TLSE 455 Test

Individualized interventions occuring within the context of daily classroom interactions that are used to assist students with E/BD in understanding thier own feelings, beleifs about themselves and their relationships with others.

• Responding therapeutically to students statements and behaviors (insight orianted interventions)
• Implimenting LSCI
• Conducting groups

Statements to reinforce students' approprate behaviors related to IEP goals or to address important issues related to student's behavior.

They help to offset negative self-talk.

A breif intervention amied at assisting students in better understanding their emotions and altertering their self-perceptions (corrective teaching). Can also pair this strategy with social skills.

• -Psyco-educational technique
• -Method for staff to utilize that provides students extended time to discuss behavior problems.
• Helps develope better understandings of the problems and helps develope alternative behaviors to use when confromted with frusterating or confusing situations.

Identify the source of the problem and help student recognize that he/she takes out his angry feelings on others with undesirable results.

Organize reality enabling the blaming student to see how he/she contributes to his problems and makes them worse.

Confront unacceptable behavior by making the bullying student feel uncomforatble with hisher pattern of gaining pleasure from causing others pain.

We define clinical interpretive feedback as verbal feedback that is provided to students in response to their immediate behaviors and that relates there behaviors to important psychosocial development issuses experienced by the students.

• Crisis – drain off
• the student’s intense emotions by acknowledging feelings.

• Timeline – by using
• affirming & listening skills discover the student’s point of view.

• Central Issue – identify
• the student’s vital interest & select the appropriate LSCI strategy.

• Insight – use
• interviewing skills to help the student recognize & change self-defeating behavior patterns.

• New Skills – teach the
• new skills needed for behavior change (e.g., social skills)

• Transfer of Training – prepare the
• student to reenter the ongoing activity & setting,

• 1.First calm down the student.
• 2. Have the student explain what happened from
• their point of view. As the student tells the story ask questions for understanding and accurate understanding of the students point of view. What isthe problem, whats going on, and how can we fix this.
• 3. The adult is using the info from the timeline to come up with a correct LSCI strategy.
• 4. Help the student recognize a pattern of
• behavior.
• 5. Teach the new skill to change behavior.
• 6. Pre-pare the student to go back to the classroom.

Build values to stragthen self-control in the impulsive or self-abusive student who acts out, then feels too much guilt afterwords.

Teach new skills to the srudent with the right goals and attutudes.

Expose exploitation for the student who is set up by others or who is manipulated through a false friendship.

• adult rejection or estrangement;
• that an adult can accept a
• student at his or her worst & still extend respect;
• the important relationship
• between his or her thinking, feeling, behaving, & consequences;
• to identify a chronic
• pattern of self-defeating behavior;
• to accept responsibility for
• personal behaviors; and
• to have more trust in
• adults.

• That a crisis doesn’t mean
• adult rejection or estrangement;
• that an adult can accept a
• student at his or her worst & still extend respect;
• the important relationship
• between his or her thinking, feeling, behaving, & consequences;
• to identify a chronic
• pattern of self-defeating behavior;
• to accept responsibility for
• personal behaviors; and
• lto have more trust in
• adults.

To set a personal behavior goal and create a plan on how to acheve it.

Purpose: Accomplish a specific task, invole group in decision making (field trip, fund raising)

Discussion of a thought provking topic. Can be related to curriculm. Stimulate thinking. Motivation to engage in academic ideas

Develope communication skills, builds self-esteem and group cohesion.

A discussion of topic directly related to the curriculum to quickly assess students' comprhension of curriculum and evaluate teaching strategies. They should stimulate thinking about curricular topics and real-life.

Teach students how to solve problems effectivly and peacefully, address individual or group issues.

• Provide information regarding how to get
• along with teacher, peers and family
• Teach communication skills
• Improve interpersonal relationships
• Help student with crisis, personal problems
• Develop and nurture empathy, acceptance, and
• peer support

• Meeting is announced
• Transition routine is implemented
• Leader is designated
• Point of Order and Review of Group
• Rules/Values
• Meeting agenda or goal is addressed
• Opportunities for feedback/discussion
• Closing comments/decisions
• Follow up is outlined/determined
• Expectations for next activity are outlined

• The learner is weak in or lacks, a behavioral skill
• Goal: Teach desirable (lacking) Skill

• Allows teachers to focus on proactive instruction instead of reacting to the student's misbehavior
• Sets the stage for instruction in prosocial skills that the student may use and that teacher can prompt.

• Poor social adjustment
• mental health problems
• delinquency
• low self-esteem

• Limited oppertunities to learn
• negative academic and socail self-concept
• socail isolation

• Promoting skill acquistion
• Enhancing skill performance
• Reducing or elimination of problem behaviors
• Facilitating generalazation and maintenance of social skills

• Classroom survival skills
• Skills for dealing with feelings
• Skills for dealing with stress
• Friendship-making skills
• Skill Alternatives to aggression

• Teacher rankings
• Rating scales
• Behavioral interveiws
• Direct observation

• Direct instruction
• Use teachable moments
• Teacher rolemodels approprate socail skills
• recogniton of approprate socail skills
• teaching self-magagment, including socail skills strategies and anger managment

From a social skills curriculum where the ss are learned behaviors that can be taught and taught using common launguage and terms.

• 1. Name and define the skill
• 2. Introduce the skill components
• 3. Demonstrate, Model, Practice
• 4. Provide Perfromance feedback
• 5. Test/Review
• 6. Assign Homework task