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Case Study on ShariLynn's Challenging Behavior

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Case Study on ShariLynn's Challenging Behavior
ShariLynn’s Challenging Behavior

Read the case study of ShariLynn located in the resources, then post a substantive response to the following discussion question:

Describe the function of ShariLynn’s challenging behavior based on the information provided in the ABC recording chart (pages 112–113) in the Functional Assessment text and the information provided in the case study.

Response Guidelines
Read the posts of your peers and respond to one. Your response should be substantive and demonstrate your understanding of the material (at least 25 words). What aspects of the post do you like or agree with? Are there areas that are not clear? Did the post spark questions that you would like to ask your peer? In this, and in all of your courseroom posts, be sure to keep your tone scholarly, respectful, and professional.

Peer Post: Jessica L.
ShariLynn is 13 years old student, who is diagnosed with a learning disability, this interferes with her reading and communicating. However, ShariLynn is in a regular class room most of the day at school. She receives special education services daily, speech and language therapy two days out the week. ShariLynn is very outgoing in her regular education classroom. She participates in most activities and assignment that do not involve her to use her reading skills. ShariLynn adores both her teachers, in the regular classroom and special classroom. However, she is having issues with transitioning from regular education to special education classroom. She has expressed she fears other students will make fun of her when she leaves the regular classroom and now refuse to attend special education and speech therapy.

ShariLynn has developed noncompliant behavior and it has become more frequent behavior and expanding beyond special education classroom. It is affecting other school settings for her. The typical method for dealing with minor behavior (Noncompliance) was ignored, verbal warning was given and prompts to go-to resource room (Special Ed) and speech therapy. Incorporative behavior (consequences) result in threats to detention or actually going to detention. For example, the antecedents and setting events; Teacher tells her she is supposed to go to speech therapy and not to lie to her again (Chandler, 2015). The behavior; Says she will go as soon as she finishes her project. Consequences are the Teacher gives her five minutes to finish her project (Chandler, 2015). This ABC recording continues and the antecedents’ states, Ten minutes later, the teacher tells her to go to speech therapy right now! The Behavior was, ShariLynn refuses to go. The consequences for ShariLynn behavior, Teacher threatens with detention (Chandler, 2015). This function clearly demonstrated student not complying with instruction from the teacher to assist a student with improving academic skills.

Jessica Lepri 

Reference:

Chandler, L. K, Dahlquist, C. M. (2015). Functional Assessment: Strategies to Prevent and Remediate Challenging Behaviors in School Settings, (4th Ed). Pearson Education, Inc.

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