Behavioral Disorders and Behaviors

¶ … Series Research Also termed "single-case research" (Sheperis, Young & Daniels, 2017), time series research is "any research that takes place over time, in which different people or cases may be looked at in each time point" (Neuman, 2003, p. 546). A results of a time series study of the behavioral problems of one young learner, Kaya, are presented below, followed by a description of an appropriate behavioral intervention and how its effectiveness will be measured using another time series study.

A breakdown of Kaya's observed behaviors during 3 separate weekdays during school hours is provided in Table 1 and depicted graphically in Figure 1 below. Breakdown of observed behaviors Observation Period Frequency of Off-Task Behaviors (1) Frequency of Physically Aggression (2) Frequency of Verbal Aggression (3) Monday 12% 0% 2% Wednesday 15% 20% 3% Friday 20% 7% 10% (1) = failure to maintain eye contact with task at hand for more than 3 consecutive seconds (2) = hitting/pushing/kicking peers/teachers, throwing objects (3) = threatening, yelling Figure 1.

Breakdown of observed behaviors As can be readily discerned from Table 1 and Figure 1 above, the frequency of Kaya's off-task behaviors and verbal aggression steadily increased during the 3 days of observation, and she was observed engaging in physically aggressive behaviors on two occasions. Each of these behaviors requires an evidence-based intervention that can reduce or eliminate them, with physical aggression ranking at the top of the priority list (Guerra & Boxer, 2005).

Although current views about behavior-based interventions include the notion that once young people address the errors in thinking or reduce social information processing deficits, they will exhibit improved behaviors; however, there is also a growing recognition of the need to take situational factors into account in formulating interventions (Guerra & Boxer, 2005). According to Guerra and Boxer (2005), cognitive-ecological interventions have proven efficacy in cases such as Kaya's. This strategy takes into account both the impact of individual factors as well as situational factors on behavior (Guerra & Boxer, 2005).

A client-specific cognitive-ecological intervention for Kaya would include an analysis of any triggers that are causing aggressive and verbal behaviors and deficits in maintaining on-task behaviors. In some cases, these may be organic while in other cases peers or teachers may be involved (Guerra & Boxer, 2005). Following this assessment and a meeting with Kaya's parents or caregivers with the school counselor, the cognitive-ecological intervention would set forth the implications of any future undesirable behaviors, most especially physical aggression which should have a zero tolerance threshold (Gage & Sugal, 2013).

To determine the effectiveness of this intervention, Kaya's behaviors should be observed during a second series of 3 weekdays at approximately the same times as the baselines to identify improvements.