Carly is 8 years old and fully integrated in a regular grade three classroom. Carly can speak single words, but largely communicates using a special book that allows her to make requests. When misunderstood, Carly can become very frustrated. Carly’s math and reading skills are delayed compared to her same age peers. In addition, Carly presents with fine motor deficits and often becomes upset when engaging in writing or printing tasks. Over the past few weeks her English teacher has noticed that she will become uncooperative when asked to complete activities at her desk. This is exhibited by her banging on her desk, throwing her printing work on the floor, and refusing to complete the activity. Her behavior is distracting to other students in the class and she is not easily redirected. Her teacher has tried reassuring or comforting her; when that has not worked the teacher has also tried sending Carly to meet with the vice-principal. Neither scenario has resulted in any significant change in behavior. When not doing work, Carly enjoys time on the computer, listening to music, and climbing the jungle gym at recess. is there a realshionship between environment (time of day, activity,setting) and behaviour? How can envionment be modified to eliminate such antecedents and prevent behaviour from occuring?
Carly is 8 years old and fully integrated in a regular grade three classroom. Carly can speak single words, but largely communicates using a special book that allows her to make requests. When misunderstood, Carly can become very frustrated. Carly’s math and reading skills are delayed compared to her same age peers. In addition, Carly presents with fine motor deficits and often becomes upset when engaging in writing or printing tasks. Over the past few weeks her English teacher has noticed that she will become uncooperative when asked to complete activities at her desk. This is exhibited by her banging on her desk, throwing her printing work on the floor, and refusing to complete the activity. Her behavior is distracting to other students in the class and she is not easily redirected. Her teacher has tried reassuring or comforting her; when that has not worked the teacher has also tried sending Carly to meet with the vice-principal. Neither scenario has resulted in any significant change in behavior. When not doing work, Carly enjoys time on the computer, listening to music, and climbing the jungle gym at recess.
is there a realshionship between environment (time of day, activity,setting) and behaviour? How can envionment be modified to eliminate such antecedents and prevent behaviour from occuring?
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