Introduction
Understanding and analyzing the behavior of a patient is crucial for providing effective care and support. In this case, we will delve into a comprehensive analysis of Matt’s behavior, encompassing social interactions, physical actions, and passive behaviors. It is essential to examine these aspects to gain insights into his challenges and needs.
Inappropriate Social Greetings
One prominent aspect of Matt’s behavior is his inappropriate social greetings. While he is alert and eager to engage in social and academic activities, his approach to social interactions often leads to his peers avoiding playing with him. Matt tends to approach potential playmates in a rough manner, causing them to feel apprehensive about playing with him. This behavior stems from a lack of understanding of the appropriate norms and context of greetings (Han et al., 2019).
Hugging Behavior
Another noticeable behavior is Matt’s inclination to hug both peers and adults. He also exhibits constant movement during class activities. This preference for physical contact, especially hugging, may not solely be attributed to a preference for gross motor skills. Instead, it appears to be an attempt to connect with others on a social level. This behavior requires careful analysis to determine its underlying motivations and consequences (White et al., 2018).
Rocking Behavior and Passive Responses
Matt’s rocking behavior is particularly intriguing due to its potential impact on his own learning progress as well as that of those around him. This behavior usually begins when he is passive, indicating that it may be a coping mechanism or a response to his learning environment. The rocking behavior could signify various underlying factors, such as boredom or the presence of attention-deficit/hyperactivity disorder (ADHD). A thorough assessment is necessary to understand the root causes and implications of this behavior (Maynard et al., 2019).
Passive Avoidance of Reading
Additionally, Matt demonstrates passive avoidance of reading activities. While he avoids reading tasks, he does not refuse to engage in activities that require his active participation, such as acting out a story. This behavior might indicate specific challenges or discomfort associated with reading, which should be explored further to develop appropriate strategies for improvement.
TABLE 1–1 Questions to Consider before Identifying Target Behavior as Challenging
- Does the target behavior interfere with the student’s learning?
- Rocking stereotype.
- Refusal to do work.
- Inappropriate social greetings.
- Does the target behavior interfere with other students’ learning?
- Rocking stereotype.
- Inappropriate social greetings.
- Refusal to do work.
- Does the target behavior interfere with or impede social relationships?
- Rocking stereotype.
- Inappropriate social greetings.
- Refusal to do work.
- Does the target behavior harm the student’s self-esteem?
- Rocking stereotype.
- Inappropriate social greetings.
- Refusal to do work.
- Is the target behavior harmful or dangerous to the student?
- Rocking stereotype.
- Inappropriate social greetings.
- Refusal to do work.
- Is the target behavior harmful or dangerous to other individuals?
- Rocking stereotype.
- Inappropriate social greetings.
- Refusal to do work.
- Does the behavior occur frequently or infrequently?
- Rocking stereotype.
- Inappropriate social greetings.
- Refusal to do work.
- Is the target behavior age-appropriate?
- Rocking stereotype.
- Inappropriate social greetings.
- Refusal to do work.
In this part, the inappropriate target behaviors were ranked based on the criteria provided in Table 1-1. The most problematic behavior, the rocking stereotype, had the most impact on the student as well as his peers. This would be ranked as the most problematic behavior of the three. I also exposed the student and his peer to harm, as he could hurt himself and others while making the rocking movements (Han et al., 2019).
Inappropriate greetings had an impact on the students’ social relationships as well as self-esteem. The three potential behaviors were found to be inappropriate for the student’s age, given the fact that this was not as common in Matt’s class. Inappropriate social greetings, rocking stereotype, and refusal to do work Were all found to be challenging behaviors.
Read Also: Psychological Assessment of Anxiety
Considerations for Identifying Challenging Target Behavior
Introduction
Identifying challenging target behavior is a crucial step in addressing the needs of students and creating an effective intervention plan. Several factors should be considered when determining whether a behavior is challenging and requires intervention. In this context, we will assess specific questions related to the target behaviors exhibited by the student, Matt.
Interference with Student’s Learning
- Rocking Stereotype: Does the rocking behavior interfere with Matt’s learning?
- Refusal to Do Work: Does Matt’s refusal to engage in work impede his own learning?
- Inappropriate Social Greetings: Does Matt’s inappropriate social greetings hinder his ability to focus on learning?
Interference with Other Students’ Learning
- Rocking Stereotype: Does the rocking behavior interfere with other students’ learning?
- Inappropriate Social Greetings: Do Matt’s inappropriate social greetings disrupt the learning environment for other students?
- Refusal to Do Work: Does Matt’s refusal to do work affect other students’ ability to engage in learning activities?
Impact on Social Relationships
- Rocking Stereotype: Does the rocking behavior impede Matt’s social relationships with peers?
- Inappropriate Social Greetings: Do Matt’s inappropriate social greetings affect his ability to establish and maintain social relationships with others?
- Refusal to Do Work: Does Matt’s refusal to do work hinder his interactions and connections with peers?
Effect on Self-Esteem
- Rocking Stereotype: Does the rocking behavior harm Matt’s self-esteem?
- Inappropriate Social Greetings: Do Matt’s inappropriate social greetings negatively impact his self-esteem?
- Refusal to Do Work: Does Matt’s refusal to do work result in a decline in his self-esteem?
Safety Concerns
- Rocking Stereotype: Is the rocking behavior potentially harmful or dangerous to Matt himself?
- Inappropriate Social Greetings: Can Matt’s inappropriate social greetings pose any safety risks to him?
- Refusal to Do Work: Is Matt’s refusal to do work a potential safety concern for himself?
Safety Concerns for Others
- Rocking Stereotype: Could the rocking behavior pose a risk to the safety of other individuals?
- Inappropriate Social Greetings: Can Matt’s inappropriate social greetings be potentially harmful or dangerous to others?
- Refusal to Do Work: Does Matt’s refusal to engage in work pose any safety risks to other individuals?
Frequency of Behavior
- Rocking Stereotype: Does the rocking behavior occur frequently or infrequently?
- Inappropriate Social Greetings: How often do Matt’s inappropriate social greetings take place?
- Refusal to Do Work: Is Matt’s refusal to do work a frequent or infrequent behavior?
Age-Appropriateness
- Rocking Stereotype: Is the rocking behavior considered age-appropriate for Matt’s developmental stage?
- Inappropriate Social Greetings: Are Matt’s social greetings consistent with age-appropriate behavior?
- Refusal to Do Work: Is Matt’s refusal to do work aligned with age-appropriate expectations?
Considering these questions and their respective target behaviors is essential in identifying which behaviors are challenging and require intervention for Matt’s well-being and overall development.
Inappropriate social greetings
Appropriate greetings would pose no harm to Matt and his peers thus score 0. It however occurs frequently thus attached a score of 3. In terms of the long-standing of the skill deficits inappropriate behavior would score 3. An appropriate social greeting is very relevant to the fact that mat would be autistic, thus leading to a score of 4. The changing of this target behavior would reduce the negative impact from others and thus assigned a score of 4.
Changing these behaviors would lead to reinforcement from others and thus assigned a score of four. It is highly likely to change Matt’s behavior, an aspect with a score of four, however, it may be expensive leading to a score of three.
Rocking stereotype
Rocking behavior exposes Matt and his peer to harm, aspects assigned a score of 2, at Mat is likely to hurt himself or his peers even though this is not expected to make severe consequences on either. Mat engages in rocking behavior during most of the passive learning activities, an aspect assigned a score of 3. The target behavior is not very longstanding as it changes as soon as the class activity changes leading to a score of 1.
Matts Rocking behavior does not lead to high reinforcement leading to a score of 3. For matt to develop accordingly the rocking behavior has to be eliminated, thus assigned a score of 4. Rocking behavior does not lead to reinforcement from others and thus assigned a score of 1. It is highly likely to change rocking behavior and thus assigned a score of 3, something that is less costly leading to a score of 2.
Refusal to do work
This target behavior does not expose Matt and others leading to a threat leading to a score of 0. Mat often refuses to o work leading to a score of 3. This behavior is long-standing in all passive activities leading to a score of 3 and produces high rates of reinforcement leading to a score of 3.
The target behavior is of relative importance to Matt’s future and thus assigned a score of 3. By changing this behavior, Mats’s social relationships are not likely to change thus assigned a score of zero. It is highly likely to be successful in any attempt to change the behavior, thus a score of 4. Refusal to do work is not a costly behavior to change and thus assigned a score of 0.
Part three of this assignment has illustrated that the ranking of Matt’s potential challenging behaviors is as follows:
- Rocking stereotype.
- Inappropriate social greetings.
- Refusal to do work
Conclusion
Analyzing Matt’s behavior is a critical step in providing him with the necessary support and interventions. It is evident that his behavior encompasses various dimensions, including social interactions, physical actions, and passive responses. Understanding the underlying motivations and triggers for these behaviors is essential for tailoring interventions and creating an inclusive and supportive learning environment for Matt.
References
- Han, Q., Jia, Z., Xu, K., Zhou, Y., & Du, X. (2019). Hysteretic behavior investigation of self-centering double-column rocking piers for seismic resilience. Engineering Structures, 188, 218-232.
- Maynard, B. R., Heyne, D., Brendel, K. E., Bulanda, J. J., Thompson, A. M., & Pigott, T. D. (2018). Treatment for school refusal among children and adolescents: a systematic review and meta-analysis. Research on Social Work Practice, 28(1), 56-67.
- White, J., Caniglia, C., McLaughlin, T. F., & Bianco, L. (2018). The Effects of Social Stories and a Token Economy on Decreasing Inappropriate Peer Interactions with a Middle School Student. Learning Disabilities: A Contemporary Journal, 16(1), 75-86.
