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Jay Raven is a 7-year-old second grade student at Eagle Elementary School. He has repeatedly demonstrated acting out behaviors both in and outside of the classroom. His teacher! "rs bird! describes Jay#s behavior as $very disruptive$ to her class.
Jay Raven is a 7-year-old second grade student at Eagle Elementary School. He has repeatedly demonstrated acting out behaviors both in and outside of the classroom. His teacher! "rs bird! describes Jay#s behavior as $very disruptive$ to her class.
Jay Raven is a 7-year-old second grade student at Eagle Elementary School. He has repeatedly demonstrated acting out behaviors both in and outside of the classroom. His teacher! "rs bird! describes Jay#s behavior as $very disruptive$ to her class.
Thomas Jefferson Jay Raven is a 7-year-old second grade student at Eagle Elementary School who has repeatedly demonstrated acting out behaviors both in and outside of the classroom His teacher! "rs Bird! describes Jay#s behavior as $very disruptive$ to her class %n addition! she has grown increasingly concerned because Jay#s behavior has become more aggressive &ccording to "rs Bird! Jay has difficulty getting along with other students in his class and often fails to follow her directions %n particular! Jay fre'uently grabs! hits! or yells at other students to either get their attention or to get something that he wants (n occasion Jay has been very aggressive towards other students and has reportedly punched or )ic)ed his classmates for no apparent reason *hese behaviors have resulted in re+ection and general isolation from the other children Regarding his academic s)ills! "rs Bird reported that Jay is a $good$ student! however! she added that he often blurts out answers in class and is demanding of attention ,hen Jay#s teacher redirects his behavior he often refuses to cooperate! which subse'uently leads to e-tended periods of off-tas) behavior *hus! despite having the s)ills to perform academic tas)s! Jay is fre'uently unable to complete assignments %n order to gain a better understanding of Jay#s behavior you decide that a collaborative approach to problem solving would be best %n doing so! you decide that a meeting with Jay#s teacher and his parents is necessary %n scheduling this meeting what stage of the process of implementation are you engaging in. %n addition to collecting information from Jay#s teacher and his parents what other important purposes could be accomplished at this meeting. /uring the meeting the following information is revealed %n particular! Jay#s teacher reported the following pieces of information0 1oncerns for Jay#s behavior are increasing *he behavior has gotten worse during the year Jay needs assistance in controlling his anger and getting along with other students She does not understand what causes his outbursts although she suspects that he does this to avoid wor) "rs Bird indicated that she is often $on-edge$ around Jay because she fears that he could $go-off$ any minute ,hen Jay misbehaves she becomes angry and usually responds with punitive actions such as referring him to the office /uring the times when he receives direct instruction from the teacher he e-periences few behavioral difficulties "ost of his difficulties occur when he is e-pected to wor) within a cooperative one-table structure or independently Jay#s parents added to the picture by providing their perspective of their son#s difficulties0 *he Ravens agreed with "rs Bird that Jay sometimes had difficulty getting along with other children and that he occasionally throws temper tantrums when he does not get his way Jay e-hibits no aggressive behavior at home Jay has one brother and the home is described as $'uiet$ *he Ravens live on a small farm in a remote area *his isolation has resulted in few opportunities for Jay to interact with peers after school Jay#s brother has had similar difficulties and was recently placed in a program for students with academic and behavior problems Jay spends time with his brother in the afternoons and they have reportedly s)ipped school together on several occasions 2ollowing the meeting all parties agree that more information is needed about Jay#s behavior &s a result! the school psychologist is as)ed to conduct a functional assessment so that a comprehensive intervention plan might be developed *he results of the assessment are shared below0 &ggressive Behavior 3hitting! ta)ing materials from other students! and )ic)ing4 occurs! on average! 5 times per day Behavior is not e-clusive to any one environment %t has been consistently observed in the classroom! on the playground! and during lunch Behavior most often occurs when supervision is minimal *he teacher is not in close pro-imity and when students are e-pected to wor) independently However! on several occasions behavior has been demonstrated directly in front of teacher Behavior does not appear to be triggered by aversive stimuli %nterview revealed that Jay is unable to effectively communicate when he is upset or re'uests to peers Responses to the behavior0 Peers tattle and avoid future play *eacher warns or e-plains why the behavior is inappropriate Jay revealed several inappropriate social behavioral responses when hypothetical situations were presented for him to solve His responses suggest a s)ill deficit 2unction of Behavior0 *o gain access to preferred activities or items
(McGill-Queen's Studies in The History of Ideas) Philip Kain - Schiller, Hegel, and Marx - State, Society, and The Aesthetic Ideal of Ancient Greece-McGill-Queen's University Press (1982)