Attached is the conclusion directions for this assignment and the essay I have written so far. I am stuck on the last paragraph.

• Conclusion: In what circumstances might you foresee using this intervention?
• What are some downsides of these interventions? Are there cultural, ethnic, and/or gender considerations to using this intervention? Does this intervention appeal to you? Why or why not. Provide at least one academic reference on research to the downsides of this behavior.

Fred is lives in a suburb in Oregon, with his family and attends a neighborhood school. When he was seven he was hit by a car which left him with limited use of his right arm and leg. He has difficulty speaking and struggles even more with learning. Throughout elementary school and the beginning of middle school, Fred displayed many learning and behavioral challenges. Often, when presented with a challenging task, Fred would become frustrated and stomp his feet and whine. He would run out of the room and occasionally left school ground. In sixth grade, Fred threw a typewriter out the window which prompted the principal to consider placing Fred in a school for students with severe behavior challenges.

A prerequisite for measuring behavior is to be able to operationally define the target behavior as well as the desired behavior (IRIS). Defining behavior does not include the motivation that prompted the students' action or inaction. It is critical to identify inappropriate behaviors before designing and implementing interventions. There are several target behaviors, behavior the teacher wishes to change, that Fred requires intervention for. These include, whining and stomping his feet, running out of the room or leaving school grounds and acting aggressively like when he threw the typewriter out the window.

The desired behavior, the behavior that optimally will replace the target behavior should be a result of his intervention. Some possible behaviors should include staying seated in class, requesting a break or a walk when feeling frustrated. Fred will effectively manage his emotions and frustration by learning to act in a way that is helpful and does not disrupt his classmates. This may include communicating concerns or challenges vocally, asking assistance from teachers or classmates, adhering to school rules and directions, and employing suitable coping mechanisms when encountering difficult tasks.

Fred's family and teachers, with the help of behavioral researchers at the University of Oregon, developed a behavioral intervention plan. They examined potential causes for his actions, such as environmental factors for example, when transitioning from one class to another, which led to his outbursts. Fred was given a behavior management program comprising multiple interconnected components. The interventions involved academic teaching and self-monitoring techniques.

Positive reinforcement was the approach taken when Fred exhibited appropriate behavior in various learning environments. Research has shown that positive reinforcement works. "When implemented with fidelity,PBIS improves social emotional competence, academic success, and school climate. It also improves teacher health and wellbeing. It is a way to create positive, predictable, equitable and safe learning environments where everyone thrives (Center on PBIS | What Is PBIS?, n.d.)".

The intervention put in place for academic instruction was to provide an adapted curriculum. This included functional skills such as reading a menu or grocery shopping in the local store. An adapted curriculum is a curriculum that is responsive to the needs and abilities of the student, often used for students receiving services for autism, intellectual and physical disabilities as well as other special needs (Adapted Curriculum, PreK-12, n.d.). He also received integrated academic instruction consisting of small groups with both his special and general education classmates. " The ultimate goal of an integrated curriculum is to bridge the gap between academic knowledge acquired in the classroom and practical experience gained by application of that knowledge in real-life situations (Implementing an Integrated School Curriculum, 2023). This was tailored instruction aimed at meeting Fred's learning needs.Fred received instruction on specific methods to address challenging social scenarios such as how to interact with his peers, express frustration and initiate self- imposed breaks.

Thankfully for Fred, the implementation of these interventions had a positive effect on him. He developed a social network which included his mother; his special education and general education teachers and his middle school principal to support him. After these strategies were put in place Fred started displaying appropriate behavior in school and at home. He continued to progress in every academic subject. His outbursts lessened drastically, requiring the principal's attention only four times in eighth grade as opposed to 40 in the seventh grade. Fred acquired the skill of self-monitoring and self-management, leading to a renewed interest in learning. Fred entered High school with a sense of pride and independence.

In order to maintain these behaviors, I would continue to offer Fred positive reinforcement. I would stress the importance of consistency both at home and in the classroom. The student should have clear expectations about the consequences of his positive and negative behavior. Clear visual cues using words and pictures can be helpful. Reinforcing positive behavior through modeling has been shown to be effective. On the PBIS website, they offer a template for "Creating Effective Classroom Environments Plan" (Center on PBIS | Resource: Creating Effective Classroom Environments Plan Template, n.d.). This template can be attached to a lesson plan to create ways of implementing positive behavior interventions in the classroom. This template offers strategies for different learning settings such as, teacher directed whole class, small group, independent work and transitions. Also, part of the template is the expectations of the students, such as whole body listening or taking turns in small group. Once attached to the lesson plans the strategies should be taught explicitly with each lesson.

I have seen all of the interventions used in the grammar school where I work. Overall, I agree with the interventions used in assisting Fred.