SPED301 Management of Behaviour National Institute of Education (NIE) : Intervention Strategies & Positive Behavior Support, Singapore

Question 1

Thomas, a 5-year-old boy, has recently joined your childcare centre. Based on your observation over the past one month, you noticed that he tends to shout loudly for extended periods and/or pinch his peers when the teacher is attending to another child. These challenging behaviours stop whenever the teachers reprimand him or approach him to speak about his behaviours.

Based on the data collected, Thomas’s shouting and/or pinching behaviours occur daily, between 10 to 15 times each day.

(a) Identify the function of Thomas’s challenging behaviours and define ONE (1) behavioural objective to address them.
(7 marks)

(b) Identify TWO (2) possible types of differential reinforcement that can be used to reduce Thomas’s challenging behaviours. Describe how you would apply these TWO (2) types of differential reinforcement.
(26 marks)

(c) Identify and describe ONE (1) strategy you would apply to remove the reinforcing stimuli when Thomas’s challenging behaviours occur.
(12 marks)

(d) Identify and describe ONE (1) strategy you would apply to present an aversive stimulus to reduce Thomas’s challenging behaviours.
(12 marks)

(e) As part of the procedure in creating an intervention plan, identify and describe ONE (1) method you would use to collect behavioural data to evaluate Thomas’s response to the intervention.
(13 marks)

Question 2

The School-Wide Positive Behavior Support (SWPBS) has been adopted by many schools to create a positive environment that improves academic and behavioural outcomes.

Examine SWPBS and demonstrate how you would apply Tier 1 supports/interventions in a Secondary School to address the problem behaviour of vandalizing the walls in school.

In your response, include:

• A description of Tier 1
• Identification and elaboration of ONE (1) Tier 1 support/intervention to address the issue

(15 marks)