Behavior Management Final

• immediate action because it is potentially harmful
• should be used selectively in response to specific behaviors
• should include a statement of an appropriate alternative
• explicit- what exactly in inappropriate, do not degrade

• students are provided with charts, graphs, or reports that show their performance in specific behaviors
• should be formative, non-evaluative, supportive, timely, and specific

• provided when a student engages in low rates of the behavior you wish to change, behaviors other then the behavior you wish to change, a behavior that you want to replace the undesired behavior, or an incompatible behavior
• select target to be changed, positive alternative, appropriate reinforcement strategy, determine reinforcers, determine criteria, implement intervention, evaluate results

• discontinuation or withholding of the reinforcer of a behavior that has previously been reinforcing the behavior
• when the target behavior is exhibited 
• continue your present activity
• if behavior persists turn your back and walk away

• loss of privileges
• negative behavior management intervention though results may be positive
• most effective when when the privilege is natural or logical of the inappropriate behavior

• removal of a child from an apparently reinforcing setting to a presumably nonreinforcing setting for a specified and limited period of time
• contingent on the target behavior
• student must see the difference between time-in and time-out  environments
• inclusion time-out  (planned ignoring) and exclusion time-out

• systematically lessening a specific, learned fear or phobic reaction in an individual
• therapeutic technique
• teacher has positive interpersonal relationship with child
• child must trust teacher

• long talk- helps student's analyze their behavior and develop better self-control
• meet
• review
• discuss respect
• discuss typical behavior
• devise another response
• reconvene

• means for providing effective instruction in diverse classrooms
• Provide multiple means of:
• 1. presentation
• 2. expression
• 3. engagement

encourage the child to externalize personal feelings

• individuals may gain greater understanding of their behavior
• it can focus on real occurrences
• it can focus on significant others
• it can focus on process and feelings occurring in new situations

• writing as a therapeutic strategy
• expresses personal feelings and emotions
• externalize personal conflicts and frustrations
• self-expression
• self-exploration
• problem solving

• indirect intervention
• uses the interaction between the reader and literature for therapeutic purposes
• read about characters with similar problems
• writing a summary of the book for discussion
• dramatizing, role-playing, or presenting skits about the message
• making artworks that represent characters and situations

• photovoice
• students record lives and reflect on what the images said about themselves and their needs
• pasted favorite photos in journals with writings
• permanent record for antecedent-behavior-consequence analysis
• providing self-monitoring

nonverbals interfering with unacceptable behaviors (eye contact, frown, light flickering, etc)

ex. offering to help or discussing the assignment

if students lose interest, restructure or reschedule the lesson

post school day schedule and announce changes

... to the students' sense of fairness

when a student becomes agitated or frustrated with an activity and before he or she is physically or verbally disruptive it is prudent to remove the student from the work setting

• focused on interactions between the student and the people that have the greatest opportunity to interact with the child
• incorporated into routines
• generalization of the behavior more likely
• ex. incidental teaching

• children may speak on any topic
• confidentiality is stressed
• discussion may be initiated or facilitated

• develop a physical environment that supports academic and social goals
• establish behavioral expectations
• communicate in culturally consistent manner
• establish a caring classroom
• engage families
• implement appropriate and effective intervention strategies

• ex. students writing their names on the chalkboard when they need help
• teacher turning the lights off to signal the end of an activity

educator's functions in referral, collaboration and reporting, modification of classroom structure and curriculum content, obtaining permission to administer medication, and safeguarding and administering medication

• it is quick and discrete
• saves class and instruction time

using eye contact, a facial expression, or body gesture to redirect the behavior

Utilizing research-based positive behavior supports and interventions to lessen and alleviate conflict with the goal of returning to the stage of recovery or the state of calm

Calm

• - Know the school policies
• - Meet your coworkers

• - Sit in alphabetical order
• Student interviews and introductions

Bridging from one setting to another using developmentally appropriate tools

• songs
• give me 5

• you must look at the interactions between the organism and the environment- they cannot be separated
• analysis must include aspects of the environment that are relevant to and acted on by the student
• transaction between individual and environment- one being continuously changed by the other
• understanding the behavior is specific to each individual and his or her environment

• stage:
• 1. emotional crisis (shock, denial)
• 2. emotional disorganization (anger, guilt, rejection of child)
• 3. acceptance (cooperation, informed concern)

BUILD RAPPORT (Begin with positive)

OBTAIN INFORMATION (open-ended questions)

PROVIDE INFORMATION  (concrete information)

SUMMARIZE AND FOLLOW UP (clarify responsibilities)