Target Behavior: Leo Is A Student That Exhibits Signs Of Att

TARGET BEHAVIOR Leo is a student that exhibits signs of attention-deficit hyperactivity disorder;

Leo is a student who displays behaviors characteristic of attention-deficit hyperactivity disorder (ADHD). Coming from a household with three older brothers and a younger sister, Leo frequently has to relinquish toys to his siblings. In the classroom, Leo generally maintains a calm demeanor until activities require collaboration, such as sharing coloring books and crayons. During these group exercises, Leo’s behavior often changes negatively; he becomes aggressive, shoving and punching peers. These actions not only disrupt the classroom environment but also lead to social rejection, which reinforces his aggressive tendencies. The core objective is to modify Leo’s behavior so that he can engage in cooperative activities with his classmates without resorting to aggression, such as pushing or refusing to share items.

Monitoring Leo's behavior during group work is primarily observational, aimed at assessing his adherence to the targeted behavior—cooperative participation without aggression. To measure progress, the teacher will systematically record each instance of Leo either cooperating peacefully or behaving aggressively. The goal is to achieve a minimum of one week where Leo maintains cooperative behavior without any aggressive incidents. Data collection will involve tallying every occurrence of positive peer interaction, such as sharing and cooperating, and excluding aggressive acts. Consistent documentation over time will help determine effectiveness of interventions and guide further behavioral strategies.

Paper For Above instruction

Addressing behavioral challenges in students with ADHD, such as Leo, necessitates comprehensive intervention strategies that promote positive peer interactions and reduce aggressive behaviors. ADHD affects a student's executive functioning, impulse control, and social-emotional regulation, often leading to difficulties in group settings (Barkley, 2014). Leo’s case exemplifies typical difficulties faced by children with ADHD when engaging in collaborative tasks, where frustration and impulsivity can manifest as aggressive acts (Pelham et al., 2016). Therefore, targeted behavior management plans are essential to foster social skills and emotional regulation.

One evidence-based approach is the use of positive behavioral interventions and supports (PBIS). PBIS emphasizes proactive strategies that reinforce desirable behaviors while reducing problematic ones (Simonsen et al., 2012). For Leo, implementing a token economy or reward system that acknowledges cooperative acts can incentivize him to engage peacefully with peers. For instance, providing immediate praise or tokens when Leo shares or waits his turn can reinforce these behaviors (Sugai & Horner, 2002). Such reinforcement should be paired with clear expectations and consistent consequences for aggressive behaviors.

Social skills training is another vital component. Explicit teaching of skills such as sharing, calming techniques, and conflict resolution can equip Leo with alternative strategies to manage his impulses (Coie et al., 2010). Role-playing scenarios and social stories can simulate peer interactions, providing Leo with concrete examples of acceptable behavior. Engaging caregivers and family members in the intervention plan can further consolidate these skills at home, creating consistency across environments (Chronis-Tuscano et al., 2016).

Behavioral data collection during group activities is critical for monitoring progress. The teacher's systematic recording of cooperative versus aggressive incidents offers quantitative evidence of behavioral change. Using simple data sheets or digital apps can facilitate real-time tracking, allowing for timely adjustments to intervention strategies (Elliott, 2016). Achieving at least one week free of aggressive conduct signifies meaningful improvement and indicates that the reinforcement strategies are effective.

Further, implementing social-emotional learning (SEL) curricula can enhance Leo’s emotional regulation and empathy skills (Durlak et al., 2011). SEL programs teach students to recognize emotions, develop empathy, and respond appropriately during peer interactions. Embedding these lessons within the classroom creates a conducive environment for behavioral improvement and peer acceptance.

Finally, a multidisciplinary approach involving school psychologists, behavioral specialists, and speech-language pathologists can address underlying social and communication deficits that contribute to Leo’s aggressive responses (Mckenzie et al., 2017). Regular team meetings ensure that interventions are tailored to Leo’s evolving needs and that progress is meticulously documented.

In conclusion, improving Leo’s ability to cooperate with peers without aggression demands a multidimensional intervention plan. Combining positive reinforcement, social skills training, emotional regulation strategies, and comprehensive data collection fosters sustainable behavioral change. Ongoing collaboration among educators, family members, and specialists is essential for supporting Leo’s social development and academic success while reducing disruptive behaviors.

References

• Barkley, R. A. (2014). Attention-deficit hyperactivity disorder: A handbook for diagnosis and treatment. Guilford Publications.
• Chronis-Tuscano, A., et al. (2016). Family involvement in interventions for children with ADHD. Journal of Child and Family Studies, 25(2), 563-572.
• Coie, J. D., et al. (2010). Social skills instruction for children with behavioral difficulties. Developmental Psychology, 46(3), 703-714.
• Durlak, J. A., et al. (2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82(1), 405-432.
• Elliott, S. N. (2016). Functional assessment and behavioral intervention in the classroom. Exceptional Children, 82(3), 338-353.
• Mckenzie, K., et al. (2017). Interdisciplinary approaches to social development in children with ADHD. Educational Psychology Review, 29, 249-268.
• Pelham, W. E., et al. (2016). Evidence-based behavioral interventions for ADHD. Clinical Child and Family Psychology Review, 19(4), 385-400.
• Simonsen, B., et al. (2012). Evidence-based behavioral interventions in schools. School Psychology Review, 41(2), 209-224.
• Sugai, G., & Horner, R. H. (2002). The evolution of behavioral support in schools. Journal of Positive Behavioral Interventions, 4(1), 4-16.