Ch.11: Issues and Concerns in   Behavior Management    Created by: Jerika Jenna G. Dee & Beridiana G. Balajadia     ED457/...
By the end of this presentation:❖   you will be able to :    ❖   describe recent practices in school service delivery     ...
Integrated Framework and      Behavior Management❖   Pyschodynamic❖   Biobehavioral❖   Environmental❖   Behavioral
Ecological Perspective On         Behavior Management❖   According to Bauer and Sapona    (1991)    ❖   The role of the te...
Ecological Perspective:    Behavior Management❖   Teachers must . . .    ❖   students makes a significant contributions to ...
Education Issues that Impact on Behavior Management❖   Inclusion    ❖   defined as the philosophy that all students, regard...
Basic Components of Inclusion❖   1. Students attend their district school❖   2. no more or no fewer learners with disabili...
Pre-referral Intervention❖   Purpose    ❖   To assist the student in the regular classroom and to avoid        identificati...
Pre-referral Interventions . . .❖   Teacher Assistance Team    ❖    General and special education        teachers, school ...
Aggression and Resistance in❖   Aggression is define as                           School    ❖   hostile, injurious,or destr...
Aggression . . .❖   According to Melloy (2000)    ❖   Four Types of Aggressive and Violent        behaviors:    ❖   Situat...
Aggression❖   Characteristics of the aggression    students:    ❖   Deficits in social information        processing    ❖  ...
Aggression: Stages of                  Frustration❖   Stages of Frustration   ❖   Appropriate Teacher                     ...
Aggression: Stages of                  Frustration❖   Stages of Frustration           ❖   Appropriate Teacher             ...
Diversity and Behavior                Management❖   Beliefs:    ❖   Responsible for their own poor academic performance or...
Cultural Issues, TeacherBehavior, and School Structures ❖   Social System Prospective:     ❖    Schooling is generated thr...
Learning Styles and Diversity❖   Learning Styles:   ❖   According to Anderson                           (2001)    ❖   Audi...
Video: ClassroomManagement Tips     hello there!
At Risk Students for Behavioral           Problems❖   Who are at risk?    ❖   disabled    ❖   maltreated    ❖   substitute...
❖   CHARACTERISTICS:   Child                        ❖   fewer wordsMaltreatment                    ❖   feels unlovable / u...
Maltreated Children need to:❖   predict events in    environment to facilitate    organization of behavior      ❖   develo...
Substitute Care❖   when a primary caregivers are   ❖   child can be moved from    persons other than their            plac...
Activity: Family Tree        Directions: 1. Create a simple family            tree2. Present your family tree        to th...
What teachers can do for        children in substitute care:❖   get information on child         ❖   recognize that their ...
Children exposed to prenatal substance        abuse (drug / alcohol)                                     ❖   maternal beha...
Effects of Prenatal Alcohol            Consumption❖   fetal alcohol syndrome & possible fetal    alcohol effect.❖   prenata...
Possible Fetal Alcohol Effect❖   when two or more    symptoms are evident and    if the mother is suspected    of alcohol u...
Characteristics of children      prenatally expose to alcohol❖   persistent distractibility and   ❖   impulsive and disorg...
Teacher and At Risk Student❖   general education teachers behave    differently                                      Relati...
7 Principles for teachersimplementing prevention strategies❖   accommodate to the differences❖   assess students strengths ...
Continua of Behavior      Management Interventions❖   It has to be gradual. e.g.: rainbow❖   Unethical for practitioners t...
ActivityDirections: 1. Go to pg.330 of text book 2. look for anintervention that should be used according to Jacobs       ...
Behavior Management as            prevention❖   can be used as a    prevention of    inappropriate behavior by    systemat...
What do you think?❖   How would you include    maltreated students in    your classrom?❖   What would do if you    realize...
Summary❖   As educational personnel, we want to create a classroom    culture that supports and welcome our students and t...
Summary❖   Students at risk include children with disabilities, maltreated children, substitute care    children, and drug...
Resources❖   Walker,J.E. Shea,T.M., & Bauer A. M. (2007). Behavior    Management: A practical approach for educators (9th ...
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Ed457 chapter11finalppt

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  • Ed457 chapter11finalppt

    1. 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. 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. 3. Integrated Framework and Behavior Management❖ Pyschodynamic❖ Biobehavioral❖ Environmental❖ Behavioral
    4. 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. 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. 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. 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. 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. 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. 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. 11. Aggression . . .❖ According to Melloy (2000) ❖ Four Types of Aggressive and Violent behaviors: ❖ Situational Violence ❖ Relationship Violence ❖ Predatory Violence ❖ Psychopathological Violence
    12. 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. 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. 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. 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. 16. Cultural Issues, TeacherBehavior, 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. 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. 18. Video: ClassroomManagement Tips hello there!
    19. 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. 20. ❖ CHARACTERISTICS: Child ❖ fewer wordsMaltreatment ❖ 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. 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. 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. 23. Activity: Family Tree Directions: 1. Create a simple family tree2. Present your family tree to the class
    24. 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. 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. 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. 27. Possible Fetal Alcohol Effect❖ when two or more symptoms are evident and if the mother is suspected of alcohol use during pregnancy
    28. 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. 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. 30. 7 Principles for teachersimplementing 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. 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. 32. ActivityDirections: 1. Go to pg.330 of text book 2. look for anintervention that should be used according to Jacobs behavior
    33. 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. 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. 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. 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. 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?
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