Behavior One: Non-compliant behavior is defined as Willie coming to class 10 to 15 minutes late five out of five days a week Behavior Two: Non-compliant behavior is exhibited when Willie initiates attention seeking behavior by singing during lecture periods. This behavior is exhibited an average of 2 times per 40 minute lecture period. Behavior Three: Non-compliant behavior is exhibited when Willie ignores 90% of presented class work and Willie goes on a computer without permission 4 out of five days a week.
As per his IEP, Willie has a long history of avoidance behavior. His classroom behavior seriously interferes with the instructional process. These behaviors manifest as off -task behaviors and avoidance which lead to the consequence of additional adult supervision on a regular basis. These behaviors are more evident to the teacher when Willie does not find the material interesting and is not engaged in the lesson. Willie’s teacher cites this avoidance behavior as the reason for the retention in ninth grade World History which he failed the previous year. The avoidance behaviors are evident in the multiple incomplete grades and consistently low grades which lead to the teacher and ninth grade staff to conclude it was necessary for Willie to repeat the course. Willie’s feelings about repeating the class are reflected in an increase in negative behaviors occurring this school year. He has stated several times that he hates history and sees no reason to learn it. The goals listed in Willie’s IEP specifically target his lack of consistent positive behavior.
Willie exhibits defiance and non-compliant behavior when attention is diverted from him to other students in the classroom. He desires one-on-one attention. However, in this academic classroom there is no additional staff other than the general education teacher. Willie’s behaviors include singing during lectures and frequent tardiness which are designed to redirect the focus of the staff and students from the assigned task and refocus the class energy toward Willie. Several students in the classroom are close friends with Willie and at times Willie will use that to promote his negative behavior. He performs the previously listed behaviors in order to incite direct responses and gain attention from school staff and his peers.
Specific Hypothesis 3.2:
Willie entered LaSalle School in March of 2010. He scored 3.9 GE on the reading section of the Woodcock-Johnson test. Willie had problems making friends in school. His grades in his last placement were passing; however, they declined over 5 points after his placement at LaSalle. He was placed in a 9th grade World History class, but his section consisted of several gang members and students who were perceived to be social elites. Willie was ridiculed by his other classmates on a daily basis. Last May, Willie was in a fight in this same classroom. Willie provoked the altercation because the other student is homosexual. Willie initiated the fight in order to enhance his reputation with the other students in the class. Prior to the fight, students were instigating the altercation. Willie lost the fight and as a result he has experienced further ridicule. Subsequently, Willie’s grades fell substantially from this point and Willie no longer participates in the class. In the new school year, Willie is the only student in the 9th grade at LaSalle who repeated ninth grade World History. His grade was 1% for the year and it was deemed by the school that he repeat the entire year rather than just attend summer school. Willie attempted to absent without leave (AWOL) four times after the fight with the other student and the subsequent ridicule of Willie for losing the fight to the homosexual. He blames the teacher for breaking up the fight. Two possible antecedents to his current behavior are: the room and the teacher. Willie comes to class late every day, often walks out...