff interview it appears Brendan seeks a reaction of others including positive interaction from peers. Brendan appears to react impulsively to attention seeking behavior. This may have impacted responses to the possible sensory based functions. Escape may have scored higher by two raters as when they have seen this behavior Brendan is not following the task at hand.
It is hypothesized that physical behaviors again serve an attention seeking function, and again due to the impulsive view of the behavior a sensory function can impact rates of behavior.
Recommendations:
• Brendan may benefit from social skills training using curriculums that support student interactions. o Curriculums should include repeated measures of skill acquisition and standardized language, with lessons building upon each other. o Classroom and support staff should be trained in the use of standardized language for in vivo carryover.
• Brendan may benefit from additional strategies to use in class (i.e. get a drink of water, go to quieter area for deep breathing) if his inattentive or impulsive behaviors become overwhelming and
distracting. o This may need to be identified by staff until Brendan develops a better sense of self-monitoring.
• As Brendan’s behaviors have decreased in frequency and intensity, since the start of heightened supervision, the team should create a systematic fading procedure of this support. o This should be done in very small increments and built upon Brendan’s success in avoiding behavioral episodes. o Identifiers and criteria should be set from the start that would require the supervision level to return.
Access: Behavior may result in obtaining an activity, item, stimuli, or materials.
Escape: Behavior may terminate or postpone undesired events or tasks.
Attention: Behavior may be reinforced by the reactions from others (can include adults and peers).
Sensory/Automatically control: Behavior does not depend on the actions of others to provide an outcome and behavior may occur even if student is alone. The behaviors produce their own reinforcement (example: fingers in mouth are reinforced by physical stimulation of either the hand or the mouth).
Based on the above assessment the hypothesized function for each of the behavior(s) is as follows: Based on interviews and observations, it …show more content…
is hypothesized the target behaviors serve more than one function.
Brendan may engage in Inattention in an attempt to meet his sensory needs. It is believed that attention scored high due to the current response of teachers redirecting Brendan. Escape may have also scored high as it appears Brendan is not focused on the work or instruction at the time he engages in inattention.
Inappropriate Social Boundaries is believed to serve an attention seeking component.
Through observation and staff interview it appears Brendan seeks a reaction of others including positive interaction from peers. Brendan appears to react impulsively to attention seeking behavior. This may have impacted responses to the possible sensory based functions. Escape may have scored higher by two raters as when they have seen this behavior Brendan is not following the task at hand.
It is hypothesized that physical behaviors again serve an attention seeking function, and again due to the impulsive view of the behavior a sensory function can impact rates of behavior.
Recommendations:
• Brendan may benefit from social skills training using curriculums that support student interactions. o Curriculums should include repeated measures of skill acquisition and standardized language, with lessons building upon each other. o Classroom and support staff should be trained in the use of standardized language for in vivo carryover.
• Brendan may benefit from additional strategies to use in class (i.e. get a drink of water, go to quieter area for deep breathing) if his inattentive or impulsive behaviors become overwhelming and
distracting. o This may need to be identified by staff until Brendan develops a better sense of self-monitoring.
• As Brendan’s behaviors have decreased in frequency and intensity, since the start of heightened supervision, the team should create a systematic fading procedure of this support. o This should be done in very small increments and built upon Brendan’s success in avoiding behavioral episodes. o Identifiers and criteria should be set from the start that would require the supervision level to return.