DB Response Prompt: Respond to student one and two (individually) with alternative treatments and/or if you agree or disagree. Student 1: The case study I chosen is Psychotic student page 147. The text states A junior high school-aged male student in a residential and day treatment program for severe emotionally disturbed children engaged in a number of disruptive behaviors (termed psychotic by some staff). During baseline, his work production on assignments was extremely low. Off-task behavior as well as out-of-seat occurrences (producing DE of assignment) were ignored; this student frequently was allowed to avoid completing any work. An FBA pointed to such behaviors as effective in escape and avoidance of his engagement of academic tasks The rearranged contingencies I set up were the following. In order to leave his seat and engage in free time activities, this student was required to complete a minimal amount of math work in one period, a minimal amount of reading in another period, and a minimal amount of writing in another period. Failure to do so resulted in his inability to get out of his seat to go "play." He had been assigned a staff person prior to my involvement. This person ensured that he completed his assigned task prior to being allowed to get out of his seat. (Capini, 2017). In my milestone I am reporting on a student who I believe exhibits some of these behaviors. On one hand I want to diagnose this kid with ADHD. On the other hand, I want to diagnosis him with ODD. I said ADHD is due to his inability to stay in his seat and do work. Attention- deficit/hyperactivity disorder (ADHD) is one of the most common mental disorders affecting children. Symptoms of ADHD include inattention (not being able to keep focus), hyperactivity (excess movement that is not fitting to the setting) and impulsivity (hasty acts that occur in the moment without thought) (APA, 2013). He is also showing signs of ODD. Oppositional defiant disorder is a common disorder in children and adolescents who are referred to mental health providers for behavioral issues. Individuals with this disorder experience varying levels of dysfunction secondary to oppositionality, vindictiveness, arguments, and aggression (APA, 2013). The text says he is in a residential treatment facility which normally means he is having behavioral issues. Due to him being in a treatment facility it would make it hard for treatment to work due to his mistrust for staff. Treatment of oppositional defiant disorder often involves a combination of therapy and training for the child, and training for the parents. For children and adolescents, cognitive problem-solving training can teach positive ways to respond to stressful situations (APA, 2013). It would be nice if his family could participate in therapy which would help increase the success of the treatment. Positive reinforcing seemed to work for the child offering him play time for work he does. This lets me know that he is willing to work on his behaviors. I would introduce therapy to help with his ADHD and ODD. Student 2: A client living in a home with five other adults with autism is referred to receive assessment for a behavior of checking the refrigerator to make sure the lunches for the following day were prepared and in their places. In order to check on the fridge and lunches, he was pushing and shoving others to get to the fridge with a sense of urgency (Chipani, 2017). The replacement behavior for this client is walking appropriately to the fridge to open and check for the lunches without shoving the others along the way. I believe the resident could be diagnosed with Obsessive Compulsive Disorder. From my understanding, OCD and Autism can be comorbidities and are often diagnosed together (Meier et al., 2015). Obsessive compulsive behaviors can become heightened in stressful scenarios and it is likely the client is under stress in their living situation. Maybe for him, his meals are a steady, grounded activity and maintaining this groundedness is important for him. As a result, he developed the obsessive compulsive behavior of needing to ensure that lunch was prepared and ready for the following day. It could also be a food preference as a result of his autism (Chipani, 2017). The best solution for this behavior is to provide stability for the client's meals. By ensuring that the lunches are where they need to be and that this is based upon his dietary preferences, the client will begin to feel a sense of groundedness knowing that his lunch will always be there. By also practicing the behavior of walking to the fridge calmly and without shoving those in the way in times when it does not carry the sense of urgency, the client will learn to properly approach this behavior when he is under stress as well.