There is much diversity found in our classrooms today. Up to 10% of children between ages 5-17 have a learning disability (CDC, 2011). Rather in Reading or Math, students with learning disabilities have an inconsistency in performance and often time act out or misbehave to draw attention away from their learning deliquesce as Mark the 6th grader in Case Study Level A Case 1. Mark has a learning disability in Reading and Math. He is in the 6th grade reading on a second grade level and his math is deficient. He uses inappropriate behavior. His teacher is worried that his behavior will escalate as the winter holidays draw closer. The theoretical underpinnings of the plan are to enhance the learning of all students with or without behavior issues in a way that will not create attention to a child with behavior problems or learning disabilities. The Iris Center explains ways to monitor and record children’s behavior without being singled out in the classroom such as: observation and recording of the behavior. This can be done objectively through interval recording, frequency recording, duration recording, and direct observation. As the theoretical framework for my plan, I will use recording techniques to collect data on Mark’s behavior.
Mark has a learning disability. As define by NICHCY, learning disability is when a person has specific problems learning which is caused by differences in how a person’s brain works and how it processes information (NICHCY, 2011). With this information, it can be determined that Mark’s behavior is not learned. His processing isn’t working properly, which causes the dysfunction that is present in the form of his behavior problems that are being displayed in the classroom.
The Iris Center states that the first step educators should take to decrease or eliminate undesirable behavior is to define the problem behavior which is known as the target behavior. The target behaviors of Mark that will be observe to collect data on is noise making, out of area, and off task. The data will help show the occurrences and duration on these disruptive behaviors being displayed by Mark. Mark’s undesirable behaviors cause him to get off track with his work. He gains the attention of his peers which cause them to lose focus too. Now, Mark’s disruptive behaviors not only affect his learning, but the learning of his peers as well. These behaviors of Mark, off task, out of area making noises, jokes, and imitations of the teacher need to be modified to enhance the learning environment for all students. Mark’s disruptive behavior requires his teacher’s attention which reduces the time his teacher spends teaching.
The differentiated response that will be used to improve Mark’s behavior along with his classmates is the Differential reinforcement of Incompatible Behaviors (DRI) because it rewards or reinforces behaviors that will prevent the display of an undesirable behavior(s) along with Positive Behavioral Intervention and Support to help...