Teachers must work collaboratively with colleagues, school staff, and parents to develop and implement behavior plans for students engaging in challenging behaviors. All stakeholders need to have a clear understanding of the plan and the steps to take to ensure the student is learning behaviors that are more appropriate. Each member of the team must also know how to implement the consequences when/if a student does not engage in appropriate behavior. In some cases, behavior can be severe; all members of the team need to be aware of how to respond to a student in crisis.

Review the scenario below to inform the assignment:

Michael is a seventh grader who is in his first year of rotating from class to class. Michael has shown that he really enjoys his homeroom teacher, Mrs. Thomas, who also happens to be the special education teacher. Mrs. Thomas takes Michael out of his reading class, for half of the class time, to provide his reading minutes according to his IEP. While Michael is serviced in reading only, Mrs. Thomas will take Michael out during all testing to provide a quiet, more 1:1 environment for testing. All of Michael’s teachers are male aside from Mrs. Thomas.

Mrs. Thomas was called into a team meeting to discuss Michael’s behaviors in his other classes.

All of the other teachers reported during the meeting that Michael is disruptive in class. His social studies teacher has noted that Michael is redirected at least three times each class period for talking with other students or being out of his seat. His social studies teacher also noted that Michael enjoys talking about baseball and video games with his classmates rather than participating in class or completing tasks. When redirected a few times last week, Michael asked to use the restroom and was out of the classroom for at least 15 minutes each time.

Michael’s math teacher also reported that periodically Michael shouts out during class or talks with others during instruction and independent work time. The math teacher has tried to redirect his behavior, but like his social studies teacher mentioned when redirected, Michael will ask to use the restroom or see the nurse and remain out of the classroom for the duration of the period. This causes Michael to miss instruction and not complete work.

Both teachers report that Michael will often doodle with highlighters or pencils on his assignment when redirected to get on task. Mrs. Thomas was shocked since Michael does not display any of these behaviors during the times he is with her.

Use the “Student Goals and Intervention Template” to complete this assignment.

Part 1: Intervention Plan

Referring to the scenario provided, identify an operational definition of the target behavior, outline 3 aligning function of behavior goals, and an intervention plan for these goals.

Using the “Student Goals and Intervention Template,” identify and outline the following within Michael’s intervention plan:

• Replacement behavior and specific steps to be implemented that will change the behavior based on information from teacher data
• Strategies to manage (reduce target behavior) situations and consequences based on information from observations.
• Any rewards and reinforcements.
• Progress monitoring (what data will be collected and in what manner).
• Steps to respond to any escalation of behavior.

Part 2: Crisis Plan

A crisis intervention plan are procedures to follow when reducing the target behavior is ineffective. The goal to maintain safety for all students and staff. Many schools and districts have crisis plans to follow with the goal of maintaining safety for all students and staff.

Create a descriptive crisis plan in a way that others can easily follow once it is determined that reducing the target behavior has been unsuccessful. Consider the following if the target behavior escalates:

• How long should a staff member allow the target behavior to continue before implementing the crisis plan?
• At what point should the student exhibiting the target behavior be removed from the classroom or when should other students be removed for safety? Where does the student or students go?
• When should administration be involved?
• At what point should local authorities or the school-based officer be contacted?
• At what point should parents/guardians be contacted?
• How will you know the crisis is over and full de-escalation has occurred? What happens then?

Part 3: Summary

After completing the intervention plan, include a 50-100 word summary describing the role Mrs. Thomas has in communicating Michael’s needs to and collaborating with his general education teachers .

Support each scenario response with 1-2 scholarly resources specific to current engagement theories and strategies.

Question 1

2.5 / 2.5 points

According to constructive discipline and behavior modification, the BEST way to extinguish a negative behavior is to:

Question options:

 

 

a)

never reinforce the negative     behavior.

 

 

b)

give a negative reinforcement     when the behavior occurs.

 

 

c)

find a positive behavior to     reward instead.

 

 

d)

cause extinction of the behavior     by punishing the child.

 

Question 2

0 / 2.5 points

 

When children are begging to help clean up, be the line leader, be the homework helper, and overall have a chance to shine in their classroom, their teacher has made them feel:

Question options:

 

 

a)

helpful.

 

 

b)

needed.

 

 

c)

loved.

 

 

d)

significant.

 

Question 3

2.5 / 2.5 points

 

The type of written observation that involves longer documentation of a child’s behaviors, including the observer’s thoughts and comments, is called:

Question options:

 

 

a)

running records.

 

 

b)

anecdotal notes.

 

 

c)

time sampling.

 

 

d)

event sampling.

 

Question 4

2.5 / 2.5 points

 

Trust is formed:

Question options:

 

 

a)

outside the classroom.

 

 

b)

in the teen years.

 

 

c)

in the first years of life.

 

 

d)

by age 10.

 

Question 5

2.5 / 2.5 points

 

Pam is throwing bits of paper at Eli during quiet reading time. She is a struggling reader and her teacher, Mrs. Johnson, can tell she is not able to read independently during this time. Mrs. Johnson could help Pam by:

Question options:

 

 

a)

allowing Pam to do a different     quiet activity during reading time.

 

 

b)

ignoring Pam’s behavior and     putting her in a spot where she will not disturb others tomorrow.

 

 

c)

having Pam pick up the paper and     return to her seat to read easier books.

 

 

d)

allowing Pam to read with a fifth-grade     partner during reading time.

 

Question 6

0 / 2.5 points

 

The type of written observation that involves recording each time a child displays a particular behavior, such as hitting, is called:

Question options:

 

 

a)

anecdotal notes.

 

 

b)

running records.

 

 

c)

event sampling.

 

 

d)

time sampling.

 

Question 7

2.5 / 2.5 points

 

Nora has been to the clinic three days this week with a stomachache. The nurse lets her lie down for ten minutes and then Nora seems fine and heads back to class. Which of the following is MOST likely causing Nora’s problem?

Question options:

 

 

a)

A stomach virus

 

 

b)

The flu

 

 

c)

Another child upsetting her

 

 

d)

A need for attention

 

Question 8

0 / 2.5 points

 

Mary is conducting story-time with her pre-kindergarten class. She is having trouble with seven or eight children who are not sitting still and are not listening to the story. Mary has tried several “I messages” and reinforcing messages to those who are seated. What is the BEST way for Mary to handle this problem?

Question options:

 

 

a)

Remove the disruptive children     from story time to a calming area until they are ready to listen.

 

 

b)

Stop reading the story and have     the children go sit at the tables for a more exciting letter activity.

 

 

c)

Continue with the story and     ignore the interruptions as long as the other children can hear.

 

 

d)

Stop reading and play an     energetic game or sing an action song.

 

Question 9

0 / 2.5 points

 

Mr. Goldstein is working on a cooking project with his first grade class. While some children chop apples with plastic knives, five children at a time are working with Mr. Goldstein to mix a piecrust. Each child at the table is getting a turn to mix the crust with their fingers. Jindira is mixing when Kim gets impatient and pushes Jindira to the side so she can have her turn. According to constructive discipline, an appropriate consequence for Kim would be to send her:

Question options:

 

 

a)

to time out for five minutes and     then allow her to have a turn.

 

 

b)

back to apple chopping and tell     her she has lost her turn.

 

 

c)

back to apple chopping after she     has apologized to Molly.

 

 

d)

back to apple chopping and tell     her she may return when she is ready to wait for her turn.

 

Question 10

2.5 / 2.5 points

 

Hitting, kicking, biting, and spitting can be an indication that a child is having trouble with emotional regulation skills or that she needs help with __________ skills.

Question options:

 

 

a)

cognitive

 

 

b)

physical

 

 

c)

language

 

 

d)

gross motor

 

Question 11

2.5 / 2.5 points

 

For children to feel secure in their environment, there must be limits and behavior expectations, or guidelines. Two classroom guidelines children can easily remember are to be kind and:

Question options:

 

 

a)

safe.

 

 

b)

careful.

 

 

c)

take care of people and things.

 

 

d)

a good listener.

 

Question 12

2.5 / 2.5 points

 

Which one of the following ideas will NOT help children to feel personal ownership in their classroom?

Question options:

 

 

a)

Giving children the right to     label works in progress, such as block structures, with their name

 

 

b)

Labeling a child’s school     supplies with his or her name

 

 

c)

Allowing a child to play with     all of the blocks for 25 minutes each day

 

 

d)

Giving each child a designated     desk or table spot

 

Question 13

2.5 / 2.5 points

 

In Ms. Chen’s two-year-old room, Brendan is working hard to build a block tower. The tower falls each time Brendan tries to stack the third block onto the second block. After three tries, Brendan throws the blocks wildly and begins to scream and cry. Which one of the following statements about Brendan is TRUE?

Question options:

 

 

a)

Brendan is having trouble     regulating his emotions.

 

 

b)

Brendan is not cognitively ready     to stack blocks.

 

 

c)

Brendan does not have the gross     motor skills to stack blocks.

 

 

d)

Brendan is not playing with an     age-appropriate toy.

 

Question 14

2.5 / 2.5 points

 

Lying, stealing, and cheating are all signs of:

Question options:

 

 

a)

emotional immaturity.

 

 

b)

lack of understanding.

 

 

c)

social withdrawal.

 

 

d)

developmental delay.

 

Question 15

2.5 / 2.5 points

 

When children have arguments about sharing toys, it is usually because young children have:

Question options:

 

 

a)

undeveloped cognitive skills.

 

 

b)

irrational thinking patterns.

 

 

c)

undeveloped social skills.

 

 

d)

undeveloped language skills.

 

Question 16

2.5 / 2.5 points

 

A child _________ should NOT be considered a discipline problem.

Question options:

 

 

a)

bullying other students

 

 

b)

rolling his eyes

 

 

c)

sticking out her tongue

 

 

d)

wetting their pants

 

Question 17

0 / 2.5 points

 

Real choices are:

Question options:

 

 

a)

given to provide a chance to     satisfy the child’s need for control.

 

 

b)

chosen to grow the child’s     critical-thinking skills.

 

 

c)

determined by the adult and     child together.

 

 

d)

chosen to get the child to     always cooperate.

 

Question 18

2.5 / 2.5 points

 

When communication is undeveloped, all of the following strategies can help EXCEPT:

Question options:

 

 

a)

having a cool down period.

 

 

b)

scaffolding each child as     needed.

 

 

c)

discouraging the child to use     art.

 

 

d)

role playing.

 

Question 19

2.5 / 2.5 points

 

Mrs. Miller sees Brittany putting Legos from the manipulative shelf into her book bag. According to constructive discipline, Mrs. Miller should:

Question options:

 

 

a)

confront Brittany immediately     and discuss why stealing is wrong.

 

 

b)

tell the class that no one will     go out for recess until the Legos are returned.

 

 

c)

ask Brittany to show her book     bag to Mrs. Miller.

 

 

d)

give Brittany a chance to return     the Legos on her own without confrontation.

 

Question 20

2.5 / 2.5 points

 

Preparing to meet long-term goals for children’s social and emotional development requires teachers to observe children’s behavior. The most common forms of observation for these purposes are written records, __________, event sampling, and time sampling.

Question options:

 

 

a)

anecdotal note-taking

 

 

b)

videotapes

 

 

c)

audiotapes

 

 

d)

photographs

 

Question 21

2.5 / 2.5 points

 

One of the BEST ways to discover children’s special talents is:

Question options:

 

 

a)

let them help others.

 

 

b)

offer them activity choices.

 

 

c)

observe them at various required     activities.

 

 

d)

pair them with more skilled     students.

 

Question 22

0 / 2.5 points

 

According to your text, ______ percent of children who die from abuse are under the age of 4.

Question options:

 

 

a)

3

 

 

b)

25

 

 

c)

60

 

 

d)

80

 

Question 23

2.5 / 2.5 points

 

Children undergo many significant changes in their daily life when their parents separate or divorce. These changes often leave children feeling less secure in their attachment to others, which often results in:

Question options:

 

 

a)

outward silliness.

 

 

b)

nightmares.

 

 

c)

a fear of abandonment.

 

 

d)

aggressive classroom behavior.

 

Question 24

2.5 / 2.5 points

 

Children in foster care do not always express their emotions outwardly, but when they have disagreements with peers or adults, they often feel:

Question options:

 

 

a)

anger and rage.

 

 

b)

anxiety and fear.

 

 

c)

anger and anxiety.

 

 

d)

sadness and fear.

 

Question 25

2.5 / 2.5 points

 

Calling out children in pairs, providing materials to be shared, and think-share-pair activities are ways to:

Question options:

 

 

a)

teach sharing.

 

 

b)

promote good behavior.

 

 

c)

observe differences.

 

 

d)

encourage friendships.

 

Question 26

2.5 / 2.5 points

 

Emotional abuse may include all of the following EXCEPT:

Question options:

 

 

a)

name-calling.

 

 

b)

slapping.

 

 

c)

rejection.

 

 

d)

isolation.

 

Question 27

2.5 / 2.5 points

 

Children affected by divorce or separation may:

Question options:

 

 

a)

not have a fear of abandonment.

 

 

b)

be more secure in their attachment to     others.

 

 

c)

blame their parents.

 

 

d)

be less secure in their attachment to     others.

 

Question 28

2.5 / 2.5 points

 

While cultural practices can be learned from books, it is BEST for teachers to learn them:

Question options:

 

 

a)

by asking other teachers about them.

 

 

b)

firsthand through observation.

 

 

c)

by speaking to an adult from that     culture.

 

 

d)

by presenting a lesson on that culture     to the class.

 

Question 29

0 / 2.5 points

 

Why are children from minorities more likely to be referred to the principal?

Question options:

 

 

a)

It is school policy.

 

 

b)

Peers are more likely to tattle on     them.

 

 

c)

There is a mismatch with the teacher’s     values.

 

 

d)

None of the above

 

Question 30

2.5 / 2.5 points

 

The two components of self-esteem that teachers need to help develop are:

Question options:

 

 

a)

self-resilience and self-confidence.

 

 

b)

self-respect and self-worth.

 

 

c)

self-worth and self-confidence.

 

 

d)

resilience and risk-taking.

 

Question 31

2.5 / 2.5 points

 

The intentional instruction level of the three tiers of support may involve all of the following EXCEPT:

Question options:

 

 

a)

games to increase attention span.

 

 

b)

brain exercises.

 

 

c)

organizational skills.

 

 

d)

a small-group setting.

 

Question 32

2.5 / 2.5 points

 

In this state of attention, children are drawn to a novelty item or surprise and are often more focused. Teachers use this to grab students’ attention at the beginning of lessons.

Question options:

 

 

a)

Attention to nature

 

 

b)

Selective attention

 

 

c)

Attention to things of interest

 

 

d)

Attention for survival

 

Question 33

2.5 / 2.5 points

 

There are three levels of attention described in the text: attention for survival, attention to things of interest, and:

Question options:

 

 

a)

attention to nature.

 

 

b)

selective attention.

 

 

c)

necessary attention.

 

 

d)

attention to details.

 

Question 34

2.5 / 2.5 points

 

_____________ is what allows us to stay focused on a specific task while ignoring other distractions.

Question options:

 

 

a)

Selective attention

 

 

b)

Attention for survival

 

 

c)

Positive attention

 

 

d)

Attention to things of interest

 

Question 35

0 / 2.5 points

 

Manuel, a five-year-old child, is often inattentive. He has trouble sitting still for more than a minute in circle activities where his attention is required. Which solution would be MOST helpful for Manuel?

Question options:

 

 

a)

Having him sit on a ball or one-legged     stool during circle time.

 

 

b)

Giving him another activity to do     during circle time, such as reading.

 

 

c)

Having him play by himself in the play     area during circle time.

 

 

d)

Having a one-on-one discussion with him     about his problem.

 

Question 36

2.5 / 2.5 points

 

Providing students with opportunities to serve as a source of support to others helps them realize they are valuable members of the group which:

Question options:

 

 

a)

improves their self-worth and     self-confidence.

 

 

b)

improves their academic performance.

 

 

c)

creates jealousy among the students.

 

 

d)

makes students forget to pay attention.

 

Question 37

0 / 2.5 points

 

Many children who are exposed to violence withdraw from all interactions. As a teacher, you should try any of the following strategies EXCEPT:

Question options:

 

 

a)

having plenty of large-group activities.

 

 

b)

letting them play the lead role in     one-on-one activities, such as buddy reading.

 

 

c)

teaching conflict resolution skills.

 

 

d)

providing many opportunities to work in     a small group.

 

Question 38

2.5 / 2.5 points

 

Prevention strategies will help about ____ percent of the children learn appropriate social skills.

Question options:

 

 

a)

25

 

 

b)

50

 

 

c)

75

 

 

d)

85

 

Question 39

2.5 / 2.5 points

 

Viewing children from a strengths-based perspective means:

Question options:

 

 

a)

using children’s strengths to plan the     curriculum.

 

 

b)

using the strengths of some of the     children to help others.

 

 

c)

believing in a child’s abilities to     succeed even in the face of adversity.

 

 

d)

using a strong speaking voice and firm     actions to help guide behavior.

 

Question 40

2.5 / 2.5 points

 

The Council for Exceptional Children, Division for Early Childhood (CEC/EEC), and others describe three tiers of support schools can provide to children with social or emotional difficulties to help them become socially competent. Which of the following is NOT a tier?

Question options:

 

 

a)

Prevention

 

 

b)

Guidance

 

 

c)

Intentional instruction

 

 

d)

Individualized instruction