Guidelines

Inappropriate behavior can be a barrier to student success. How can teachers and leaders assess behavior and develop a plan to address individual student needs? The theory of Applied Behavior Analysis and its components can be used to assess and improve behavior, both in and outside the classroom. Oftentimes, when we teach skills, we must plan to have them displayed in various settings. Therefore, collaboration is essential when implementing interventions across settings. For example, a child who acts inappropriately on the playground may need different support than a child who displays challenging behavior in class. As you learn about ABA strategies to improve behavior, think about how each strategy could be applied in a different setting or in a different situation. Also, challenge yourself to think how this strategy could be adopted to support a student with different skills and needs.
To prepare for this Assignment: Read module resources and view the video. Then read the following case study. You will use it to complete the assignment.
Case Study: Jordan
Jordan is a 10-year-old fifth-grade student who attends King Elementary School. Jordan lives with his mother, father, and two sisters (ages 1 and 8) in Los Angeles. He enjoys basketball and baseball and computer video games. Academically he is on grade level but he has displayed challenging behaviors that are causing his teachers and family members frustration. These behaviors have put him at risk for being kicked out of school. As reported by his parents, Jordan enjoys spending time with his sisters, parents, and grandparents. The teacher reported that Jordan has difficulty expressing his feelings, but sometimes is able to do so with his mother and with his grandfather. Jordan’s mother reported that during the morning transition to school, there is a struggle. Jordan tries to get back in the bed and says he sleepy. Overall, Jordan is reportedly happy but expresses himself in an aggressive manner. His mother believes that Jordan uses this “aggressive manner” to gain attention, to initiate interactions, and to communicate with others.
Jordan was observed at school across all activities (e.g., recess, class, assemblies), routines (e.g., transitions, group work, independent work), and lessons (e.g., science, math, English). In class, Jordan independently followed the classroom schedule and participated in whole group discussions that were motivating and that he was familiar with the material. However, he called out answers and made inappropriate or rude comments, including arguing with his teacher.
In response to his disruptive behavior, his teacher sat him at a desk slightly isolated from peers while the rest of the classmates were seated in small pods. During independent work times, he was off task and needed frequent prompting to complete his assignments. His off-task behaviors were most prevalent during writing assignments, which he finds difficult. While the class was provided with 15 minutes to complete assignments, Jordan did not listen to the assignment instructions and requested that the teacher repeat the instructions for him to follow. The teacher explained the importance of paying attention in class and told him to sit quietly at his desk. Throughout the time allotted, Jordan did not work on his assignment but rather engaged in various activities including walking around the room, hiding under his desk, and drawing basketball sports teams’ jerseys. Minutes before the end of the assignment, the teacher let Jordan know that he needed to finish his work in order to transition to the next activity. At that time, Jordan diligently began working on his assignment. When the time allotted had ended, Jordan’s assignment was incomplete and of poor quality. The teacher told him that he could redo the assignment at another time and to put away his materials in desk to transition to the next activity.
When dismissed for recess, Jordan went immediately to the basketball court where several other students were shooting baskets. Jordan attempted to join with peers by attempting to rebound the ball or commenting on the shots. Some of his comments were rude and Jordan was rejected by his peers. After several attempts to interact, Jordan walked to another area of the playground, talked to the adult on recess duty, and then played by himself.
Assignment directions:
Using the information gained from the case study, and from the readings, write a paper that addresses the following:
Behaviors:

1. Identify a behavior to reduce.
2. Define a target behavior to teach. (Hint: The behavior you are teaching needs to be appropriate and functional in the other setting. For instance, a student raising his hand to gain attention in class is appropriate, but raising his hand on the playground may not be functional.)
3. Create a behavior plan using an ABA strategy using the Behavior Plan Template. embed
4. Modify the behavior plan to generalize across one other setting. (If you observed in an academic setting, generalize to a nonacademic setting. If you observed in a nonacademic/social setting, generalize to an academic setting.)
5. Consider how technology can be infused into the intervention plan. Describe your plan for infusing technology.
6. As a special education leader, how can you support the use of ABA across academic and social settings in your district school?