Identifying and Addressing Challenging Behavior

Case Study Questions
Student Name
Affiliation
Course
Professor
Date
Cheeri’s Case Study
Q1
According to the text, A. Cheeri's conduct is problematic. When assessing problematic conduct, consider learning, social ties, and safety. These elements define problematic conduct. Challenging conduct may (a) limit learning or the learning of others, (b) hinder social-emotional development and constructive social interactions and relationships, or (c) hurt the student, classmates, adults, or family members. The (Antecedent–conduct-Consequence) chart showed that Cherri repeatedly tapped her pencil, cleared her throat, called out replies, and interrupted her peer, which is definitely "challenging behavior." Cherri exhibits some mild problematic conduct.The (Antecedent–conduct-Consequence) chart showed that Cherri repeatedly tapped her pencil, cleared her throat, called out replies, and interrupted her peer, which is definitely "challenging behavior." Cherri displays minimal problematic conduct. The ABC chart says Cherri "completes work," however she taps her pencil and clears her throat before starting her task, which seems to interfere with her learning. She rocked and stared before starting her duty. While most classmates ignore Cheeri, one student, Andy, advises her "to be quiet," indicating that she is bothering the other student. Cherri also interrupts class with her responses. Due of Cherri's disruptive conduct, students may start to avoid her. "Students with challenging behavior often have poor relationships with educators who avoid, blame, or are afraid of the student," the text adds. Teachers spend less time on academic lessons and interact less with problematic pupils. To address the question, this may affect Cheeri's social life. The student may dread being separated from other pupils, which might lower their self-esteem. Since the student hasn't hurt herself, this activity doesn't appear unsafe. Cheeri did not hurt other kids, although she did break her pen and other manipulatives. The behavior consultant's behavior profile says Cheer's conduct happens multiple times a day. Cheeri's demanding conduct is age-appropriate.
Q2
The adoption of the functional assessment and intervention model expounded in the book is recommended for modifying Cheeri's conduct. This approach will facilitate a constructive transformation of her behavior by encouraging introspection and identifying strategies for transitioning from negative to positive conduct. This will also provide Cheeri with the chance to avoid feeling socially disconnected from her peers whenever she displays difficult behavior. Furthermore, it affords the student the chance to provide feedback to the instructor regarding how they intend to modify their behavior. Apart from documenting antecedents and setting events, behavior, and consequences, it is advantageous to take note of the student's proficiencies, recognize positive stimuli for the student, and specify other pertinent issues that are associated with the student. As an illustration, it can be observed that Cheeri exhibits positive social interactions with peers and demonstrates a preference for collaborative work environments. Possible academic rewrite: It is possible to identify two ...