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SteveSteve

First grade student Attends a typical public school Middle- aged female teacher with 27 classmates Is not currently diagnosed with any kind of

disorder or disability

First grade student Attends a typical public school Middle- aged female teacher with 27 classmates Is not currently diagnosed with any kind of

disorder or disability

Steve’s StrengthsSteve’s Strengths

Very happy Upbeat Loves to talk and share his knowledge with

his peers Expressive Creative Competitive

Very happy Upbeat Loves to talk and share his knowledge with

his peers Expressive Creative Competitive

Steve’s WeaknessesSteve’s Weaknesses

Steve can be seen…. excessively talking to his peers often times out of his seat making disruptive or disturbing noises as a “know-it-all” bothering his peers

Steve can be seen…. excessively talking to his peers often times out of his seat making disruptive or disturbing noises as a “know-it-all” bothering his peers

Overall Behavioral Assessment

-15%

-10%

-5%

0%

5%

10%

15%

20%

25%

30%

35%

Gets Stimulation Avoids Boredom Gets Self Determination Gets Relatedness Gets Competence

Direct Instruction

Transition

Seat Work

Stations

Overall Behavioral Assessment

-15%

-10%

-5%

0%

5%

10%

15%

20%

25%

30%

35%

Gets Stimulation Avoids Boredom Gets Self Determination Gets Relatedness Gets Competence

Direct Instruction

Transition

Seat Work

Stations

ObservationObservation

Two Problematic setting:

Direct Instruction

Transitions

Two Problematic setting:

Direct Instruction

Transitions

Overall Setting Overall Setting Overall Setting of Incidents

Direct Instruction, 45%

Transition, 37%

Literacy Stations, 11%

Seatwork, 8%

Direct Instruction

Transition

Literacy Stations

Seatwork

Overall Setting of Incidents

Direct Instruction, 45%

Transition, 37%

Literacy Stations, 11%

Seatwork, 8%

Direct Instruction

Transition

Literacy Stations

Seatwork

Direct InstructionDirect Instruction

Behaviors Shouting out Disrupting classmates- kicking, talking, tapping his

pencil Making loud animal noises Moving inappropriately

Behaviors are aimed at: Getting Stimulation 59% Avoiding boredom 24% Gets Self-determination 18%

Behaviors Shouting out Disrupting classmates- kicking, talking, tapping his

pencil Making loud animal noises Moving inappropriately

Behaviors are aimed at: Getting Stimulation 59% Avoiding boredom 24% Gets Self-determination 18%

Payoffs of Direct InstructionPayoffs of Direct Instruction

Payoffs in Direct Instruction

Gets Stimulation, 59%

Gets Self-determination, 18%

Avoids Boredom, 24%

Gets Stimulation

Gets Self-determination

Avoids Boredom

Specific ExamplesSpecific Examples

Getting stimulation collecting garbage off the floor during math lesson playing with his shoes for an entire Reading lesson throwing his pencil at another student rocking on his knees for 10 minutes- during a word stretching

activity Avoids

Making loud animal noises at the beginning a repetitive lesson on writing the letter “Q”

Shouting “O” loudly several times during an activity “What sound do you hear”

Getting stimulation collecting garbage off the floor during math lesson playing with his shoes for an entire Reading lesson throwing his pencil at another student rocking on his knees for 10 minutes- during a word stretching

activity Avoids

Making loud animal noises at the beginning a repetitive lesson on writing the letter “Q”

Shouting “O” loudly several times during an activity “What sound do you hear”

TransitionsTransitions

Description of Behaviors Shouting out Disrupting classmates- kicking & talking Making loud disrupting noises Moving inappropriately

These Behaviors are aimed at Getting Stimulation 86%

Description of Behaviors Shouting out Disrupting classmates- kicking & talking Making loud disrupting noises Moving inappropriately

These Behaviors are aimed at Getting Stimulation 86%

Payoffs during TransitionPayoffs during Transition

Payoffs in Transition

Gets Stimulation, 86%

Gets Self-Determination, 7%

Avoids Boredom, 14%

Gets Stimulation

Gets Self-Determination

Avoids Boredom

Payoffs in Transition

Gets Stimulation, 86%

Gets Self-Determination, 7%

Avoids Boredom, 14%

Gets Stimulation

Gets Self-Determination

Avoids Boredom

Specific ExamplesSpecific Examples

Getting Stimulation Jumping on students Collecting garbage and throwing it up like confetti Continuing falling down while walking in line Making disruptive noises while washing his hands Disrupting the teacher by making loud gagging

noises

Getting Stimulation Jumping on students Collecting garbage and throwing it up like confetti Continuing falling down while walking in line Making disruptive noises while washing his hands Disrupting the teacher by making loud gagging

noises

Getting StimulationGetting Stimulation

Largest ‘get’

Steve is attempting to stimulate himself through his misbehavior

He is obviously not receiving enough stimulation

Largest ‘get’

Steve is attempting to stimulate himself through his misbehavior

He is obviously not receiving enough stimulation

Consequences of MisbehaviorConsequences of Misbehavior

He is constantly redirected

He has been since into the hall

His desk has been separated from his peers

He is constantly redirected

He has been since into the hall

His desk has been separated from his peers

ADHDADHD

4% to 12% of school aged children have been diagnosed with ADHD (Barson, 2004)

Most common symptoms Inattentiveness Hyperactivity Impulsivity

Which include Fidgeting Leaving seat Talking excessively Blurting out answers Interrupting or intruding

4% to 12% of school aged children have been diagnosed with ADHD (Barson, 2004)

Most common symptoms Inattentiveness Hyperactivity Impulsivity

Which include Fidgeting Leaving seat Talking excessively Blurting out answers Interrupting or intruding

ADHD & Tourette SyndromeADHD & Tourette Syndrome

Tourette’s is an disorder characterized by involuntary motor and vocal tics (Munson, 2005)

Males are more often affected with Tourette’s (Leckman, 2002)

Most people with this syndrome have normal IQs (Munson, 2005)

60% of children diagnosed with tourette's also have ADHD (Denckla, 2006)

Tourette’s is an disorder characterized by involuntary motor and vocal tics (Munson, 2005)

Males are more often affected with Tourette’s (Leckman, 2002)

Most people with this syndrome have normal IQs (Munson, 2005)

60% of children diagnosed with tourette's also have ADHD (Denckla, 2006)

Tourette SyndromeTourette Syndrome

Examples Making loud animal noises at the beginning a

repetitive lesson on writing the letter “Q” Shouting “O” loudly several times during a

“What sound do you hear activity” Disrupting the teacher by making loud gagging

noises

Examples Making loud animal noises at the beginning a

repetitive lesson on writing the letter “Q” Shouting “O” loudly several times during a

“What sound do you hear activity” Disrupting the teacher by making loud gagging

noises

Tests Tests

Steve should be tested for ADHD

Steve should have a MRI to test for Tourette syndrome

Steve should be tested for ADHD

Steve should have a MRI to test for Tourette syndrome

InterventionsInterventions

Give Steve more stimulation by… Peer tutoring Assigning him special chores (organizing the

library area, sharpening pencils, or picking up garbage)

Add fun and exciting surprises to lessons Praising him when he is behaving properly Give him more small group activity time

Give Steve more stimulation by… Peer tutoring Assigning him special chores (organizing the

library area, sharpening pencils, or picking up garbage)

Add fun and exciting surprises to lessons Praising him when he is behaving properly Give him more small group activity time

ReferencesReferences Barzman, D.H., Fieler, L., & Floyd, F.R. (2004). Attention-Deficit Hyperactivity

Disorder and Treatment. The Journal of Legal Medicine, 25, 23-38. Denckla, M.B. (2006). Attention-Deficit Hyperactivity Disorder (ADHD) Comorbidity:

A Case for “Pure” Tourette Syndrome? Journal of Child Neurology,21, 701-703. DuPaul, G.J., & Hoff, K.E. (1998). Reducing disruptive behavior in general education

classrooms: The use of self-management strategies. School Psychology Review, 27, 290-304.

Egger, H.L., Kondo, D., & Angold, A. (2006). The Epidemiology and Diagnostic Issues in Preschool Attention-Deficit/Hyperactivity Disorder. Infants & Young Children, 19, 109-122.

Furman, L. (2005). What is Attention-Deficit Hyperactivity Disorder. Journal of Child Neurology, 20, 994-1002.

Leckman, J.F. (2002). Tourette’s syndrome. The Lancet,360, 1577-1586. Munson, B.L. (2005). About Tourette’s syndrome. Nursing, 35, 29-29. Zentall, S.S. (2006). ADHD and Education- Foundations, Characteristics, Methods, and

Collaboration. New Jersey: Pearson Educational, Inc.

Barzman, D.H., Fieler, L., & Floyd, F.R. (2004). Attention-Deficit Hyperactivity Disorder and Treatment. The Journal of Legal Medicine, 25, 23-38.

Denckla, M.B. (2006). Attention-Deficit Hyperactivity Disorder (ADHD) Comorbidity: A Case for “Pure” Tourette Syndrome? Journal of Child Neurology,21, 701-703.

DuPaul, G.J., & Hoff, K.E. (1998). Reducing disruptive behavior in general education classrooms: The use of self-management strategies. School Psychology Review, 27, 290-304.

Egger, H.L., Kondo, D., & Angold, A. (2006). The Epidemiology and Diagnostic Issues in Preschool Attention-Deficit/Hyperactivity Disorder. Infants & Young Children, 19, 109-122.

Furman, L. (2005). What is Attention-Deficit Hyperactivity Disorder. Journal of Child Neurology, 20, 994-1002.

Leckman, J.F. (2002). Tourette’s syndrome. The Lancet,360, 1577-1586. Munson, B.L. (2005). About Tourette’s syndrome. Nursing, 35, 29-29. Zentall, S.S. (2006). ADHD and Education- Foundations, Characteristics, Methods, and

Collaboration. New Jersey: Pearson Educational, Inc.