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The case of a young boy named Dave who has ADHD and how his teachers can use positive behavior supports to manage his behavior and increase his attention. the importance of clearly defining rules and expectations, teaching prosocial behaviors, reinforcing positive behaviors, and monitoring progress. It also discusses the implementation of Positive Behavioral Support (PBS) in schools and how it can improve academic performance and behavior in students.
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Snapshot ESE656: Positive Behavior Supports in the Classroom When it comes to the snapshot that I will be working on in this assignment, I will be writing about a young boy named Dave that is in the fifth grade that has ADHD. Dave likes his teachers a lot and wants to make sure that he is going to understand everything that he is learning from his teachers when it comes to them understanding him as well. Dave will be
able to go anywhere in his classroom when it comes to his teachers letting him go to the learning centers and learning different things but over the last years, his teachers was making him sit at his desk and not having him go to the learning centers at all. This was making it hard for Dave to do anything because he is used to getting up and doing things but sitting in one place was hard for him. When it comes to Dave, he wants to move around and he can’t with this teacher and it is the worse for him right now. His teacher starts to get really mad at him if he does something out of control that I don’t know why they are doing that. The reason why this teacher doesn’t know what is going on is because Dave has ADHD and had to do the testing to found out that I had this diagnosed last year why I was acting this way in the classroom. Sometimes Dave will work with special education teacher named Mrs. Young that would be in a different classroom that I am in that I go and see but I stay in the same classroom most of the time because I really like the things that I am doing in this year so far. Dave like to do the geometry problem solving in the classroom and also, he like the blocks and cubes that they get to use in the classroom as well. He is learning a lot in there and he is getting really good at how the problem-solving works when it comes to the volume of different areas and stuff too. Dave have never sat still as a little boy in the classroom for a very long time and when it comes to being in the classroom and/or at home, he is having a hard time managing it at all times. Later when Dave started his school and started riding the bus to school, he was starting to have problems when it comes to the bus. His mom wants him to start to ride the school bus but to him it is difficult to ride the bus because he is in the school building all day as well. When he started to ride the school bus, he started to jump around, move around the bus and wanting to sit still and making the bus driver very mad. Today Dave
characteristics for students like Dave with being hyperactive and impulsive in the classroom. Children that have a low-self-esteem would usually not be able to get along with their classmates as well as the other classmates do. They will perform different when it comes to their academically work in the classroom and their teachers are trying to teach a lesson in the classroom to the other students. When Dave was a young toddler, his mother saw that he was lacking his attention and hyperactivity in different things. When Dave wasn’t properly diagnosed from the doctor till, he was around the age of 11 or 12, is what his mom was saying, he was starting to displaying the moderate symptoms and was not the toddler that he was to be at the time. Dave had a hard time when he was a toddler up to his middle school with his disability and when it comes to the diagnosis, he still didn’t display any difficulty in his attention, impulsive behaviors, and many more. This will cause him to move around, jump and cause him a lot of trouble when it came to the bus distraction, the bus driver doesn’t like to see anyone get into trouble in the bus. (Cohen & Spenciner, 2009). Dave really don’t understand that his behavior is causing the trouble in the classroom and making his classmates get into trouble as well. When it comes to Dave’s success in his classroom, he wants to make sure that he is socially with others in the classroom as much as possible. This means that his behavior is causes a lot of different fails in the classroom with his education and being misunderstood by his classmates which is causing him to have a low-self- esteem as well. Dave has this into his adulthood and would cause a lot of major life changing problems in the future as well.
Teachers that have students with ADHD/ADD, usually have serval different strategies out there that you can combat with their behaviors and/or social skills, and since ADHD can’t be cured in anyway at all. When it comes to the psychosocial and behavioral problems that approach in the students, we need to make sure that we address them right away in the areas that are very concerning so that we can manage them, increase the attention, and reduce any hyperactivity in the students right away. The positive components of the behaviors that might be supported will be utilized be the skills and other support that is one of the most important when it comes to the reinforcement in the verbal of the students. When it comes to most important part of a student that have a verbal reinforcement is to make sure that you praise them for doing a great job. The most shareable method that would be a great way to encourage the students is to make sure that every student is getting a feedback of praise that they are doing a great job on their assignments and work that they are doing in their behavior as well. For example, if Dave decided to complete his math assignment on time and his behavior starts to get better each day, then we need to make sure that we give him a positive feedback of encouragement that he is doing a great job in the classroom today. Dave will be able to get his work done on time when it comes to the early interventions in the support behavioral within the key of getting it off of the task for him. There are other components that have the behavioral support that they are these. (Henderson, 2004): Clearly defining the consistent of the rules and expectations for the students. Instruction the behaviors in the Prosocial for the students Continuing to us the reinforcing behavior for the prosocial for your students.
(Henderson, 2004) (1998-2018). Attention-deficit/hyperactivity disorder (ADHD) in children. Retrieved from: https://www.mayoclinic.org/diseases-conditions/adhd/symptoms-causes/syc- 20350889 Cohen, L. & Spenciner, L. (2009). Teaching students with mild and moderate disabilities: Research-based practices (2nd ed.). Upper Saddle River, NJ: Pearson Publication. Henderson, K. (2004). Teaching children with attention deficit hyperactivity disorder: Instructional strategies and practices. US Dept. of Education, Office of Special Education and Rehabilitative Services, Office of Special Education Programs.
