https://www.cec.sped.org/Standards/Ethical-Principles-and-Practice-Standards please in helping with assignment Proposal for Behavior Change Template Part 1: ABC Chart ABC Chart Student Name: Joseph Class Activity What was the activity or task during the time of the behavior? Antecedent What was the trigger or situation right before the behavior occurred? Behavior What was the observed behavior? Consequence What happened because of the behavior? Reading It was during a one-hour science reading lesson. The teacher told all students to stay inside their seats and read. Joseph went out of his seat fifteen times and in total, he went out of his seat 25 times. Asking the teacher several off-topic questions, drinking water and sharpening pencils. Reading During science class reading hours. The teacher tells everyone to pay attention and read. Tapping his foot against the desk to attract other student’s attention. Does not complete his classwork on time. Science During afternoon science class reading hours. The teacher tells everyone to pay attention and read. Joseph only went out of his seat four times in 40 minutes. More engaged. Science During afternoon science class reading hours. The teacher tells everyone to pay attention and read. Joseph sharpened his pencils twice and gets a Kleenex once. More engaged. Science During afternoon science class reading hours. The teacher tells everyone to pay attention and read. Get another lab worksheet once. More engaged. Operational definition for Joseph’s target behavior Operational definition for Joseph’s target behavior: Joseph asks irrelevant questions in class without seeking permission from the science teacher. He also went out of his seat fifteen times and in total, he went out of his seat 25 times. Analysis: Joseph is not finishing his classwork on time because he does not stay on his seat most of the time. Also he loves tapping his foot against the desk thus unnecessarily attracting other student’s attention. Nonetheless, he sometimes during science class only went out of his seat four times in 40 minutes, and started engaging in classwork unlike previously. Operational definition for Joseph’s target behavior: Moreover, Joseph asking the teacher several off-topic questions, drinking water and sharpening pencils. Analysis: The above description of Joseph’s behavior shows that Joseph sometimes loses his senses and asks the teacher meaningless questions. Therefore, asking unnecessary questions would mean that Joseph is partly mentally affected and needs proper mental assessment and invention. Operational definition for Joseph’s target behavior: Joseph starts concentrating on what is being taught in class and improves overall performance. This means that he begins to mental improvement and reduce the suffering loss of memory during science class.Part 2: Analysis of Data Hypothesis of target behavior including the function of behavior: The insufficient dopamine transporter or lack of mag ...

1. https://www.cec.sped.org/Standards/Ethical-Principles-and-
Practice-Standards
please in helping with assignment
Proposal for Behavior Change Template
Part 1: ABC Chart
ABC Chart
Student Name: Joseph
Class
Activity
What was the activity or task during the time of the behavior?
Antecedent
What was the trigger or situation right before the behavior
occurred?
Behavior
What was the observed behavior?
Consequence
What happened because of the behavior?
Reading
It was during a one-hour science reading lesson.
The teacher told all students to stay inside their seats and read.
Joseph went out of his seat fifteen times and in total, he went
out of his seat 25 times.
Asking the teacher several off-topic questions, drinking water
and sharpening pencils.
Reading
During science class reading hours.

2. The teacher tells everyone to pay attention and read.
Tapping his foot against the desk to attract other student’s
attention.
Does not complete his classwork on time.
Science
During afternoon science class reading hours.
The teacher tells everyone to pay attention and read.
Joseph only went out of his seat four times in 40 minutes.
More engaged.
Science
During afternoon science class reading hours.
The teacher tells everyone to pay attention and read.
Joseph sharpened his pencils twice and gets a Kleenex once.
More engaged.
Science
During afternoon science class reading hours.
The teacher tells everyone to pay attention and read.
Get another lab worksheet once.
More engaged.
Operational definition for Joseph’s target behavior
Operational definition for Joseph’s target behavior: Joseph asks
irrelevant questions in class without seeking permission from
the science teacher. He also went out of his seat fifteen times
and in total, he went out of his seat 25 times.
Analysis: Joseph is not finishing his classwork on time because
he does not stay on his seat most of the time. Also he loves
tapping his foot against the desk thus unnecessarily attracting
other student’s attention. Nonetheless, he sometimes during
science class only went out of his seat four times in 40 minutes,
and started engaging in classwork unlike previously.
Operational definition for Joseph’s target behavior: Moreover,
Joseph asking the teacher several off-topic questions, drinking
water and sharpening pencils.

3. Analysis: The above description of Joseph’s behavior shows
that Joseph sometimes loses his senses and asks the teacher
meaningless questions. Therefore, asking unnecessary questions
would mean that Joseph is partly mentally affected and needs
proper mental assessment and invention.
Operational definition for Joseph’s target behavior: Joseph
starts concentrating on what is being taught in class and
improves overall performance. This means that he begins to
mental improvement and reduce the suffering loss of memory
during science class.Part 2: Analysis of Data
Hypothesis of target behavior including the function of
behavior:
The insufficient dopamine transporter or lack of magnesium due
to hyper-excretion may be the major cause of the attention
deficit hyperactivity disorder (ADHD) (Blanco‐Vieira et al.,
2019). But most likely ADD will not really be understood till it
is broken out into multiple sub-groups. Some forms of ADD are,
arguably, towards the normal end of the autism spectrum which
would mean that things like ubiquinol which help improve anti-
oxidant status in some people with autism might also help
people with ADD.
Analysis of case study:
Unfortunately, an accurate diagnosis of ADHD is sketchy in
younger children under the age of six (Ferreira et al., 2019). As
observed with Joseph in the case study, the inability to focus,
lack of concentration, lack of social skills, executive function
disorders are among the symptoms of ADHD, and babies exhibit
it because they have not had time to develop these traits/skills,
yet. While we are now able to diagnose ADHD earlier than say
ten years ago, it is still not an exact science.
Considering the case of Joseph, the first 5-minutes, the child is
so focused on the science class reading, a team of class

4. members could not dislodge their focus. Fast forward 15-
minutes and trying to get them to sit still until a fish bites are
like trying to herd cats. Add a couple of years, being
overstimulated from the age of 6-months, by the Electronic
Babysitter, and anyone would exhibit signs of ADHD (Leon,
Sharma & Kaur, 2019), and the best thing their teacher can do is
to start them early by having dedicated "learning" time", when
they must sit for periods to learn something. At first, it is
perhaps 1-minute and then over time, working up to 30-minutes
as they approach Kindergarten. By the time they are six or so,
any signs of ADHD will be much more pronounced and
distinguishable from normal childhood behavior.
Medication is a beautiful advantage, if/when it is needed, but if
it is not required, your child is much better off without it (Marx,
Reis & Berger, 2019). While ADHD medications in adults are a
well-studied concept, understand that the first medicated kids
are just now entering working age, so long-term effects of
stimulant medications on children are just now beginning to be
published and even then it is only on one or two generations.
Don't be too eager to medicate your child because you "think"
they might have ADHD. If you are concerned, take your child to
see a reputable mental health professional who specializes in
ADHD AND Holistic approaches to ADHD (Marx, Reis &
Berger, 2019). Once they get into school, there will be plenty of
teachers who will suggest stimulant medications to calm
normally active kids. From my experience, there could be
anywhere from 15–50% of kids on Stimulant Meds who
shouldn't be (This is my opinion and not based on recent
research). Will stimulant medications on younger children
affect their chances later in life? Only time will tell.Part 3:
Intervention Ideas and Replacement Behaviors
Motivational and Instructional Intervention Ideas
1
Mention the student’s name when giving instructions and they
may also stand nearby.

5. 2
Remove distractions. Have the student sit alone or with studious
kids.
3
Break down the assignment to smaller parts and ensure that each
section is done on schedule.
4
Use encouragement and positive statements especially when the
student stays on task for longer periods of time.
5
Schedule breaks during class times, especially if it is a block
scheduled day.Part 4: Proposed Intervention Plan
Goal 1 (Identify one functional behavior focus: attention,
tangible, or escape):
Replacement behavior: Attention.
Specific steps to change behavior (antecedent modifications):
Schedule breaks during class times, especially if it is a block
scheduled day. Evidence-based shows that, there are a few
different ways to deal with heavy study habits and breaks. A
student can set a timer to focus on a particular subject for 30–45
minutes and then take a break for 10 minutes. Then, they can
switch to a different subject afterward to help break up the
monotony. If they are studying multiple subjects, they need to
do a little “review” session at the end of the time period to see
what they have retained. Another option is to commit to a few
hours on the same subject and insert 10–15 minute breaks every
hour. Anything less than 30 minutes does not really merit the
effort. It usually takes your brain 5–8 minutes to tune into what
you’re studying and the rest is actual input time.
Strategies to manage situations (to reduce target behavior) using
collaboration with general educators and other colleagues:
Attentive, obedient students and hardworking will always get

6. along with others in the first place. The regular feedbacks- good
and bad is a strategy to draw students' attention. Tell them that
they are appreciated, this goes both ways. Badly treated
students will take it out on one another and to the customers.
Not micromanaging them, and being completely fair to all
students. No favoritism because it destroys any kind of morals
when one student is treated better and is unfair to others.
Therefore, the teacher should be friendly and kind, but not too
informal.
Rewards and reinforcements: a reward in the classroom is part
of the feedback from the environment. When a student interacts
with the classroom environment, he can observe the changes in
the state and reward signal through his actions, if there is
change. He can then use this reward signal-can be positive for a
good action or negative for a bad action-to draw conclusions
about how to behave in a class. The goal, in general, is to solve
a given task with the maximum reward possible. That is why
many algorithms have a very small negative reward for each
action the student takes to animate him to solve the task as fast
as possible.
Progress monitoring (what data will be collected and in what
manner, including data from colleagues and student’s family): a
teacher can inquire about an assignment’s progress or give
feedback via the task’s assigned comments or dedicated
discussions area. The best part is that Paymo is free for 1 year
for anyone - be it a student, teacher, or academic staff - who is
currently enrolled at a university or college. They need to learn
more about other features that can help you manage marketing
and curricula.
Steps to resolve any escalation:
1. Follow the school procedure.
2. If the school does not have a procedure, then ask for one in
writing.

7. 3. If the procedure is not sufficient then point out the issues to
management in writing.
4. If you fear for your safety (since you cannot legally defend
yourself) or the safety of the students make the school aware of
the issue in writing.
5. Be clear about what is expected from management (a panic
button) with an expected response time in writing.
6. Finally, if it comes to it let the school know in advance that
if certain conditions happen then you will call the police and
press charges.
Part 5: Reflection
I think one of the major causes of ADHD in students is the
teacher’s teaching style. Some teachers take a liking to a few
classmates over others. This may leave the rest of the class
feeling left out, and which will cause some to be more
motivated than others. I have had teachers who single others out
as the “lazy” student. They make jokes about them laughing in
front of the class saying “Devin! Where is that homework? You
did do it right?” And it was only them called out, and this
happened frequently. That made these students value the teacher
less and be less interested in what he said while others felt he
was disrespecting them. If a teacher makes everything about
work and speed, it can decline student interest. If you come in,
hand in lengthy homework, say “go, we have a lab to do not
much time!!”, then briefly mention next assignment over all the
commotion, speed through a PowerPoint that you are slowly
reading line by line, it is just going to make students tune out
during lectures and feel overwhelmed. They will lose interest in
the subject and do the work for the grade; half assign most of it
because of the quantity of work.
I like when a teacher steps away from all the strictness and
seriousness and talks from his own point of interest to teach.

8. Makes jokes that do not involve students, I like that. I like just
hearing him/her talk about the subject they are passionate about,
and being honest with students and talking to them as equals,
teaching with empathy (i.e. the teacher being aware of what it’d
be like to be in the shoes of a student in his/her own class). It
also helps if the teacher teaches with a simple view of their
subject, breaking it down to bite-sized bits that would make
sense to anyone. When a teacher focuses on how complex
something is or how difficult it is to understand, the students
feel more stressed as if understanding it will be near
impossible. When the teacher has the mindset of “this is easy,
just start small here, we’ll build to here,” it really helps
students have less stress and quicker learning.
It is important for teachers to address students in their class that
is prone to talking just to hear their own voice. Some individual
persons will take up half the class telling personal stories or
asking questions that tangent off the subject. This is because it
is taking away learning time for 20+ students in the class. While
a student is talking aloud toward the teacher, wasting class
time, going on and on, it will take the student’s focus away
from the subject that the teacher had worked so hard to get.
Big auditorium classes in university that hold hundreds of
students per class really need to test volume levels before the
beginning of a semester. I’ve been in one of those classes
before and was unable to hear much and wasn’t sure what the
teacher was teaching. I started skipping classes and trying to
learn on my own from the books. The first test I flunked and I
was really discouraged. As well my professor was extremely
monotone pointing to a screen and reading line by line. It was
very boring. I feel like the professor did not have much
awareness for the students’ perspective in that situation and was
thinking of how he could sound very intellectual instead.
Students aren’t there to hear the professor get his dander upon
how smart he is. He can be a good professor by getting the

9. students to know what he knows and not drift off in his own
thoughts aloud, confusing everyone.
References
Blanco‐Vieira, T., Santos, M., Ferrão, Y. A., Torres, A. R.,
Miguel, E. C., Bloch, M. H., ... & do Rosario, M. C. (2019).
The impact of
attention deficit hyperactivity disorder in obsessive‐compulsive
disorder subjects. Depression and anxiety.
Ferreira, S., Zeron, R., Carvalho, G., Gandra, L., Carestiato, V.,
Bastos, A., ... & Mujanović, A. (2019, May). Therapeutic
Aspects and
Diagnosis of Attention Deficit Hyperactivity Disorder—ADHD
in Adults. International Conference on Medical and Biological
Engineering (pp. 769-773). Springer, Cham.
Leon, C., Sharma, R., & Kaur, S. (2019). Attention-
deficit/hyperactive disorder: missing the bull’s eye. Evidence-
based mental
health, 22(1), e1-e1.
Marx, I., Reis, O., & Berger, C. (2019). Perceptual timing in
children with attention-deficit/hyperactivity disorder (ADHD)
as
measured by computer-based experiments versus real-life tasks:
protocol for a cross-sectional experimental study in an
ambulatory
setting. BMJ Open, 9(4), e027651.
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