Scenario: Theresa rarely finishes her class work. How could she? She’s up, she’s down, she’s wandering all around. Her teacher, Ms. Lowe, seems always to be asking her to return to her desk and begin working. Theresa almost never has her book or her pencil out, and during class transitions she is the last to be ready. Ms. Lowe believes that Theresa’s out-of-seat behavior and procrastination are contributing to her poor grades. She needs to assess the situation and determine which of these behaviors is the most problematic.
Possible Strategies: Duration recording • Interval recording • Latency recording
Replacement behavior: I want my student to remain seated during instruction.
Problem behavior: Theresa is procrastinating, never prepared for class, last one to be ready.
What will be done to increase the occurence of the replacement behavior? Describe the two interventions in detail:
Pick 2 functional interventions (from below) Ensure that both functions match the problem behavior and/or social/emotional concern
F-1 Chart daily successes
F-2 Use preferred activities as reinforcer
F-3 Spend individual time with the student
F-4 Recognize small steps approximating the desired behavior
F-5 Assign classroom responsibility.
F-6 Student self-monitoring of progress
F-7 Reward competing behaviors
F-8 Call home to share news of the student effort/success
F-9 Use of positive referrals
In the scenario presented, Theresa exhibits disruptive classroom behavior characterized by her procrastination, inability to stay seated during instruction, and lack of preparedness. These behaviors significantly impact her academic performance. To address this issue, two functional interventions will be discussed, each targeting the underlying functions of Theresa’s behavior. The chosen interventions aim to increase her engagement, improve her classroom readiness, and foster a more conducive learning environment.
This functional intervention is aimed at encouraging Theresa’s active participation in class by recognizing and rewarding her small steps toward remaining seated during instruction and better preparation. To implement this intervention effectively, Ms. Lowe should:
Observation and Documentation: Ms. Lowe should closely monitor Theresa’s behavior during class, noting any instances when Theresa makes an effort to remain seated or shows signs of improved readiness for instruction.
Immediate Feedback: When Theresa demonstrates a small step toward the desired behavior, such as taking out her book or pencil promptly, Ms. Lowe should provide immediate positive feedback. This can be in the form of verbal praise or a small tangible reward.
Reinforcement Schedule: To encourage sustained progress, Ms. Lowe should establish a reinforcement schedule based on consistent and repeated approximations of the target behavior. Rewards should be meaningful to Theresa, such as extra free time or a preferred classroom privilege.
Clear Expectations: Ms. Lowe should communicate clear expectations to Theresa, highlighting the specific behaviors that are being recognized and rewarded. Clarity and consistency are essential for the success of this intervention.
This intervention is designed to address any underlying social or emotional concerns that may be contributing to Theresa’s disruptive behavior. Spending individual time with the student allows Ms. Lowe to build a supportive and nurturing relationship with Theresa, promoting a sense of belonging and engagement. To implement this intervention effectively:
Regular Check-Ins: Ms. Lowe should schedule regular one-on-one sessions with Theresa outside of regular class time. These sessions provide a safe and private space for Theresa to express herself and for Ms. Lowe to understand her concerns.
Active Listening: During these sessions, Ms. Lowe should focus on active listening, creating an empathetic and non-judgmental environment where Theresa feels comfortable sharing her thoughts, worries, or challenges.
Problem-Solving: Together with Theresa, Ms. Lowe can collaboratively identify specific triggers or barriers contributing to her procrastination and out-of-seat behavior. This problem-solving approach helps Theresa take an active role in addressing her concerns.
Positive Reinforcement: As the relationship between Theresa and Ms. Lowe strengthens, the positive rapport developed can serve as a motivating factor for Theresa to improve her behavior.
Theresa’s classroom behavior can be addressed effectively through the implementation of functional interventions. By recognizing small steps approximating the desired behavior and spending individual time with the student, Ms. Lowe can address both the academic and social/emotional concerns underlying Theresa’s behavior. These interventions create a positive and supportive learning environment, fostering her academic success while also helping her address any social or emotional concerns that may be contributing to her behavior.
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