William's Bullying: A Teacher's Failed Attempts - Essay Sample

Introduction

William being a healthy pupil is known for bullying his classmates. His conduct of oppressing the fellow classmate started at the beginning of the academic year. He shoves, thrashes, terrorizes and bites them. William mostly oppresses the rest during break time and from the classes. Ms. Tooley who is their teacher noted the problem and decided to act immediately. She rebuked William as a means to tame him from his conduct. Her efforts were futile and failed to yield any positive results in curbing and taming the cruel behavour. Instead, of rebuking him, she began sending him to the principal's office anytime. William oppressed his class mates, nevertheless, sending him to the principal's office bore no fruits since William never stopped bullying his fellows. The students continued to suffer with the full knowledge of the teachers who failed to take any successful initiative to end the vice.

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Aimed Character

The aimed character which I feel that is the behavior portrayed by William is shoving, thrashing and biting classmates. Any time Williams in contact with fellow classmate he either bites (using his teeth to munch), thrash (using his hands or legs against his classmates or shoving (forcefully throwing his classmates by the use of hands) them. It, therefore, means that anytime William is in physical contact with a fellow student an aggressive behavior must be exhibited. William did all this during break time when he is free to does whatever kind of behavior he wishes to execute.

Assessment

One of the ways to address the issues is to involve his parents. Striking a conversation with William and his parent (s) would allow one to acquire data concerning the target habits, duration and the frequency of occurrence of the habits. According to Sattler (2001), data collection can be done using tools such as questionnaires similar to those that are used in Behavior Checklist for children. This is done to contemplate, recognize and get the real issues affecting the youths and the children. The checklist is not only meant for the children but also for the youth who are parents already in the age of 4-18 years. Interview as such is conducted in order to scrutinize the target habits. Sattler (2001) posits that the checklist is applied since it takes the form of reports used by the teachers. The Teachers Report Form (TRF) is credible and also sufficient, hence suitable for use.

Character Management

Any form of punishment in a situation like this might alleviate the hostile behavior. Research has reported that penalty for hostile behavior has resulted to unfriendliness behavior, absenteeism and hostility. For instance, a study which was conducted by Bandura et al. (1961) established that children reproduce the conduct of the adult. Hence when they become hostile it is because they have borrowed the behavior from an adult model. Additionally, as established by Bandura et al. (1963), assessing two groups with end reward being punishment and no punishment, revealed that the children preferentially wanted the aggressive model. These studies point out clearly that punishing William for his conduct will alleviate his conduct to oppress the classmates more. Besides, punishment would make him a more hostile person after his studies. Therefore, punishment is not the best course of action on William if at all the aim is to tame his hostile behavior.

Modification Program

This program was anticipated to take the following into account: personal motivation, and stimulus return program. Program: Critical Plan A. Personal Commitment-The procedure for the program includes: First is to establish the problem. Under this step, the major target is on the issue to be changed. When the underlying problem is established the issue is singled out from the rest. The second procedure is determination of the conduct assets. Under this step, the goal is to remember the pros and the cons during the process. The aim is to come up with a management program which uses students as the assets maximally. If the program focuses on eliminating the behavior, then this behavior has a chance of developing again. The third procedure is the target conduct recording. This procedure involves storing the information significantly since the information is an asset before and after the intercession. The fourth procedure is establishing key supporters-the return is always key and should always motivate the students to work consistently. Involvement-this involves changing the mindset of the people (sway the people to do well). The actions that happened before the problem occurred (the conduct of the class).

Program of Enticement for Payments

Payments inform of rewards can be done in a way that promotes the status of the peers and their condition. In this regard, the student should be rewarded personally or notify the parents about the special rewards to their children. These payments are made in such a way that the kid feels treasured and as such rising the school involvement.

Major Ordinary Form of Honor

• Extraordinary and distinctive gift given at awards gatherings
• Gifts sent home
• Gifts in the school compound

Combination Approach

The use of a combination of opportunity and reward program is essential to the students over other programs such as punishment. Besides, such a program aids in the success of an incentive system. When the school intends to use a reinforcer who is tangible, then the use of favored activities would be the best form of a reward among the students. Research on effectiveness of use of favored activities such as physical touch and gifts/rewards has established that they potentially possess adequate leverage to initiate a huge change in the rogue behavior of the student (Mathers & Goldstein, 2001). In this regard, the best approach that can be used to curb the rogue and hostile behavour demonstrated by William is the use of favored activities such as physical touch and gifts/rewards that relate to learning. Such behaviors will instill positive discipline not only to William but also to other students who might have been motivated to start hostile behaviors.

Evaluation of the Modification Program

Evaluation is a program helps in keeping the program on check to ensure that its implementation works effectively. Hence, the use of a simplified system to assess the program on the basis of classroom issues is critical. The actions such as listening to misbehaviors, lack of concentration, being out of seat, talking out can be assessed by use of a 15-second increment based rituals (Mathers & Goldstein, 2001). In case a bad behavior occurs repeatedly, the system makes a single notation under that preferred behavior. Hobart (n.d.) posits that the incentive modification program ought to be assessed in the perspective of whether it addresses William's case study.

Spontaneous Recovery

This entails retreating to anticipated behavior. When implementing the incentive modification program, the intentions must be achieved without failure since once the intentions are not achieved, it will be doomed to fail. For instance, if the student is not given the reward, he/she may be discouraged and this would curtail the achievement of the objective. The program intends to put to an end, the hostile behavior exhibited by the student, hence. The extinction is the resulting or the anticipated behavior. As described by Weiter (2005), change is the expected outcome of the program.

Annie's Change to Language Acquisition

Autism is a disorder that is characterized by problems in nonverbal and speech communication, social skills, and repetitive behaviors. Annie is a four years old and has been diagnosed with autism disorder. As a result of the disease she has a limited vocabulary from which she can use language. In a bid to satisfy her desires, interests and needs, Annie uses expressions and challenging behavior. It becomes hard for her mother to know what she wants but she has to learn. Whenever she is in need of anything, she goes to where the item is and start crying for it until it is given to her. The use of MAND and TACT is a good approach that would aid in developing Annie's language learning program.

Implemented Behavioral Change Program

Various behavioral programs have been found to be useful in enforcing a certain desirable behavior. The use token economy allows the modification of the undesirable behavior using tokens. Individuals are given token once a desirable behavior is noted in them. Later, the tokens are taken and exchanged with a privilege or object that is more meaningful. However, this program has been faulted for various reasons such as being time consuming, and the tutors are resistant to using it and tends to misuse it. It has also been found that token economies cause dissatisfaction and is rich in frustrations. There is hence the need to review the behavior at baseline level to establish the cause and hence manage the issue properly.

Potential Issues

There is a number of students who when confronted with uninteresting tasks they become distracted and fail to perform the assigned tasks. Mather and Gidlstein (2001), therefore, finds it important that the behavior of a student be based on the classroom management, setting, type of the activity and task. However, in case the student fails to respond to the system, the program would be boring to them. In this regard, use of backup reinforcers and use of realistic expectations would better resolve the problem. Mather and Gidlstein (2001) posited that such enforcement should be used once the positive behavior has been encountered. Further, the authors recommend the use of constrictive and positive reinforcements as follows:

• Providing support
• Making constructive comments to strengthen the actions.
• Changing the reinforcers with time
• Performing an analysis of the child and making an observation of the child's actions
• Becoming passionate and having the willingness to engage
• Encourage and strengthen the target behavior once it is portrayed

Response Priming

Whenever a later stimulus response experiences an impact from a stimulus exposure, response priming takes place. Consider a stimulus exposure that encourages initial identification and classification. The occurrence of the actions is preceded by a decrease in neutral reply in precise cortical region. According to Homer and Henson (2008), it has been established that the associations of stimulus response define the stimulation of both the reaction and the behavioral priming. The results obtained by the two authors indicates that the amount of priming behavior is modulated by the improvements in the tasks carried out. Based on these findings, the task has to be constantly changing and optimal results are being achieved. Hence, a repetitive priming s significant when conducted at certain time intervals. The repetitive priming approach has been acknowledged by Bruce, Carson, Burton and Ellis (2000) who advocated for exposure to words, objects and faces that makes a child understand speed, recognize object or an item.

Alternative Modification Program

The best alternative modification program is the cognitive behavioral therapy (CBI). The program is effective in aiding the children control their actions. CBI is an effective approach in changing the behaviors of a child as it strives to provide enlightenment on how to think and how to develop new better behaviors. Through consistent encouragement, the child develops ability to engage in new positive behaviors. In this regard, a CBI for use in the case in question entails the use of four cognitions namely, simulations, inputs, reinforcement and cognitive mediation. Such cognition approach is significant in developing new and better ways to cope up with the rogue behavior. As stated by Smith (2002) that the cognitive process entails alteri...