For Student A, his behaviors are injuring another person, which could have resulted in injury to Student A. The student was also lighting a piece of paper in the hallway and taking pictures. Both of these behaviors function as a sensory issue. The student seemed to need something physical, such as pushing another student and lighting paper, in order to find stimulation or to avoid boredom . Arguing, using inappropriate language, and disrupting the class are other behavior issues that Student A has displayed. These behaviors seem to function as getting negative attention for the student. The student said that nobody disciplines him, which shows lack of structure. The mistakes being made are that nobody has referred the student for counseling . Isolating him and making him bored is another mistake.

Enrolling Student A in a sport is an intervention can give him sensory stimulation. Enrolling him in a BOCES program, where the student gets hands-on work and learns a trade for half the day is another idea. Placing the student in a classroom of other disruptive students may work.

For Student B, the behaviors of cursing, being deviant, and leaving class are problems that function as a way of escape. When the student gets kicked out of class and tries to console a friend, this helps her escape class. However, getting attention is another function for Student B. The positive effects for the student are earning a good reputation with students and getting their admiration. One mistake is never ignoring Student B. This could get her to stop . Teaching coping skills for frustration is one intervention, as well as praising Student B for her good behavior. In addition to this, instilling some relaxation methods in the student can help her build frustration tolerance .

Student C seems to have issues with following commands and staying focused and in his seat. His behaviors area disruptive and interfere with the teacher instructing the class. The function of Student C’s behavior seems to be escaping frustration and boredom. One mistake that is being made is not testing him for possible psychological issues . The positive effects of his attention are escaping tension and maybe getting laughs out of his peers. Some interventions include getting Student C tested for ADHD. Calling his parents is another intervention, as well as providing the student with coping skills that he can use when he is in class and getting bored. Perhaps, the student can write things down when he is frustrated .

My experience working with a 15-year old student, who lived in a group home, was enlightening. When he got overwhelmed, he swore at his teaches and walked out of class. These behaviors functioned as an escape from frustration and anxiety . Since this was the student’s third school in a year, he has issues making friends. When friends would laugh at his outbursts, he reaped the positive effects of peer attention. Some mistakes were not looking more into his family life earlier. His mother had promised to get off drugs. However, she had relapsed recently, which had created some angry feelings in the student, who wanted to live with his mother again. These angry, pent up feelings contributed to his outbursts in class.

The interventions that worked with the student were getting counseling for him. This helped him express feelings about his family situation. His behavior in class improved. He was taught the coping skill of writing in his journal to express himself. A mistake that was made was when a teacher took his journal away for punishment. That made his behavior escalate. A third intervention was taking deep breaths when his frustration in class would grow. This seemed to help him .