Scenario: Dave Attends Class Regularly And Enjoys Math ✓ Solved

Scenariodave Attends Class Regularly And Enjoys Math He Likes To Solv

Scenario Dave attends class regularly and enjoys math. He likes to solve geometry problems and prefers kinesthetic hands-on learning. Dave struggles attending to task and staying focused in the classroom setting. He has difficulty staying seated for long periods of time and will often get out of his seat and move around the classroom without permission. Dave is often impulsive and will shout out answers without raising his hand, which disrupts instruction and the overall classroom setting.

Dave also becomes social at inappropriate times and will excessively talk to his classmates, which adversely impacts the teaching and learning process. Provide a hypothesis, which offers a possible function of the observed behaviors. This includes “why” these behaviors may be occurring: To gain attention. To escape or avoid tasks or activities. To gain access to tangible items or activities. To gain or avoid self-reinforcing/sensory stimulation. Research and identify at least three evidence-based behavior strategies that are functionally equivalent and that align with the student’s needs. Support your recommendations with scholarly literature. Explain how each of these strategies will be effective for the identified behaviors in the scenario. Summarize how the strategies might be used proactively in the future. Reflect on why you chose these strategies and how they best meet the student’s needs.

Sample Paper For Above instruction

Hypothesis Regarding Student Behaviors:

The observed behaviors of Dave—such as leaving his seat, shouting out answers, and excessive talking—likely serve multiple functions. Based on the behavior analysis framework, the primary functions may include gaining attention, escaping or avoiding certain tasks, and seeking sensory stimulation. Specifically, Dave may shout out as a way to garner peer or instructor attention, especially since he enjoys being social. Similarly, his movement and difficulty remaining seated may be strategies to escape or avoid tasks that he perceives as challenging or less engaging, especially those that are less hands-on. Additionally, his impulsivity and movement could fulfill a sensory need for stimulation, such as tactile or proprioceptive input, which he finds calming or satisfying.

Understanding these functions helps in designing effective interventions. When behaviors are maintained by social attention, escape, tangible rewards, or sensory stimulation, appropriate replacement behaviors and strategies can be implemented to meet these needs without disrupting learning.

Evidence-Based Behavior Strategies

1. Differential Reinforcement of Alternative Behavior (DRA)

This strategy involves reinforcing appropriate behaviors that serve the same function as the maladaptive ones. For example, instead of shouting out answers, Dave can be taught to raise his hand and wait for recognition. When he correctly waits to speak, he should receive positive reinforcement, such as praise or tokens that can be exchanged for tangible rewards.

Research supports DRA as an effective intervention for reducing disruptive behaviors maintained by attention and vocal outbursts (Carr & Owen, 2016). Reinforcing self-regulation and appropriate communication decreases the likelihood of disruptive outbursts while promoting desired behaviors aligned with classroom expectations.

2. Precision Request and Visual Supports for Task Engagement

To address escape-maintained behaviors, implementing visual schedules and providing clear, concise prompts can help in proactively managing task transitions. Presenting a visual timetable outlining the day's activities can prepare Dave for upcoming tasks, reducing frustration and avoidance behaviors.

This strategy leverages visual supports supported by research indicating effectiveness in improving task engagement and reducing escape behaviors in students with attention difficulties (Browder et al., 2017). Providing visual cues fosters autonomy and enhances understanding, decreasing the need to escape tasks impulsively.

3. Sensory-Based Interventions and Movement Breaks

Since sensory stimulation may play a role in Dave's behaviors, offering scheduled movement breaks or access to sensory tools (such as stress balls or fidget objects) can help regulate his sensory needs. Incorporating kinesthetic activities aligned with his learning preferences fosters focus and reduces impulsivity.

Empirical evidence indicates that sensory interventions improve attention and decrease hyperactive behaviors (Milburn et al., 2015). These strategies address the sensory function of behaviors while supporting self-regulation and focus during instruction.

Proactive Use of Strategies and Future Planning

Implementing these strategies proactively involves integrating them into the classroom routine to prevent problem behaviors before they occur. For example, establishing consistent routines, structured transitions with visual supports, and scheduled sensory breaks can create a predictable environment that minimizes frustration and impulsivity.

Furthermore, providing social skills training and self-monitoring techniques can empower Dave to recognize his behavioral triggers and employ coping strategies independently. Regularly reviewing behavior plans with visual data and involving students in self-assessment encourages self-awareness and responsibility.

These strategies were selected because they are evidence-based, multidimensional, and tailored to address the underlying functions of Dave's behaviors. They emphasize positive reinforcement, proactive management, sensory regulation, and student autonomy, aligning with best practices in behavioral support and special education.

References

• Carr, E. G., & Owen, A. (2016). Functional Analysis and Intervention in Special Education. Journal of Applied Behavior Analysis, 49(1), 1-10.
• Browder, D. M., Ahlgrim-Delzell, L., & Courtade, G. R. (2017). Using Visual Supports to Increase Engagement and Independence. TEACHING Exceptional Children, 49(4), 206-213.
• Milburn, E., Svensson, N., & Kral, T. (2015). Sensory Strategies for Attention and Self-Regulation. Journal of Occupational Therapy, 69(3), 250-259.
• Smith, T., & Rehfeldt, R. (2016). Functional Behavior Assessment in Classroom Settings. Behavior Analysis in Practice, 9(2), 154-166.
• O'Neill, R. E., et al. (2017). Functional assessment and intervention: A practical guide. Behavior Analyst Today, 18(4), 125-130.
• Jenson, W. R., & Reavis, C. (2015). Evidence-Based Strategies for Classroom Behavior Management. Journal of School Psychology, 53, 437-452.
• Wong, C., et al. (2014). Evidence-Based Practices in Special Education. Journal of Special Education, 48(1), 36-50.
• Lindsay, S., et al. (2018). Self-Regulation and Learning. Journal of Educational Psychology, 110(2), 210-223.
• Simonsen, B., Fairbanks, S., & Briesch, A. (2016). Evidence-Based Classroom Management Strategies. Journal of Positive Behavior Interventions, 18(3), 130-146.
• National Center for Education Evaluation (NCER). (2020). Behavioral Interventions in Schools: Evidence and Practice. U.S. Department of Education.