Inattentive ADHD

Name

Institutional Affiliation

Inattentive ADHD

Inattentive ADHD is a condition of intense deficit in sustaining attention. Researchers have shown that stimulant medications are important in treating this disorder. However, such medication is not fit for all based on four reasons. First, a fifth of all children ailing from this condition do not gain significant benefits through medication. Secondly, some children suffer from the side effects of such medicinal intervention. Thirdly, primary symptoms persist even after using medicines. Fourth, some children suffering from ADHD are effectively helped by behavior therapy when symptoms are minor. This paper is a proposed action plan of treating John who suffers from inattentive ADHD through a functional behavioral assessment (FBA).

a) Operational definition of behavior

This is the first stage of the FBA. Prior to selecting effective data collection methods to perform the FBA, the paraprofessional should define the behavioral problem. This definition should take into account the measurable, observable, and objective terms. The behavioral problems identified should be clear. Otherwise, it increases the difficulties involved in measuring the behavior with accuracy. Moreover, it complicates the identification of the function of the behavior and the formulation of an effective intervention method. After a collection of concrete information, regarding he behavioral problem, then the teacher or paraprofessional can refine the definition of the problem (Functional Behavioral Assessment, Behavioral Intervention Plans, and Positive Intervention and Supports: An Essential Part of Effective School Wide Discipline in Virginia, 2009).

In our case study, John is inattentive for the greater part of the day. His specific problems include refusing to do school work and ignoring his paraprofessional instructions. For instance, he refuses to take out his notebook and write his notes until told for three times. He also fails to write his notes until told to do so for three times.

b) causes/triggers

Once an individualized education program (IEP) personnel has defined the behavioral problem, then he or she can start an observation of the student in question. Moreover, observation of the learning environment such as the school can be essential in determining the specific nature of the problem. This stage involves collection of information on the specific times and conditions when the behavior occurs. It also involves knowing the individual member present when the behavior occurs. Moreover, events prior or after the occurrence of the behavior are known.

This step of assessing the causes of the behavior can be performed by first conducting several formal observations when he student is in a classroom setting. Data obtained from this assessment gives an idea of the time and settings of the occurrence of the behavior. Consequently, it provides a useful platform through which further research is carried out and enhances the documentation of predictive variables prompting either appropriate or inappropriate behavior as exhibited by the student. This step further enhances the observation of situations in that show successful performance of the student. As such, it enhances a comparison of classroom conditions that prompt suitable or unsuitable behavior. For instance, in our case study, John takes his notebook after his paraprofessional tells him to do three times. John also does not take notes until he is told to do so three times. However, when his paraprofessional rewards John with an ipad, he complies with the directive of the paraprofessional at once.

c) Direct assessment

Although, the direct means of observing John identifies the reward of the ipad to be significant in making him compliant, indirect methods such as interviewing other school personnel may be appropriate. John’s parents or guardians can provide crucial information about his behavior. Furthermore, observing Johns academic record in his lower grades can provide important information.

d) Relevant skills assessments

It is important to assess the relevant skills that a student under the FAB therapy possesses. For instance, such an assessment might discern that a particular student has failed in his lower grades and thus he sees no reason to put more effort in his current and successive grades. This stage provides relevant information about the student’s strengths and tastes (Gable & Van Acker, 2003). Going by our case study, the paraprofessional instructing John has not yet known any particular skills he possesses. It might therefore be considerate to take a thorough assessment through John’s behavior outside of the classroom, where he might display such skills.

e) Preferences and reinforcer assessments

An evaluation of the student’s preferences and reinforcement provide crucial information about the best motivation to apply to stimulate the appropriate behavior. In our case study, the paraprofessional taking care of John finds that rewarding him with an ipad makes him compliant. This gesture suggests that John is more interested in technology than in class learning. Such a revelation can be useful in shaping the career of John who may be introduced in technological courses at a young age where his passion lays.

f) Overall behavior objective

When the individualized education program officer is through with collecting information concerning the source of the problem, he then determines the problem and the context of its occurrence. This analysis helps the officer in knowing specific patterns linked with a specific problem. A review of information collected provides a pattern of occurrences that foretell the time and circumstances prompting the behavior, its functions, and maintenance. This kind of information becomes the overall objective of the FAB.

Upon review of John’s behavior, several hypotheses that are a function of his behavior may be constructed. John sits down after entering the classroom without being told. This behavior most likely means that he loves being in class otherwise; he would be coerced to enter and take a sit. After entering the class, John takes his seat but does not like to take his notes. This leads to the conclusion that may be he hates learning and his teacher as well. After receiving an ipad reward, john follows instructions. His paraprofessional is therefore likely to conclude that rewards motivate John to comply with instructions. More importantly, the paraprofessional may conclude that rewarding John with a technological gadget such as the ipad most likely prompts an appropriate behavior from John.

g) Settings, materials

Upon the problem cause analysis, the settings and materials important to exude particular behavior are observed. In our case study, John’s inappropriate behavior of disobeying instruction is observed during a classroom setting. His behavior is refusing to take notes. However, upon receiving an ipad as a reward, he follows instructions once he is told. The materials needed from john to comply with instructions are therefore a reward, such as an ipad when in a classroom setting.

h) Proactive procedures

Proactive intervention procedures are strategies that can be applied to prevent a student from exhibiting an inappropriate behavior. These strategies may involve teaching the student suitable ways of getting hi wants satisfied. Moreover, the student may be given more opportunities to engage in and be reinforced for displaying good behavior. John does not like learning unless presented with a gift. The best proactive measure to promote Johns compliance to learning instruction is to give him rewards before going to school. Such rewards may be technological and may increase his learning appetite.

i) Reactive procedures

Reactive procedures are strategies effective in promoting appropriate behavior from a student suffering from ADHD condition after his inappropriate behavior is detected. Such reactive behavior includes modifying consequential events, such as giving descriptive praise and offering verbal or nonverbal feedback. Modifying the curriculum to match the students’ abilities and interests may be appropriate. Moreover, introducing a reinforcement behavior may be suitable besides seeking the students input concerning the acceptable strategy to intervene.

In our case, John can be motivated to learn through seeking his opinion regarding the acceptable intervention method. The paraprofessional may also give praise to John verbally or non-verbally to stimulate his desire to follow instructions. Furthermore, John’s paraprofessional may offer him gifts to make him to follow instructions.

j) Data collection/ measurement tools

In assessing the specific problem of a student suffering from attention deficit, various data collection of measurement told may be applied. These include observations of the behavior, its frequency of occurrence and the specific time. Behavioral recording is done through scatter plots and the frequency of occurrence is done through A-B-C sequencing. John’s behavior is best analyzed through observation. The sequence of his inappropriate behavior is noted after he enters the classroom hence no need for scatter graphs. A-B-C sequencing may also be appropriate in exhibiting stimulus, actions, and consequences.

k) Maintenance/ generalization

Maintenance or generalization is an intervention plan. A behavioral therapy plan needs to be revised or maintained to produce positive results on the victim of attention deficit. According to our case, John exhibits appropriate behavior of following instruction when offered a present. For John to maintain the appropriate behavior, he should be offered rewards that are technology related because they produce positive behavior.

References

Functional Behavioral Assessment, Behavioral Intervention Plans, and Positive Intervention and Supports: An Essential Part of Effective School Wide Discipline in Virginia. (2009). Retrieved March 8, 2015, from http://www.doe.virginia.gov/support/student_conduct/functional_behavioral_assessment. Pdf.

Gable, R.A., & Van Acker, R. (2003). Sometimes, practice makes imperfect: Strategies for addressing the automaticity of challenging behavior. Education and Treatment of Children, 24, 476-489.