Chuckie’s targeted behavior includes hitting, yelling, throwing, making noise that disrupt the class. According to the data taken, the frequency of these behaviors occurs daily and at least 3 times a day. These occurrences tend to take place in the afternoon, after or during lunch and on. Triggers include another child playing with a toy Chuckie wants or when Chuckie gets bored or restless during circle time and disrupts the class with inappropriate noises and/or pushing the child next him. Also, when Chuckie doesn’t want to do something or like an of the options available during play time, he will act out by hitting or knocking over other children’s toys and games. All of these behaviors vary from mild to moderate, with no severe occurrences.…show more content… This will be taught by his SEIT through direct instruction, modeling, role playing and practicing for at least 10/ 15 minutes 3 times a week. Being unable to express oneself because you don’t know the correct terminology makes people frustrated and often times act out these emotions. By giving Chuckie the vocabulary necessary to communicate his feelings and wants in appropriate manner, we hope to eliminate the physical outbursts. The following steps will be taught:
A) Pictures of different facial expressions will be used to show different emotions.
B) Give these emotions names and encourage Chuckie to talk about his feelings.
C) Practice saying the emotion you are feeling instead of acting on it (for example, saying “I am angry” instead of hitting someone).
D) Practice getting an adult to help when there is in issue.
E) Give examples of different ways to respond to a problem such as taking deep breaths when feeling frustrated or angry, getting an adult when there is an issue, and walking away (“Teaching Your Child,
