At some point, Brian has difficulties in interpreting academic instructions more particularly in absence of an adult help. When presented with academic instructions or exams, Brian would progressively become angry, uneasy, breaking down and crying profusely. In order to help Brian deal with these problems, the following behaviour intervention plan was designed. For a period of two weeks, Brian will be required to have a full time company of an adult helper while in class who will help him read questions whenever he is unable to read or finds it difficult. The adult will leave at a scheduled three time period every hour. Each break will last utmost 3 minutes in duration. It is expected that during this period, Brian will most likely face individual reading exam and would either get angry or cry uncontrollably causing a halt in exam administration. In addition, he may fail to complete his exam. The behavioural plan designed is aimed at teaching him the essence of self-control in his conduct while dealing stressful situations in school and life after. During the interaction session, he will be taught how to manage his behaviour. In this regard, on the event he faces difficulty and senses a feeling of anger he will be required to stop whatever he does and raise up his hand for a short break. This would then be followed by a support schedule that would be given consistently and then slowly withdrawn. This is important in instilling in him the expected end behaviour without necessarily using reinforcement. After numerous weeks of implementing the intervention plan, it was found that on average the difficulties experienced in reading reduced considerably. However, some traces of anger would still be witnessed for example Brian would occasionally be noticed frowning during or after the exam or a reading session in class. If this recommended plan is continued, the end result would be desirable. Introduction Target behaviour Brian, a third grade student, is a normal student like others except that he has difficulties in reading and working out questions by himself. This behaviour normally begins some few minutes after the start of examination session and worsens as it nears the end. The tension first rises then followed by a show of frustration and anger and eventual loud cry sobbing uncontrollably. The crying can last for a period of between 5 and 10 minutes and always happens whenever examinations are administered across all subjects. Hypothesis It is hypothesized from his behaviour that Brian engages in crying when he fails to recall what was taught in class prior to exam administration. He therefore thinks the exam given is too difficult and meant to frustrate him. He engages in crying as a means of letting off stress and as a show of frustration on the teachers. This behaviour is normally caused by inadequate preparation and excessive parental expectation. At the beginning of every examination, he actually needs the presence of one of the parents or an equivalent helper whose work is to acknowledge every simple step he makes in doing the exam. Rationale In order to assist Brian to do his work independently and deal adequately with his unworthy behaviour, there is a need to design and teach him necessary tools required to enhance self-control. His behaviour of crying whenever he fails to memorize what was earlier taught in class can effectively be minimized by teaching
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