Ed457 chapter11finalppt
- 1. Ch.11: Issues and Concerns in Behavior Management Created by: Jerika Jenna G. Dee & Beridiana G. Balajadia ED457/G Behavior Management in Special Education Mrs. Cathy Cardenas
- 2. By the end of this presentation: ❖ you will be able to : ❖ describe recent practices in school service delivery systems ❖ discuss potential impact of students from diverse ethnic, cultural, and linguistic groups on behavior management ❖ discuss the potential impact of students at risk for behavior problems ❖ describe continua of behavior management interventions ❖ explain behavior management as prevention
- 3. Integrated Framework and Behavior Management ❖ Pyschodynamic ❖ Biobehavioral ❖ Environmental ❖ Behavioral
- 4. Ecological Perspective On Behavior Management ❖ According to Bauer and Sapona (1991) ❖ The role of the teacher in behavior managements is to facilitate the development of each student rather than simply to intervene in appropriate behaviors.
- 5. Ecological Perspective: Behavior Management ❖ Teachers must . . . ❖ students makes a significant contributions to the educational process ❖ learning occurs when students feel a need to change or learn ❖ Learning is holistic ❖ Power of social context of the classroom on learning ❖ Personal understanding of learning and development ❖ Care about what takes place in the classroom
- 6. Education Issues that Impact on Behavior Management ❖ Inclusion ❖ defined as the philosophy that all students, regardless of disability, are a vital and integral part of the general education system ❖ Integration ❖ Refers to the placement of learners with disabilities in educational programs serving their peers
- 7. Basic Components of Inclusion ❖ 1. Students attend their district school ❖ 2. no more or no fewer learners with disabilities in a single school ❖ 3. Zero-reject philosophy (no student could be excluded from receiving educational services, regardless of disability ❖ 4. Placement would be age and grade appropriate ❖ 5. Special Education services and support will be provided in the integrated environment ❖ 6. Cooperative learning and peer instructions provided in the general education setting
- 8. Pre-referral Intervention ❖ Purpose ❖ To assist the student in the regular classroom and to avoid identification as at-risk for disabilities and referral to special education
- 9. Pre-referral Interventions . . . ❖ Teacher Assistance Team ❖ General and special education teachers, school nurse, psychologist, social worker, administrator ❖ Collaborative consultation develops interventions that increases school- wide commitment and involvement
- 10. Aggression and Resistance in ❖ Aggression is define as School ❖ hostile, injurious,or destructive behavior or outlook especially when caused by frustration ❖ Three essential elements in the development of and modifications of aggression: ❖ Modeling ❖ Positive Reinforcement ❖ Negative Reinforcement
- 11. Aggression . . . ❖ According to Melloy (2000) ❖ Four Types of Aggressive and Violent behaviors: ❖ Situational Violence ❖ Relationship Violence ❖ Predatory Violence ❖ Psychopathological Violence
- 12. Aggression ❖ Characteristics of the aggression students: ❖ Deficits in social information processing ❖ Poor impulse control ❖ Low frustration tolerance ❖ Limited ability to generate alternative responses to stress ❖ Limited insight into the feeling of self and others
- 13. Aggression: Stages of Frustration ❖ Stages of Frustration ❖ Appropriate Teacher Response ❖ Anxiety ❖ active listening, non- ❖ Non-Stress judgmental talk, surface management strategies ❖ surface management, proximity control, interest boosting, hurdle helping
- 14. Aggression: Stages of Frustration ❖ Stages of Frustration ❖ Appropriate Teacher Response ❖ Defensiveness ❖ reminder of rules, conflict, ❖ Physical Aggression resolution strategies, acknowledgement & ❖ Tension reduction & regaining encouragement, redirecting self-control ❖ Safety for all, removal of student ❖ Punishment of supportive intervention
- 15. Diversity and Behavior Management ❖ Beliefs: ❖ Responsible for their own poor academic performance or possess a defect ❖ Cultures or ethnic groups provide no academic support ❖ Schools do no differentiate their work to fit the needs of various students ❖ Mismatch between students culture and that of the school ❖ Held to the same “high” standards
- 16. Cultural Issues, Teacher Behavior, and School Structures ❖ Social System Prospective: ❖ Schooling is generated through the interaction of the student, teacher, family, community, and school ❖ Culture awareness ❖ Community partnership
- 17. Learning Styles and Diversity ❖ Learning Styles: ❖ According to Anderson (2001) ❖ Auditory ❖ Learning styles are ❖ Visual not bipolar, either one or the other ❖ Kinesthetic ❖ Rather, learning styles fall on a continuum
- 18. Video: Classroom Management Tips hello there!
- 19. At Risk Students for Behavioral Problems ❖ Who are at risk? ❖ disabled ❖ maltreated ❖ substitute care children ❖ children exposed prenatally to alcohol and drugs ❖ Teachers need to be aware of potential impact of these conditions in behavior
- 20. ❖ CHARACTERISTICS: Child ❖ fewer words Maltreatment ❖ feels unlovable / unacceptable ❖ abused and neglected ❖ negative self image = decreased children (physical/ competency and academic mental,sexual,& neglected motivation under 18) ❖ anxious, inattentive, apathetic, and dependent ❖ disruptive,defiant,and aggressive ❖ conversely - overly compliant and wants to please others
- 21. Maltreated Children need to: ❖ predict events in environment to facilitate organization of behavior ❖ develop trust through regulated, unambiguous, ❖ achieved desired objectives and consistent experiences in socially acceptable ways ❖ develop self confidence, ❖ communicate openly with self motivation, and self others and use control needed to enjoy developmental language intellectual stimulation and cognitive skills
- 22. Substitute Care ❖ when a primary caregivers are ❖ child can be moved from persons other than their place to place very often biological parents. ❖ approximately 600,000 are in ❖ can be relatives, informal or foster care - 70% school age licensed foster parents, adoptive families, or group ❖ school records usually personnel incomplete due to constant mobility ❖ sometimes temporary ❖ most of the time , can be for long periods of time.
- 23. Activity: Family Tree Directions: 1. Create a simple family tree 2. Present your family tree to the class
- 24. What teachers can do for children in substitute care: ❖ get information on child ❖ recognize that their will be difficulty with peers and ❖ help the child advocate his or adults due to past experiences her needs ❖ understand that there will be ❖ establish positive educational gaps and delays relationships with the child’s foster family and social ❖ avoid giving school worker assignments that are insensitive to nontraditional ❖ act as an advocate for the family structures. child
- 25. Children exposed to prenatal substance abuse (drug / alcohol) ❖ maternal behavior associated with drug- ❖ exhibit more health care induced mental disorders problems (medical, dental, are: exposure to drugs, and lack of timely prenatal care) ❖ seizures ❖ parents who use drugs neglect ❖ violent or aggressive children hence, the children behavior live in a dangerous environment ❖ harming self ❖ impaired motor coordination.
- 26. Effects of Prenatal Alcohol Consumption ❖ fetal alcohol syndrome & possible fetal alcohol effect. ❖ prenatal and post natal growth retardations: weight, length, and head circumference ❖ central nervous system involvements: signs of abnormality, developmental delay, and intellectual impairment ❖ common facial characteristics with at least two symptoms: wide spaced eyes, microcephaly, poorly developed median groove, thin upper lip, flattening of jaw
- 27. Possible Fetal Alcohol Effect ❖ when two or more symptoms are evident and if the mother is suspected of alcohol use during pregnancy
- 28. Characteristics of children prenatally expose to alcohol ❖ persistent distractibility and ❖ impulsive and disorganized hyperactivity ❖ may experience stress ❖ poor attention span ❖ may receive little feedback ❖ longer reaction times ❖ experience lack of self esteem ❖ deficits in memory problem solving, focusing, and maintaining attention
- 29. Teacher and At Risk Student ❖ general education teachers behave differently Relationship ❖ at risk student feel: ❖ more teacher rejection ❖ low teacher expectations ❖ more negative and nonacademic teacher feedback ❖ less academically engaged time ❖ fewer accommodations for their behavioral and learning needs.
- 30. 7 Principles for teachers implementing prevention strategies ❖ accommodate to the differences ❖ assess students strengths and weaknesses (using functional assessment strategies) ❖ apply a positive approach ❖ select the most appropriate and effective strategies ❖ apply different grouping ❖ monitor strategies applied
- 31. Continua of Behavior Management Interventions ❖ It has to be gradual. e.g.: rainbow ❖ Unethical for practitioners to impose behavior management interventions if it is more restrictive than necessary ❖ Suggest to create an inventory of interventions that are available ❖ A continuum of behavioral management interventions ensures that the least restrictive intervention is considered
- 32. Activity Directions: 1. Go to pg.330 of text book 2. look for an intervention that should be used according to Jacobs behavior
- 33. Behavior Management as prevention ❖ can be used as a prevention of inappropriate behavior by systematically maintaining acceptable behavior ❖ when a teacher understands and applies the principles of behavior management problems and conflicts can be avoided
- 34. What do you think? ❖ How would you include maltreated students in your classrom? ❖ What would do if you realize you have a child who lives in a foster home? ❖ How would you use behavior management as a prevention?
- 35. Summary ❖ As educational personnel, we want to create a classroom culture that supports and welcome our students and their families into the school setting. ❖ As educational personnel, we need to bring about awareness in cultural differences in our lessons. ❖ As educational personnel, we want to have innovative ways to address classroom management. ❖ Overall, if foundation is established ..educational goals can be met!
- 36. Summary ❖ Students at risk include children with disabilities, maltreated children, substitute care children, and drug/alcohol exposed children. ❖ Child maltreatment is a general term that describes both child abuse and neglect and refers to physical and mental injury, sexual abuse, or neglect of a child. ❖ Children who maybe maltreated maybe defiant and disruptive, or compliant and overtly concerned with pleasing. ❖ Children are said to be in substitute care when their primary caregivers are persons other than their biological parents. Substitute care placement often includes foster care. ❖ Families involved in substance abuse demonstrate disrupted parent-child interactions and a shift in priorities from the child to the substance of choice ❖ Fetal alcohol effects and fetal alcohol syndrome are related to maternal prenatal alcohol use. ❖ A continuum of behavioral management interventions insures that the least restrictive intervention is considered
- 37. Resources ❖ Walker,J.E. Shea,T.M., & Bauer A. M. (2007). Behavior Management: A practical approach for educators (9th ed.). Columbus, OH: Pearson ❖ Anderson, J. (2001). Tailoring assessment to student learning styles. In L. Suskie (Ed.), Assessment to promote deep learning. Washington, DC: American Association for Higher Education. ❖ Bauer, A.M., & Sapona, R.H. (1991). Managing Classrooms to facilitate learning. Upper Saddle River, NJ:Prentice Hall. ❖ Melloy, K. (2000). Development of aggression replacement behaviors in adolescents with emotional disorders. Beyond Behavior, 10(2), 8-13. ❖ 10 Classroom Managing Tips. retrieved on July 09, 2012 from http://www.youtube.com/watch?