Int. Strategies (I)	Practice 1
Help	Orientation |  Support |  Lesson  [Practice]	-	56 of 58

Attention: ONLINE RESPONDING IS DISABLED Javascripting is either turned off or is not recognized by your browser.

1. Jack, a ninth grade student, has been preparing for an important science test. Before he left school yesterday he asked you, his special education teacher, to meet him the next day before school to help him review for the test one last time. You have been impressed with Jack´s ambition to study since he usually does not try this hard to do well. When you woke up this morning you were running a fever and feeling very sick. Although you had made plans to meet with Jack, there is no way that you can work today. You have tried to call Jack´s mother but she has not answered the phone. When Jack arrives at school, he can´t find you anywhere. The thought of the science test is weighing heavily on his mind, causing a high level of stress. As Jack searches for you, he becomes more and more upset. Finally, he goes to the office to have you paged. The secretary, knowing you are ill, tells Jack that you are not going to be in today. The secretary looks at the clock and asks Jack to go to his first-hour class because he is now late. Within minutes, Jack is in the principal´s office for pushing virtually everything off of the secretary´s desk while screaming that he is going to fail his test. Due to the severity of Jack´s problem behaviors, the principal suspends him from school for two days. Based on this limited amount of information, develop a preliminary hypothesis explaining why Jack may have engaged in problem behavior and suggest intervention approaches that can be used to support Jack in the future. Be sure to address each of the four major types of intervention approaches described in this module.
	example:
		Preliminary Hypothesis Setting Events: Jack has to pass an important science test and his special education teacher stayed home sick. Antecedent: The secretary tells Jack that he needs to go to his first-hour class. Behavior: Jack screams and pushes everything off the secretary´s desk. Consequence: Jack is suspended and misses both the test and his first-hour class. Based on this limited information, it appears that Jack may engage in problem behavior in order to escape from difficult or emotionally stressful situations. In addition, Jack´s behavior may be maintained by the emotional release that occurs when he is presented with a complicated and stressful situation. Possible Interventions A setting event intervention might include working out a back up plan for Jack so that when he needs support he can receive assistance from someone besides the special education teacher. If Jack had already identified several teachers who might be able to help him prepare for the test, he would not have been as distressed by his teacher´s sudden absence. If the secretary had known that this situation was a setting event, she could have eliminated antecedents that trigger Jack´s problem behavior. Instead of telling Jack to go to his first-hour class, she could have talked to Jack about what his options were and helped him create an alternative plan. Jack would benefit from social skills education, including information about problem solving and strategies for dealing with stressful situations. Anger management or a relaxation program could provide Jack with an alternative approach for dealing with emotionally charged situations. Finally, a consequence intervention could have been implemented in order to prevent Jack from escaping from both his test and school. The secretary, observing Jack´s growing agitation, could have used redirection strategies (for example, suggesting Jack call the guidance counselor´s office for support, writing down a list of the specific issues related to the science test that he needed to ask someone about, or offering to take a letter to the science teacher describing his current problem).