Behavior Management in the Classroom D1

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Ashford 5: – Week 4 (Mar 07 – Mar 14)

Overview

Assignment	Due Date	Format	Grading Percent
The Medication Debate	Day 3 (1st post)	Discussion	3
Where to Educate?	Day 7	Journal	2
Functional Behavior Assessment	Day 7	Assignment	10

Note: The online classroom is designed to time students out after 90 minutes of inactivity. Because of this, we strongly suggest that you compose your work in a word processing program and copy and paste it into the discussion post when you are ready to submit it.

Learning Outcomes

This week students will:

1. Analyze educational interventions directed at helping students maintain and/or change their social and academic behaviors.
2. Evaluate the effectiveness of an intervention plan to modifications as necessary.
3. Evaluate the various types of medication prescribed to treat behavior problems and its effectiveness.

Introduction

Welcome to Week Four! Behavior- based disability diagnosis has been on the rise for the past 10 years in the United States and, with this, comes the breakthrough of new medications being prescribed more than ever before. This week, you will learn about the different types of medication that regulate problem behavior, which can be controversial. After watching a video on medicating children with bipolar disorder and websites about the purpose, effects, and side effects of ADHD medication, you will be able to make a more informed decision.

Also this week, you will review the elements of a functional behavior assessment (FBA) including how to analyze an antecedent behavior consequence (ABC) chart that was introduced last week, identify the target behavior, and hypothesize the purpose of that behavior.

Required Resources

Required Text

1. Zirpoli, T. J. (2016). Behavior Management: Positive Applications for Teachers (7th ed.). Upper Saddle River, N.J.: Pearson.
   1. Chapter 8: Formal Behavioral Assessment
      • This chapter describes the uses and features of a formal behavioral assessment. Specific examples of methods and instruments used in behavioral assessment are described.
   2. Chapter 9: Functional and Curriculum-Based Assessment
      • The premise of this chapter is that all behaviors serve a purpose. The focus of this chapter is to encourage teachers to search for the purpose or function of problem behaviors as part of any behavioral assessment and plan to decrease or eliminate the behavior. This chapter also makes the case that there is a significant relationship between a student’s behavior and academic readiness with respect to the classroom curriculum. Curriculum-based assessment (CBA) is defined as a strategy for matching students’ needs and abilities with classroom curriculum in order to decrease the antecedents to challenging classroom behavior.

Articles

1. Curran, C. M. (n.d.). Encouraging appropriate behavior. The Iris Center. Retrieved from http://iris.peabody.vanderbilt.edu/case_studies/IC…
   1. • This is a guided tutorial from The Iris Center that assists students in understanding a behavior and creating a functional behavior plan.
2. McIntyre, T. (n.d.). Functional behavior assessment (FBA). Retrieved from http://www.behavioradvisor.com/FBA.html
   1. • This webpage provides a clear description of FBA, its basic function, and how to conduct a functional behavior assessment.
3. New Mexico Public Education Department. (2010). Functional behavioral assessment: Conducting a functional behavioral assessment (FBA). In Addressing student behavior: A guide for educators (Revised 2010, November). Retrieved from http://www.ped.state.nm.us/RtI/behavior/4.fba.11.2…
   1. • An additional document on the FBA process including examples, sample forms, and documents.
4. Quinn, P. (2012). Drug treatment of ADHD. WebMD. Retrieved from http://www.webmd.com/add-adhd/guide/adhd-medical-t…
   1. • This article lists the types of medication used to treat hyperactive behaviors in children diagnosed with ADD & ADHD. It also includes some of the known side effects.

Multimedia

1. Frontline. (2001, April 10). Medicating kids – Frontline, chapter 1: Nicholas’s story [Video file]. Retrieved from http://www.pbs.org/wgbh/pages/frontline/video/flv/…
2. The IRIS Center. (n.d.). Functional behavioral assessment: Identifying the reasons for problem behavior and developing a behavior plan [Module]. Retrieved from http://iris.peabody.vanderbilt.edu/fba/chalcycle.h…

Recommended Resources

Website

1. Centers for Disease Control and Prevention. (2013). Attention-deficit / hyperactivity disorder (ADHD). Retrieved from http://www.cdc.gov/ncbddd/adhd/data.html
   1. • This website reviews ADHD statistics including prevalence and medical treatments.

Discussion
To participate in the following discussion, go to this week’s Discussion link in the left navigation.

1. The Medication Debate

   Over the past 10 years, children being diagnosed with behavioral problems relating to disabilities such as ADHD and bipolar disorder have risen exponentially. Furthermore, the Center for Disease Control (CDC) states that in 2007, 5.4 million children, ages 4 to 17, have been diagnosed with ADHD, and 2.7 million are taking some type of prescribed medication (Centers for Disease Control and Prevention, 2013).

   After watching the video, Medicating kids – Frontline, chapter 1: Nicholas’s story, and visiting the webpage, Drug treatment of ADHD, state your opinion in regard to using medication to modify children’s behavior. Do you believe that parents should be required to inform teachers if their child is taking a behavior modifying drug? What medication do you feel should have mandatory disclosure, which should be optional, and why? Finally, should behavior therapy be mandatory for any child taking a prescribed behavior modification drug? Include at least one additional source to help support your argument.

   Guided Response: Respond to at least two of your classmates with whom you do not agree. Try to convince your classmates of your perspective using at least one additional outside resource that includes a literature review or new research to support your assertion.

   Carefully review the Discussion Forum Grading Rubric for the criteria that will be used to evaluate this Discussion Thread.

Journal
To complete the following journal entry, go to this week’s Journal link in the left navigation.

1. Where to Educate?
   

If you were a parent of a child diagnosed with a behavior problem caused by a neurological disorder such as bipolar, ADHD, or sensory processing disorder, would you want your child to be educated in the general classroom with typically-developing or non-disabled peers, or in a smaller, more restrictive environment where there is a smaller teacher-to-student ratio with other children who have similar disabilities? Provide a rationale for your decision and use outside resources to support your perspective. List at least three intervention strategies you would use, as a teacher, to include this student in your classroom. Be sure to write which age/grade-level you’ve chosen, along with the appropriate behavior intervention strategies.

Carefully review the Grading Rubric for the criteria that will be used to evaluate your journal entries.

Assignment
To complete the following assignment, go to this week’s Assignment link in the left navigation.

1. Functional Behavior Assessment

   Every behavior is exhibited either to gain or avoid something. When learning to modify a target behavior, the first step is to find out what is the function of the behavior (gaining or avoiding), and then identify its purpose.

   Read Chapter 8, Formal Behavior Assessment, and Chapter 9, Functional Behavior Assessment, in your textbook. Then, read the articles, Functional behavior assessment (FBA) and Functional behavioral assessment: Confucting a functional behavioral assessment (FBA).

   Complete the STAR legacy module, Functional Behavioral Assessment: Identifying the Reasons for Problem Behavior and Developing a Behavior Plan, beginning with the “Challenge” section and following the self-guided tutorial. Complete the following seven “Assessment” questions (also at the conclusion of the module):

   • Describe a school-based example of two of the following: positive reinforcement, negative reinforcement, punishment, or extinction.
   • Discuss at least two benefits of conducting an FBA to address problem behaviors.
   • After watching the video (located in the assessment section of the module), and filling out the A-B-A analysis form on Kira (the girl in the white shirt), discuss what the function of Kira’s behavior is.
   • Nigel’s problem behavior includes cursing, making derogatory comments toward other students, yelling, spitting, and shoving chairs. Discuss the type of a measurement system you would use to collect data on Nigel’s problem behaviors and explain your answer.
   • Using the information on the matrix for Nigel (located in the assessment section of the module), determine a possible function of the behavior. Be sure to include a hypothesis statement.
   • Look at the graph (located in the assessment section of the module). The objective of the function-based intervention was to reduce the instances of Nigel’s problem behaviors (i.e., cursing, making derogatory comments toward other students, yelling, spitting, and shoving chairs) during a twenty-minute small-group activity. Discuss whether or not the intervention was successful. If you were the teacher, would you keep, modify, or discontinue the intervention? Explain your answers.
   • Discuss how you would go about evaluating an unsuccessful intervention. Include two specific factors that you would examine and explain why they are important.

   Each of your answers should be at least half a page in length, double spaced. You must support your ideas with at least two additional sources (with the exception of questions 3 and 6). You may also reference your personal experience in addition to your sources. Your paper should be four to six pages in length, excluding the title page and reference page, and formatted according to APA guidelines, as outlined in the Ashford Writing Center.

   Carefully review the Grading Rubric for the criteria that will be used to evaluate your assignment.

Week 1 Learning Outcomes

1. Analyze educational interventions directed at helping students maintain and/or change their social and academic behaviors.
2. Evaluate the effectiveness of an intervention plan to modifications as necessary.
3. Evaluate the various types of medication prescribed to treat behavior problems and their effectiveness.

Week 1 Tasks

1. Read from your textbook, Behavior management: Positive applications for teachers.
   • Chapter 8: Formal Behavioral Assessment
   • Chapter 9: Functional and Curriculum-Based Assessment
2. Read the articles and visit the websites listed in this week’s required resources.
3. Read the key notes and additional tips & hints throughout this guidance.
4. Post and respond twice in the discussion about the medication debate.
5. Complete the journal entry about where to educate.
6. Complete the assignment about the functional behavior assessment.
7. For each assignment, review the grading rubric so that you know what’s expected.
8. Address every component of your discussions and assignments.

This Week’s Essential Learning

All behaviors serve a purpose. The behavior intervention plan (BIP) (Chapter13) is a plan of action designed to decrease or eliminate challenging behavior. To create a plan of action, one must first identify the specific behaviors that are interfering with a student’s ability to succeed with academics, social interaction, communication, or safety. The process that identifies the specific behaviors is known as a functional behavior assessment (FBA). Let’s say that the FBA is considered the X on a map, as depicted above. Data collection, then, would be considered the clues you follow to complete the FBA and discover the function, or purpose, of a behavior. Much like a treasure hunt, the behavioral clues propel the process. To ensure the data you collect is valid and reliable, it is of paramount importance that you adhere to the following guidelines:

• Identify the target behavior(s).
• Ensure each behavior is observable and measurable.
• Prioritize the target behavior(s) according to severity or need for remediation.
• Ensure each behavior is clearly defined, described objectively, and stated in positive terms.
  • What is the frequency, duration, and intensity of a behavior?
  • Is the setting of events in or out of school?
  • What are the antecedents that trigger a target behavior?
  • What happens after a target behavior occurs?
  • What are the consequences given for a behavior?
  • What is the function or purpose of each behavior? (For example, is the motivation behind the behavior to gain or avoid something?)
  • What are positive replacement behavior(s)?
  • What are strategies that will reinforce and maintain appropriate behaviors?

• Completing observations within a naturalistic environment is preferable.
• Gaining input from interviews by teachers, parents, or others will help clarify and prioritize target behavior(s).

In addition to reading Chapters 8 and 9, this week you will be delving into the decades-old and hotly debated topic of the appropriateness of prescribing medication for children based upon clinical diagnoses of ADHD, bipolar disorder, and other biological and psychological disorders. In my personal school setting, students manifesting symptoms of or a diagnosis of depression, anxiety, or bipolar disorder has increased in staggering numbers over the past ten years. Students with suicidal ideation are admitted for evaluation in a mental health facility on a weekly basis. Many children have been prescribed multiple types of medication to address their emotional and psychological needs. All aspects of a student’s life can be negatively impacted by their disorders, including health, attendance, academic progress, social interaction, parent-child relationships, and sibling relationships. It is critical that professional educators are knowledgeable about these disorders so that they can work effectively with their students and support their families as best as possible.