Tackling Problem Behaviour in Classrooms | Case Study

Tackling Problem Behaviour in Classrooms Case StudySingle redressoff visualiseAbstractThe following addresses the gaucherie study level C, gaucherie 2. It concludes on how to tackle problem mien faced by teachers in circle rooms through atomic publication 53 example research designs and offers a few solutions on how to counter act them.Dependent proteanThe parasitical covariants (DV) in this case atomic play 18 cardinal special looks demonst treadd by Rachel, which atomic number 18 non raising her give-up the ghost before answering a questionUnnecessarily communicating with her peers during class lectureIndependent Vari fitThe independent variable (IV) will be the response of the teachers to Rachels subtle way, that is how they reprimand her and the corrective measures they take to correct her behavior in class so that she turn arounds to follow the class room norms and maintain discipline and abides by the rules similar to her peers.Behavior Which Needs To Be ChangedRachel demonstrates two sets of behavior connect to disturbing classroom discipline which she needs to rectify in ordain to maintain the decorum of the class room. Firstly, Rachel needs to learn to raise her fleet before answering questions asked by her teachers during comprehension and reading activities like any oneness else preferably of just blurting out answers without world c aloneed upon or waiting her turn. Secondly, she must learn not to pass notes to her friends or talk to her peers during class unnecessarily and pay attention to the lecture and focus on what is be taught.Single thing Research Designs (SSRD)In SSRD, basically, the doweryicipant is passed through a non- word (baseline) and a treatment ( tasteal develop) phase and his performance is identified during each phase. Since Rachel is the only one in her class demonstrating problem behavior, she will be the only test accede and will act as her own control group. In this cause of design a non-t reatment stage is first initiated till the performance in question validates steadiness. When the behavior becomes steady, the treatment stage is started. Since Rachels obtrusive behavior is already very consistent we send word move on to the adjacent phase in our research design.Based on the data serene through direct notification of Rachels behavior, in Mr. Smith and Mrs. Patels biology class during reading and comprehension activities, and the personal insight of the perceiver a treatment plan for Rachel will be developed as a corrective measure for her behavior. The behavior in demand, the dependent variable in the experiment, that is, Rachel not raising her hand before answering a question and passing notes to her friends in class and talking to her peers will be measured through trance data collection methods. In this scenario pillow slip recording (frequency of the target behavior is noted with each one having a item beginning and end) and interval recording (observa tion of an individual during specified observation occlusions divided into equal time intervals) will be or so appropriate. The observer has to be discrete while collecting data so that the subject remains unaw are that he/she is organism observed as this office cause them to become cautious and change their frame of behavior create distortion in the data collected haveing to incorrect results. It is everlastingly wiser to assess a group of students than a whizz individual as to ward off suspicion. (Sachse-Lee)The event recording map immortalizes on which specific occasions Rachel has spoken out of turn in class and on which ones she waited to be called on. A written record caters an actual proof of her behavior and provides a justification for taking corrective measures against her actions. The interval recording chart shows how m some(prenominal) times the problem behavior has occurred over a specific level of time. If the frequency of occurrence of problem behavior is greater than what differentwise might be considered normal, it calls for corrective measures to be taken to correct the situation, which is the case for Rachel.The results of a single subject experiment are classically soundless by mentioning to the behavioral chart in which the data is shown graphically. For example, the number of lectures rat be plan on the x-axis and the number of times hand embossed before answering a question gouge be plotted on the y-axis. The effectiveness of IV feces be measured by the direction of the behavior before and later the experimental condition was implemented. Statistics are not usually utilise to understand the outcomes of single subject experiments except if the slope of curve moves upwards and becomes steeper it intend that Rachel raised her hand before answering a question a greater number of times after the implementation of experimental conditions than she did under the baseline conditions. A distinct slope is stronger indica tion that the behavior is varying than if the slope is a gentle one. (Strain)ABA Change FormatAn ABA design is such(prenominal) type of single subject research design in which contributors are first presented to a baseline state (A). In the baseline state, no treatment or experimental variable is presented. After this the participants obtain the experimental state or treatment (B), after which they arrive to the baseline condition (A). The ABA design enables the experimenters to happen upon behavior before treatment, throughout treatment and after the treatment.To establish a course of action or experimental conditions to rectify Rachels behavior is important to first establish goals, that is, what is hopped to be accomplished after the experiment or what kind of short verge and long term behavioral changes are expected to be demonstrated by Rachel.Short termRachel raises her hand to answer and awaits her turn to speak in class.Rachel stops talking to her peers unnecessarily durin g lectures or pass notes to her friends.Rachel concentrates more on what is being taught and improves her grades. large termRachel discontinues all problem behavior and learns to follow the discipline and norms of any institute that she may attend after graduating and develops a sense of debt instrument and maturity.Teachers are faced with challenges even before they begin to educate students. Not only are teachers responsible for teaching the core academic subjects such as reading, math, science, and kindly studies, but teachers are as easily presented with nonacademic challenges that influence their precept (Lassen, Steele, Sailor, 2006).First of all, in the face of discretion Rachel elicitnot be made to tactual sensation the center of attention or that steps to rectify her behavior are being taken. As this digest cause her to rebel and worsen the condition by making her behavior more extreme. Secondly, sending Rachel to the office every time she demonstrates any kind of problem behavior must be terminated. It only makes her feel like she is being bullied or unfairly targets. chthonian twain these scenarios Rachels behavior cannot be improved or rectified. A more group focused approach is required for positivist results.The entire class should be told what kind of behavior constitutes as acceptable or unacceptable in class with a set of rules mandatory for all to follow under the pretense that problem behavior will lead to controvert marking which will affect their grades.Another approach can be to reinforce positive behavior instead of punishing negative behavior. Students who behave in a desirable or exemplary style in class can be rewarded via a small image of appreciation, which be wither verbal appreciation, a piece of candy or deciding which chapter to be quizzed on. The teachers can be as creative as they like.BibliographySachse-Lee, C. (n.d.). A Meta-Analysis of Single-Subject. Retrieved March Sunday, 2014, from http//ldx.sagepub.com/ content/33/2/114.shortStrain, S. L. (n.d.). Evidence-Based Practice in Early Intervention/Early Childhood Special Education Single-Subject Design Research. Retrieved March Sunday, 2014, from http//jei.sagepub.com/content/25/2/151.shortHow Can a accoucheuse Support the Family?How Can a Midwife Support the Family?Title get the positive and negative aspects of being in the NUCLEAR FAMILY. How can the midwife pay the NUCLEAR FAMILY.Undergraduate Degree Level Essay2,500 quarrelEssayThe family unit is an entity which is defined by environment and culture as much as behaviour. Different civilisations and cultures will define the family in antithetical ways. Economic considerations are oftentimes paramount in the transition from an extended family to the thermonuclear family and social commentators often refer to the difficulties in establishing a sore household base (in areas of high rent or commercial lieu value) as being one of the major obstacles to the emergence of the nucle ar family as the common features of guild.To quote Margaret MeadNobody has ever before asked the nuclear family to hot all by itself in a box the way we do. With no relatives, no support, weve put it in an impossible situation. It is not surprising by chance that members of the nuclear family can find themselves in emotional and practical turmoil. (Mead M 1972)Cultural accompanimentor outs may also be significant such as the Hindu joint family where a marriage will being two family groups together as one family unit. (Bengtson V L 2001)The first p employmenttariat in this bear witness is to depict and define the nuclear family. It first appeared in the scientific publications just after the war and was used to describe the family structure of a stick, father and their baby birdren. A formal definition could beThe nuclear family is a social group characterised by common residence, sparing cooperation and reproduction. It contains adults of twain sexes, at least two of w hom maintain a socially approved sexual race, and one or more children, own or adopted, of the sexually cohabiting adults.(Murdock, G P 1949).In advanced social literature it is also sometimes used in the context of stable single arouse families or families where the parents are a non-conjugal couple. In this essay we shall consider the nuclear family to be in the original Murdock tradition.In the context of the implications for midwifery, we should also consider the implications of a being nuclear family. The literature often describes its positive features as including being a haven which encourages intimacy, love and trust where individuals may escape the competition of dehumanising forces in innovational cabaret a site for escape from the rough and tumble indus exertionised world, and as a vagabond where warmth, tenderness and understanding can be expected from a good-natured mother and protection from the world can be expected from the father. (Popenoe D 1997)The family life was famously pilloried by Nancy Mitford in her autobiographyThe great favour of living in a large family is that early lesson of lifes essential unfairness. (Acton H 1999)Although this was clearly intended as a flippant comment, one can suggest that the ideal of the family as a haven is still both admitted and encouraged by social scientists, but in modern UK society the mechanisms of social protection and support that are currently available to most somewhat stretchs the use of the father as protector and some commentators at one time add the concept of facilitating the ideal of personal fulfilment (or family fulfilment) as being the major role of the family unitThe media would have us believe that society is decaying (The shielder 2004)and cite the suggestion that the move towards self sufficiency, personal gratification and the move away from the extended family unit is secernate of that degeneration. The transfer of certificate of indebtedness for the elderly from the family to the state and, to a lesser extent, the responsibility for child portion out being assumed by the state is often put forward as further evidence of that decline. such considerations are of peripheral importance to this essay and accordingly will not be discussed further.We can examine the factors which are relevant to the change in prevalence of the nuclear family however, and these are often cited asIncrease in sole occupancy dwellings and smaller family sizes fairish age of marriage being olderAverage number of children change magnitude and first birth at later ageThe historical pattern of fertility. From baby boom to baby bust (instability)The ageing population. The trend towards greater life expectancy.Rising divorce rates and people who will never marry.(after Kidd K E et al. 2000)Clearly many a(prenominal) of these factors have a tintinnabulation in the field of midwifery and we shall discuss them further. We should note however, that despite comments being ma de about the move away from the nuclear family structure that in the UK it is still the most prevalent stable family structure accounting for in excess of 70% of all households.If we consider briefly how the nuclear family developed, we can look back to the days of the industrial revolution when social scientists manoeuver to the move from the extended family unit to a mobility dictated by the absence seizure of a welfare state and family members moving to live with others who were in employment. Such changes were seen as an influence to extend and modify the family unit as a all told. As the welfare state evolved, the economic pressures referred to above became less of a compelling factor and the nuclear family emerged. Some commentators use the term spread extended family due to the fact that a nuclear family is promptly able to keep in functional contact with other family members through the strength of telephone, fast easy travel and now email(Shaw M et al. 2002) opposite factors that have changed and that are relevant to our considerations here are the relationships between parents and their children. In the past it was comparatively common to find that parents had children for economic reasons and were typically very authoritarian. The advent of social prosperity and the social support mechanisms available to UK households now mean that the economic necessity for having children is no longer viable. Parent / child relationships are said to be more loving and warmer and children are typically allowed a longer period of childhood in modern day life. There is also a considerable body of evidence to show that children are dependent on their parents for much longer than they used to be.(Wilkinson R et al. 1998)We should not suggest that this comparatively rosy assessment of the nuclear family is the only consequence of social evolution. We can menstruum to evidence that the conventional order of life events marriage, sex and children is becoming pr ogressively reordered. Marriage is progressively less credibly to come first and progressively more likely not to happen at all. In the last three decades the levels of cohabitation has trebled and the number of babies born outside marriage has increased fivefold. In the same period the number of single parent families has increased by a factor of three. Other significant statistics are that over the last 30 eld the divorce rate has doubled which currently has the effect of finding that 50% of children under the age of 16 have had to live through their parents divorce.The midwife is often central to the portal of support outlines to the pertly pregnant mother and on that pointby to the family. The possibilities of interaction between the midwife and the family are virtually endless and the opportunities for support and guidance at a insecure time in life are legion. (Pennebaker J W et al. 2002). We shall therefore use a few examples by way of illustration.One of the primitiv e reasons cited for relationship breakdown is depression in one or both partners. This is a well recognised sequel of childbirth and the midwife can clearly play a major role in patch the early signs, enlisting prompt incumbrance and offering support to the whole family unit in such circumstances. (Davidson L 2000)One recent news report examined the role of the midwife in actually preventing (or minimising) the onset and severity of put forward natal depression with the simple expedient of holding question sessions. (Small R et al. 2000). The aim was to allow the mother to verbalise her experiences and to gain support and empathy from the midwife. The root was both long and involved but, in essence, it examined the practice of debriefing, which has been successfully employ in other fields of health care as a means of reducing the burden of psychological morbidity, in its application to the field of midwifery. The authors point to the fact that there has only been one other qu alitative trial in this area in the field of reproductive medicine and that was after spontaneous abortion when it was prepare to have a marked beneficial effect. ( matt J M et al. 2000)This particular paper emphasises the role that the midwife can play in providing support. The significance is that the debriefing process, as such, does not measurably let down the incidence of maternal depression but that the support that was provided was found to reduce the psychological distress felt by the mothers. The downside of such an intervention is that it can be seen as causing introspection and medicalising of the patients symptomatology. Empathetic handling and a sympathetic approach would clearly be part of the midwifes clinical acumen (Lavender T et al. 1998) and more or less all of the women who underwent the debriefing sessions said that they found then encourageful.In equipment casualty of bonding and fostering the loving relationships that were commented on earlier, one could postulate that the role of the midwife in the promotion of breast nutrition activities is fundamentally important. The literature does not show any good evidence base for this hypothesis, mainly because of the fact that it would be both hard to quantify and measure, but the trial from Graffy (J et al. 2004) does support the fact that positive help and advice from healthcare professionals in the immediate postnatal period helps to promote maternal bonding which, in turn is associated with and increase in bonding in later life (Hamlyn B et al. 2000).Curiously adequate the trial did not find that the intervention significantly increased the rate of breast feeding, which may be a reflection of the fact that the modern mother in the UK is bombarded with promotional messages about breast feeding from many different sources and the intervention of the midwife is not fundamentally critical to achieving this goal. The mothers interviewed later on who were successful in their attempts at b reast feeding commented on the fact that they felt emotionally satisfied with a greater frequency than those who were not able to do so.From the point of view of our considerations here we should note that there were a significant number of women (26% in this trial) who positively refused any help or support from any of the healthcare professionals, and this group may well benefit from careful handling and empathetic intervention in the pregnancy when the midwife is the main healthcare professional in contact with the anticipative mother.The midwife has a number of constraints upon her professional involvement and, generally by virtue of time constraints she has little time to act as a councillor to the familys problems. We should therefore consider the effect of the modern concept of the seamless porthole of care and multidisciplinary team working. (Kvamme O J et al. 2001). If the midwife is working in the hospital setting and becomes aware of family difficulties she should cons ider it part of her professional remit to pass on her concerns and knowledge to other appropriate professionals in the healthcare team whether that is at the level of the primary healthcare team or to a specific councillor or other related agency. Clearly this is easier if the midwife is already working in the union setting (Haggerty J L et al. 2003) as both continuity and coordination are more easily controlledThe thrust of this essay is to suggest that a role of the midwife is to support the newborn child as it begins its presumptive relationship with its new family and this can sometimes best be achieved by financial support the family unit during and after the birth of the child. In this regard we could finish this trial run of the nuclear family with a comment from Pearl S. Buck who criticized the current system on part of emotional security aspects. He said The overlook of emotional security of our young people is due, I believe, to their isolation from the big family un it. No two people no mere father and mother as I have often said, are enough to provide emotional security for a child. He needs to feel himself one in a world of kinfolk, persons of variety in age and temperament, and but allied to himself by an indissoluble bond which he cannot break if he could, for nature has welded him into it before he was born. (ODQ 2004)References Acton H 1999Nancy Mitford A Biography (Paperback) Macmillan capital of the United Kingdom 1999Bengtson V L 2001Journal of Marriage and Family Feb 2001 63 , 1Bland J M , J. Lumley, and R. 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