Grand Canyon University Student Behavior Discussion

Assignment- Choose a scenario from Chapter 11 in the Charles text. Identify which scenario you have chosen and discuss how you would address the student. Be specific in your plan and remember to integrate your Christian worldview.(Bible verses)

Tyler began the morning by refusing to participate in opening activities.
He chose instead to make beeping sounds. After the opening activities,
the class was to read quietly on their own for 10 minutes, but Tyler decided
to sing loudly. When asked to stop, he began to hoot. He was
ent and noisy for some time. He poked Jackie with a pencil, chewed the
eraser off his pencil and swallowed it, and insisted on writing on his math
sheet with a tiny piece of pencil lead moistened with spittle. He refused to
comply with academic instructions until it was almost time for recess. Dure
ng recess, Tyler pushed, poked, hit, and tried to choke other students. He
ughed when they protested. He engaged in violent play fantasies and
as extremely argumentative with the teachers on duty, swearing at them
d insisting they could not make him do anything he didn’t want to do.
Tyler had to be led physically back to the classroom. He screamed
t his rights were being violated and that he would sue the school and
the teachers.
Tyler worked the rest of the morning alone in the resource room with
esource teacher. In the afternoon, he was well behaved, compliant,
villing and able to participate and learn.
ling the teacher, student, other school staff, family
members, and professionals such as psychologists, reading clinicians, and speech
and language therapists. Based on their assessment and on the availability of re-
sources, special services may be provided to the student at school.
Scenario 2 Justin
The class had just finished a discussion of a chapter in the book they were
reading. Justin actively participated in the discussion, making correct and
well-thought-out responses. Mr. Gatta, the teacher, then instructed the
class to complete a chapter summary sheet at their desks. Justin needed
to be told a second time to get started. Justin put his feet up on his desk
and began to belch loudly. The students laughed. Mr. Gatta asked Justin to
stop belching and take his feet off his desk, whereupon Justin put his feet
down and wrapped his legs around the legs of his desk. He then leaned
back and made himself fall backwards, pulling his desk on top of him.
When Mr. Gatta came to help disentangle Justin from the furniture,
Justin grabbed the desk, wrapped his legs tighter around it, squealed
loudly, and laughed uncontrollably.
Commentary: Justin shows great reluctance to write down answers, even
though he can say them correctly. His behavior may be linked to a learning
disability, and there may also be other neural issues involved.
What Is Dyslexia?
nly diagnosed of all learning disabili-
Phase Three Engaging with Your Students and Activating Their Internal Motivation
instructions and directing lessons, all of which reduce distractions from extraneous
sources. You should also give directions slowly and distinctly, check that students
have understood correctly, and maintain a sense of calm.
Scenario 3 Jimmy
Jimmy entered kindergarten in September. By January, his behavior was
worse than when he began school. Every day he had a series of tantrums,
usually beginning when he arrived at school. He sometimes complied with
directions, but more often, especially during changes of activity, he might
scream, cry, kick, flail his arms, fall to the floor, or run out of the classroom.
During his “episodes,” he had kicked and hit staff members and as-
saulted students who were in his way. Jimmy’s home life was unremarkable.
He had an older sibling, both parents, and lived in a quiet neighborhood.
His family environment was loving and stable. His parents were very
concerned about his behavior. Jimmy did not have any diagnosed neuro-
logical conditions. His mother did not drink or use illicit substances during
her pregnancy. The pregnancy and his birth were deemed typical.
Commentary: This child, with no diagnosis other than his behavior to sug-
gest neurological dysfunction, was having a terrible experience in school.
His teacher ultimately changed the classroom environment to cut down
sensory stimulation, after which Jimmy’s behavior improved considerably.
in, per.
never develop language
tioning, independent members of socie
haps the world’s most accomplished and well-known adult with autism. Dr. Grandin
and 20/20, and has been featured in publications such as Time, People, Forbes, U.S.
has appeared on major television programs such as Today, Larry King Live, 48 Hours,
News and World Report, and the New York Times (see
Scenario 4 Tay
ignores them.
Tay is extremely noisy. Even during quiet work time, she taps, hums, or
makes other noises. When the teacher asks her to stop, she denies doing
anything. She talks very loudly. When classmates ask her to be quiet, she
Tay wears three pairs of socks all the time and adjusts the cuffs on each
pair a number of times a day. She cannot settle down and focus until her
socks are just right. She will not change shoes for gym class. When the gym
teacher tried to make her do so, Tay swore at her and ran out of the
and away from school, crying hysterically. When dashing across the street,
Tay ran into the side of a parked car, then fell to the road and sobbed until
a teacher came to get her.
Commentary: Tay is diagnosed with ASD with extreme SID. Outside noise
bothers her greatly, so she makes her own noise to drown it out. It is specu-
lated that she wears the three pairs of socks to put extra pressure on her
feet, which would be an indicator of SID, as is her continual cuff adjust-

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