Special Education - Speech or Presentation Example

«Special Education» Table of Contents Description of Student 2 Autism 2 Hyperactivity/ ADHD 3 Operational Definition of the Problem Behavior 3 Functional Assessment of Interview (FAI) 4 Methods Used for Gathering Assessment Information 5 A-B-C Analysis 5 Functional Assessment Observation 10 Scatter Plot 10 Summary of the Variables and Hypothesis from Function of the Problem Behavior 11 Variables Identified 11 Hypothesis of the Case 11 Methods of Reinforcement Sampling 12 Purpose of Developing Reinforcer Hierarchy 14 Data Collection Technique and Rationale for Selection 14 Data Recording Form 16 Graph 19 Reference 22 Description of Student A case of Hyperactivity and Autism of a 6years old Student named Ian. Autism Autism is caused by the neurological disorder. It creates problem in neural development. The impact of autism is observed in the social interaction and communication of a child. The disease is born before three years age of a child. It affects the process of information in brain. The kids found with this syndrome generally experience their world differently from the ways that the common children experiences. A few of the typical problems related to it are problem in talking, understanding one’s words, reacting hazardously by one’s non verbal expressions. They generally react in an unusual way. For example, kids with autism are often found to be in trouble when others are smiling, or seeing a happy or, a friendly person. A kid with autism is found to be in trouble linking words according to their meaning. The certain activities performed by the patients of autism are like flapping their hands, biting their wrist, say certain words repeatedly, they have temper tantrums, or they might be found to play with one particular toy. They have problems in identifying or recalling a few senses like, smells, sounds, sights and other sensations (KidsHealth, 2010). Hyperactivity/ ADHD Hyperactivity/ ADHD is a physical state of children, which is characterized by restless, distractible activities having ability for disrupting order at home and school. The disease is more common to boys as compared to girls (Alpha Online, n.d.). Kids found with this disease are found to be in problems paying attention or may have problems in sitting still in their seats. Lack of concentration and problems in paying attention are a few of the symptoms of kids with ADHD. Childs with this problem are found to be unfocused, incompetent, and forgetful (KidsHealth, 2010). Operational Definition of the Problem Behavior The information availed from the interview provides a clear understanding that the student is a patient of autism and hyperactivity caused due to neurological disorder. The student named Ian is a six year old child of parents who run a small business and is being taken care of by a caregiver. The problem was first detected when he was five yrs old. The interview information provides a clear picture about problems of Ian. He is very energetic and his interests lie in climbing very high and running in open spaces, water play, sand play, arranging alphabet puzzles and playing with toy trains in a single straight track. He never feels himself giddy in spinning himself continuously. All though he was put under a gluten and casein free diet in order to keep him safe from a few self injurious behaviors, but the same did not had any effect on him. The student is very active and his learning process is based upon three dimensional objects and pictures. But, besides having such intellectual activities, the student is at times found in the state of frustration or high temper. For example, he screams and bites his wrist whenever he is forced to participate in a task which he does not like or, rather he does not wanted to participate in. The student is found to be very motivated whenever he is rewarded for completion of task which he is assigned. He is not very much acquainted with vocalization. He is familiar with PECS (Picture Exchange Communication System) as a communication system. The various activities performed by him are like: He has a habit of biting his wrist 5-6 times a day continuing for 5-10 seconds until it bleeds. This behavior is followed by screaming which is also continued for the same duration and frequency. The intensity of screaming is at times very loud. Occasionally he is found to smack adults or a child on the back, all though the intensity of this activity is not too hard. At times he throws himself on the floor for five minutes and the intensity is found to be very hard. Functional Assessment of Interview (FAI) The purpose of the interview was to identify the behavioral traits and reactions of the student towards various situations and to recover him from his illness by means of medical intervention. The purpose was also to make Ian capable of taking care of himself. His functional routine includes; one-to-one interaction with his teacher from morning 8.30 to 9 A.M. During this period of time he is found to be screaming and biting his wrist. He is then left in a work alone station for almost one and half hour. He is left free for playing for almost same duration after this session. The result showed that he got very much involved playing with trains and did not wanted to pack up. His functional routine includes half hour recess or taking food. Post session of recess is followed by some soft plays. This session showed that he was not ready to leave the soft play as he liked it very much and got involved in it. Half an hour is allotted to him for making house crafts. By 12.30 he leaves the school for home. Wrist biting and screaming often occurs in a predictable sequence i.e. when the demand of Ian is not fulfilled or he is terminated earlier from his task. Although he was put under gluten and casein free diet, but this scenario did not have a significant change. According to his parents the syndrome started in their son with a mosquito bite on his hand nearly two years ago. A few of his behaviors show his problem in sleeping pattern. He does not want to sleep. His duration of sleeping is six hours only. He wakes up at early night with an excuse of toilet and does not go back to sleep. He is very choosy about his food habits. He is not interested in spicy foods, but he likes sweets and candies although with very little amount of intake. He enjoys shower, dressing, working alone and also free play, but does have some problems with recess, library work or soft plays, class work with teacher, breakfast, lunch, and watching TV. The assessment shows that the student has problems with food and forced activities and enjoys a few activities like brushing teeth and house crafts. Methods Used for Gathering Assessment Information A-B-C Analysis The acronym ‘A-B-C analysis’ stands for, ‘Antecedent, Behavior, Consequences’. The three step analysis as explained by the behavior analysts are the antecedent (A) conditions like the activities which were going on before the certain type of behavior (B) occurred in a candidate. The behavior part considers how does it looks like and also include the form of such behavior occurred and its duration of occurring. The consequences (C) analysis takes into consideration the responses of environment that such behavior occurred (Dr. Packer, 2004). In the provided case, the behavior which is occurred most likely and least likely are assessed in order to do proper ABC analysis. Conditions Most likely Least likely Times of Day When teacher or other adults initiate to do a particular task/activities. While watching TV, videos and playing with water. Settings Bath time- as he does not want water to be sprayed on his face while washing his hair. When with the Occupational therapist, in Soft play room. People In front of teachers, care givers and parent. Occupational therapists. Activity Working with mother/caregiver on home work, work with teacher, work alone art lesson, house craft lesson. Free play, library (watching videos), recess, OT, soft play time. The consequences or outcome of the provided case related problem is explained with the help of the chart below: Behavior Particular Situation What exactly does he or she get? What exactly does she or he avoid? Wrist biting and screaming New tasks, materials during work time alone Attention from teacher Doing new tasks Wrist biting and screaming Work with teacher, new tasks or instructions Sometimes calms him down by distracting him with a light up toy Doing new tasks Wrist biting and screaming Art lesson Activity terminated due to next lesson / Show him picture of next activity Being pulled away from activity Wrist biting and screaming Housecraft lesson, Demands on him to do activity Carry on with lessons Doing tasks Wrist biting and screaming Soft play room Termination of activity Being pulled away from activity Tantrums Does it at home, occasionally in school Parents/caregiver pulls him up Teacher ignores Doing tasks Shower, nap and bedtime Smacking adult Occasionally Reaction from them due to ‘surprise attack’ Being pulled away In our case the ABC analysis method is used in order to assimilate a detailed knowhow about the student’s behavior for the purpose of his betterment. If the analysis is done properly continued with sufficient observations over several days one will have a clear understanding of what causes or correlate the occurrences, or what may be the consequences in maintaining such behavior. The hypothesis drawn from the ABC analysis will help to generate many possible interventions. Functional Assessment Observation It is the multidisciplinary approach of assessment which generally goes beyond the ABC analysis. The method considers numerous techniques, sources of information, and various other strategies for the purpose of understanding the causes of the problem behavior with the means of developing certain interventions in order to address the problem behavior. This method of behavior analysis considers social, emotional, biological and environmental factors that help one to analyze the root cause and end up such abnormal behaviors. The technique is based on continuous observation. In order to carry on this method, there should be more than one participant or observant. Scatter Plot It is a method of recording the intervals of occurrence of a particular behavior within a specified period of time. Scatter plot is the method of plotting the time within a vertical grid which is divided into periods of time. The time gap is generally taken to be 15 minutes from the first time of occurrence of such behavior. For e.g. 9-9.15 A.M., 9.30-9.45 A.M. The scatter plot is meant as a direct observational tool which is used for the process of assessment in identifying as and when the problem behavior occurs. This method helps to plot a number of strategies that can be effectively used for recording frequency counts, duration or latency (Special Connections, 2005). Summary of the Variables and Hypothesis from Function of the Problem Behavior Variables Identified The variables identified of the problem behavior in the case are like, screaming, wrist biting, slapping and tantrums. Whenever the student is asked to perform a difficult task a frustration was created in his mind and he starts to bite his wrist until it starts bleeding and also starts screaming loudly. When he is interrupted to continue his desired activities, such as eating ice creams, watching TV the same behavior is observed again. He repeats this activity when his scheduled routine is unexpectedly changed or when his demands were not fulfilled. He often throws himself on the floor, screaming loudly. Hypothesis of the Case The student is in a state of hyperactivity and autism. He is suffering from various syndromes which resulted from frustration out of several unfulfilled demand and expectations and managing tasks which are not according to his choice. It is a good care and emotional support which he needs from his parents and other family members to come out of this situation. Reinforcement is another important technique which is very helpful for a child suffering from autism. PECS study is also very important technique applied and used for this case. The method enables a child to become initiators of communication. PECS concentrate on each child’s interests, instead of forcing a child to do a task which they do not prefer to do (EMSTAC, n.d.). PECS study is very helpful for getting command over both verbal and non verbal communication skills, developing classic cognitive level and developing speech and other social and emotional areas (Texas State Wide Leadership for Autism, 2007). Methods of Reinforcement Sampling Reinforce sampling is the procedure that helps to guide a variety of behavioral interference. This method is easy to use by the caregivers, teachers and other providers and has been evolved from the field of behavior analysis. Reinforce sampling method involves making the reinforcer freely available in order to increase the possibility that the strength of the reinforcer is increased when the reinforcer is made available contingently. If the child has experienced an event previously than this may have an influence on the effect, which the event or stimulus has on the behavior of the child. This can be made simpler with the help of instance. If a child who has never tasted any candy will not be influenced when his mother tells him to share his toys with his brother as by doing so he will be given a piece of candy. This would have been made possible if the candidate was made to taste the candy previously. It has been noted by the researchers that particular experience at one point of time may not be carried over to another point of time or context. Hence it is important that the sampling of the reinforcer will occur in such a situation that is similar to what the reinforcer will be made contingently available later. Reinforcer sampling methods are almost similar to the reinforcer assessment method as both serve the same purpose. When the variety of reinforce are made available for sampling freely then this will help the caregiver to understand which reinforcer is most preferred by the child and for how long the child often comes into contact with the reinforce. In a series of events like listening to music, eating of ice creams and playing of games, some children may involve themselves in certain activities quite often and there are activities which the child won’t prefer involving themselves at all which often indicates that those kind of reinforcers are weak reinforcers. The reinforcers sampling procedures have been evaluated by different studies. The first study was conducted with the psychiatric inpatient in the year 1960 by Ayllon and Azrin. These inpatients were given a token when they demonstrated certain form of desirable behavior. The patients were allowed to exchange the token for one of those events that was made contingently available to them on a weekly or daily basis. It was found that there were certain events which were not at all preferred by the patients which earlier proved to be the most effective reinforcers. Another sampling was conducted where the patients were asked to sample the reinforcing conditions of activities prior to deciding whether to use their token in order to do the activity. This can be explained with the help of example i.e. instead of asking the patients if they could like to use their tokens in exchange for going out they are made to line up outdoors before being asked if they wanted to exchange a token for the activity. Hence it was found that patients use the tokens in order to go for a walk when they were asked to line up outside before making these decision which was similar for other activities as well. These suggest that the procedure is appropriate to maximize the effectiveness of a variety of reinforcers. This kind of sampling has been conducted with different children and adolescents who has developed disabilities or has disruptive or depressive behavior. Reinforce sampling can be used with any clinical population and in the area of developmental disabilities or with any psychiatric inpatient setting or with those adult and children who has depressed mood. These procedure has not been used much to treat other populations. It is very important for the clinician not to use reinforce sampling before reviewing the specifics of these strategy and child parent to sample the reinforce (Hersen & Et. Al., 2005). Purpose of Developing Reinforcer Hierarchy In order to understand the behavioral approach to teaching and learning, it is important to conceptualize the mainspring that is reinforcement as a hierarchy. In reinforcing hierarchy, the various levels are progressive and interdependent. It is the list of action where the rank is provided for the most preferred consequences to least preferred one which serves as reinforcers (Merrett & Musgrove, 2010). It helps to determine the frequency as well as the desirability of various activities and is used when the observer is applying the Premack principle which states that the most probable response that is an opportunity to be engaged in will reinforce a less probable response. Data Collection Technique and Rationale for Selection The data has been collected basically through interview and also the researcher has conducted a number of observations. The interviewer was the teacher and the respondents were the caregivers, parent and the teachers. It is a technique of collecting data where the respondent is asked oral questions individually or in groups. The answer provided to the question can be recorded in a tape or it can be written down immediately when the respondent is replying. The main rationale behind using this technique is that it has higher degree of flexibility where the interviewer has to ask some sensible question regarding the situations. For instance in this case study it was found that the teacher was able to ask the most sensible questions to the parent about Ian and even the parent responded to it accordingly. This method was adopted as data collection techniques as it allowed the respondent to answer freely. This technique helps the interviewer to clarify any points which they feel is confusing or is not cleared. The response rate is relatively high in interview methods as compared to other techniques and more accurate recording of the responses is possible in interview (Oatey, 1999). Observation techniques were also followed to collect data as the teacher conducts observation of the student Ian to gain insight into his behavior. It is a technique which involves systematic selection, recording and watching of behavior of individual to arrive at a conclusion (The International Development Research Centre, 2010). This technique was preferred as it avoids biasness and it helps to provide valid data. In the case it was found that though the interview method was feasible enough to collect relevant data but still there were few data which required careful observation from the part of researcher (teacher). Data Recording Form The form present below describes the activities of Ian, timings of occurrence and the number of times the events occur in a day as observed by the teacher. The rating scale is 1-5. Behaviors Predictors Perceived facts (Obtain ) Perceived facts (Escape) Time Wrist biting Screaming Slapping Tantrums Demands Difficult task interrupting attention Desired items Self stimulation Demand Activity 8.30-9.00 A.M. classroom with teacher 5 3 3 4 1 2 2 3 5 4 1 3 9.00-9.30 A.M. work alone station 4 2 2 3 1 3 2 5 2 3 4 1 10.00-10.30 A.M. free play corner 1 1 2 5 3 4 4 4 5 2 1 1 10.30-11.00 A.M. recess in class 3 2 5 4 1 3 5 2 3 4 4 1 11.00-11.30 A.M. soft play 2 5 3 3 4 3 2 5 2 2 4 3 11.30-12.00 P.M. house craft room 2 4 1 1 1 2 4 5 3 4 1 2 12.00-12.30 P.M. going home 1 3 2 2 3 3 2 5 4 2 1 1 The above data were collected through continuous observation for a day. Various activities were recorded at different timings. The number of times the patient did the same activity was recorded and the rating scale was taken as 1 to 5. After data recording the data were plotted in a graph which is shown below. Graph In the above form various factors or activities has been recorded but in graph only four factors related to behavior has been considered like wrist biting, tantrums, slapping, and screaming. In the X-Axis timings has been measured and in Y-Axis the frequency of occurrence that is number of times the event took place has been measured. Wrist Biting 5 4 3 2 1 Time/no of times occurred 8.30-9.00 9.00-9.30 10.00-10.30 10.30-11.00 11.00-11.30 11.30-12.00 12.00-12.30 Screaming 5 4 3 2 1 8.30-9.00 9.00-9.30 10.00-10.30 10.30-11 11.00-11.30 11.30-12.00 12.00-12.30 Slapping 5 4 3 2 1 Time/no of times occurred 8.30-9.00 9.00-9.30 10.00-10.30 10.30-11.00 11.00-11.30 11.30-12.00 12.00-12.30 Tantrums 5 4 3 2 1 Time/no of times occurred 8.30-9.00 9.00-9.30 10.00-10.30 10.30-11.00 11.00-11.30 11.30-12.00 12.00-12.30 Reference Alpha Online, No Date. Hyperactivity/ ADHD. Helping Children. [Online] Available at: http://www.nutramed.com/children/hyperactivity.htm [Accessed September 24, 2010]. Dr. Packer, L. E., 2004. Functional Behavioral Assessment: Overview for Parents. Home. [Online] Available at: http://www.tourettesyndrome.net/behavior/functional-behavioral-assessment-overview-for-parents/ [Accessed September 24, 2010]. EMSTAC, No Date. Intervention. Autism. [Online] Available at: http://www.emstac.org/registered/topics/autism/case.htm#top [Accessed September 24, 2010]. Hersen, M. & Et. Al., 2005. Encyclopedia of Behavioral Modification and Cognitive Behavior Therapy. Reinforcer Sampling/Assessment. [Online] Available at: http://academicdepartments.musc.edu/ncvc/about_us/faculty/pubs_ruggiero/reinforcer_sampling_assess_chapter.pdf [Accessed September 24, 2010]. KidsHealth, 2010. What Does Autism Mean? AUTISM. [Online] Available at: http://kidshealth.org/kid/health_problems/brain/autism.html [Accessed September 24, 2010]. KidsHealth, 2010. What is Hyperactivity? Learning & Emotional Problems. [Online] Available at: http://kidshealth.org/kid/health_problems/learning_problem/adhdkid.html [Accessed September 24, 2010]. Merrett, F. E. & Musgrove, W. J., 2010. The Hierarchy of Reinforcement: Mainspring of the Behavioural Approach to Teaching and Learning. Informa plc. [Online] Available at: http://www.informaworld.com/smpp/content~db=all~content=a757638695 [Accessed September 24, 2010]. Oatey, A., 1999. The Strengths and Limitations of Interviews as a Research Technique for Studying Television Viewers. Prifysgol Aberystwyth University. [Online] Available at: http://www.aber.ac.uk/media/Students/aeo9702.html [Accessed September 24, 2010]. Special Connections, 2005. What is a Scatter Plot and how do you Use It? University of Kansas. [Online] Available at: http://www.specialconnections.ku.edu/cgi-bin/cgiwrap/specconn/main.php?cat=behavior§ion=main&subsection=fba/scatterplot [Accessed September 24, 2010]. The International Development Research Centre, 2010. Module 10A: Overview of Data Collection Technique. Publications. [Online] Available at: http://www.idrc.ca/en/ev-56606-201-1-DO_TOPIC.html [Accessed September 24, 2010]. Texas Statewide Leadership for Autism, 2007. Picture Exchange Communication Systems (PECS). Docs. [Online] Available at: http://www.txautism.net/docs/Guide/Interventions/PECS.pdf [Accessed September 24, 2010]. Read More