Applied Behavior Analysis, Class room management, instructional practices social memberships

1. GOVERNMENT COLLEGE OF
EDUCATION AFZALPUR
(MIRPUR)
ASSIGNMENT
BY
GROUP #07

2. ASSIGNMENT # 01
SUBMITTED BY: GROUP # 07
LEADER : Alizah Shoukat (Fa20-X02- 016)
MEMBERS: Nimra Farooq (Fa20-X02-019)
Zulekha Razzaq (Fa20-X02-005)
Sana Shabir (Fa20-X02-013)
Rabia Arif (Fa20-X02-014)
CLASS: B.S.Ed (Hons)
SEMETER: 7TH
SUBMITTED TO: Pro. Zameer Ahmed Qureshi
SUBMISSION DATE: 12TH December 2023

3. CONTENTS
 Applied behavior analysis
 Classroom management
 Issues around seclusion and restraint
 Instreuctional practices
 Facilitating social membership and relationship

4. INTRODUCTION
 APPLIED BEHAVIOR ANALYSIS: Applied behavior analysis is a type of therapy for
people on the autism spectrum. is a scientific approach to understanding behavior. ABA refers to a set of
principles that focus on how behaviors change, or are affected by the environment, as well as how learning
takes place. The term behavior refers to skills and actions needed to talk, play, and live.
 CLASSROOM MANAGEMENT: Classroom management refers to actions that an instructor
takes to create and maintain a learning environment that is conducive to successful instruction. These
actions include decisions about structure, organization, and course activities that support students by
managing their expectations and behaviors.
 ISSUES AROUND SECLUSION AND RESTRAINT: Restraints include the use of
physical force, mechanical devices, or chemicals to immobilize a person. Seclusion, a type of
restraint, involves confining a person in a room from which the person cannot exit freely.

5. INSTRUCTIONAL PRACTICES: Instructional practice refers to how information is
delivered, received, and experienced by students. The multitude of instructional practices
typically fall under major categories such as “teacher directed” and “student centered.”
FACILITATING SOCIAL MEMBERSHIP AND RELATIONSHIPS:
Social relations are broadly defined as any relationship or interaction between two or more
individuals.

6. APPLIED BEHAVIOR ANALYSIS
BY
ALIZAH SHOUKAT
01JI

7. APPLIED BEHAVIOR ANALYSIS
DEFINITIONS:
01: “Scientific study of human behavior to help people change behavior in
meaningful ways.” (Miltonberger,2012).
02: “Applied behavior analysis is the process of systematically applying
interventions based on the principles of learning theory to improve socially,
significant behaviors to a meaningful degree and to demonstrate that the interventions
employed are responsible for the improvement in behavior. (Baer et al, 1968).

8. THREE TERM CONTINGENCY
Antecedent Behavior Consequences
The events, actions, or the
circumstances that occur
before a behavior, like a trigger
or a request.
This is the persons response or
lack of response to the
antecedent.
This is what comes directly
after the behavior, like a
reward or consequences.

9. TEACHING STRATEGIES OF ABA
1) TASK ANALYSIS
Methods of task analysis:
i. Backward chaining
ii. Brain storming
iii. Self monitoring
iv. Watch a master
2) CHAINING
Step of chaining
i. Forward chaining
ii. Backward chaining

10. TEA C HIN G STR ATEGIES OF A BA
3) IMITATION AND MODELING
4) PROMPTING
Types of prompting
i. Physical prompt
ii. Verbal prompt
iii. Gestural promp
iv. Visual prompt
5) REINFORCEMENT
Types of reinforcement
i. Positive reinforcement
ii. Negative reinforcement

11. TEACHING STRATEGIES OF ABA
6) SHAPING
7) FADING STRATEWGIES
8) GENERALIZATION
Types of generalization
i. Response generalization
ii. Stimulus generalization
9) DISCRETE TRIAL TRAINING
10) NATURALISTIC TEACHING OR INCIDENTAL TEACHING OR NATURAL
ENVIRONMENTAL TEACHING

12. CURRICULUM ADAPTATIONS
 Curriculum adaptations refers to modifications made to the standard curriculum to meet the unique
needs of individual students.
 These adaptations are implemented to ensure that students with diverse learning abilities can access
and participated in the curriculum effectively.
 In the context of ABA, curriculum adaptations may involve modifying the instructional strategies,
materials, or assessments to accommodate the specific learning styles strengths and challenges of
the students.
 Adaptations can also be made to the pace of instruction, the level of complexity, or the amount of
support provided to strudent.
 The goal of curriculum adaptation is to promote inclusive education and provide all students with
equal opportunities for learning and success.

13. CLASSROOM MANAGEMENT
BY
NIMRA FAROOQ
02

14. CLASSROOM MANAGEMENT
CLASSROOM:
A classroom is a small unit of any educational institution. Classrooms can be inside the four
walls or fences of an institution or outside a specific campus. Theoretically speaking, the
classroom of an institution where knowledge is practiced.
CLASSROOM MANAGEMENT:
Classroom management is the special kind of management that is required for the smooth conduct of teaching
and learning activities in the classroom.
The classroom management is the management that creates a conducive environment for the practice of
knowledge through the harmonious behavior of students and teachers.
Classroom management is theoretically and broadly referred to as ‘classroom management’. The class teacher is
called the executive officer of management.
TYPES OF CLASSROOM MANAGEMENT

15. TYPES OF CLASSROOM
MANAGEMENT
Classroom management is mainly divided into two parts
 Physical management
 Human management
CLASSROOM MANAGEMENT TECHNIQUES
The classroom is one of the places where the teacher-student teaches and receives lessons, where the teacher has to go
through a very complex process to make the learning goal a reality. Appropriate classroom management is needed to
facilitate this complex process.
The American Psychological Association (APA) offers eight tips for effective classroom management.
These suggestions are-
 Vague rules cannot be used in classroom teaching
 Rules that teachers are not willing to use for teaching cannot be used (despite reluctance).

16. CLASSROOM MANAGEMENT
TECHNIQUES
 Avoiding all the behaviors that cause chaos in the classroom
 Inconsistent behavior cannot be tolerated in the classroom
 Students should not be overly harsh or punished in a way that embarrasses them
 Corporal punishment cannot be given
 ‘Out-of-school suspension’ should be avoided as much as possible
 No serious problem of the students can be solved by the teacher alone; in these cases the school authority, parents
or professional psychologists or professional educational consultants should be included.
PRINCIPLES OF CLASSROOM MANAGEMENT
1. CONCENTRATE ON YOURSELF
The teacher must first pay attention to himself and try to make himself 100% qualified to teach on a particular subject.
In addition, as a teacher, you have to make regular efforts to improve your behavior.

17. PRINCIPLES OF CLASSROOM MANAGEMENT
2. RELATIONSHIP DEVELOPMENT
Focus on developing relationships with students. It is very important to have a good teacher-student relationship in
teaching-learning activities. It is not possible to successfully conduct learning activities in a classroom where the
distance between the teacher and the student is observed.
3. RULES, REGULATIONS AND PROHIBITIONS
Some rules and limits have to be set for the students in the classroom. For example, when the teacher says, the
students will not say, if they want to ask a question immediately, they will raise their hands without saying a word,
will not look around, will not embarrass others, will sit in one place every day, will show homework to parents etc.
If someone fails to follow rules and prohibitions or other instructions in the classroom, there should be a small
punishment, such as warning for the first time, 5 minutes for the second time, 10 minutes for the third time, going
to the headmaster’s room for the fourth time. Promise not to fail again or bring a parent the next day (according to
school rules).

18. PRINCIPLES OF CLASSROOM MANAGEMENT
4. SELECTION OF TEACHING METHODS
In teaching and learning, the teacher will choose the method in which he is most proficient. To
refrain from teaching any subject in the classroom without knowing it well or without proper
preparation or if you are not confident. However, the method or strategy to be chosen should be
student-centered and each student should be included in the curriculum.
5. DON’T TALK ABOUT IRRELEVANT THINGS
It is often seen that the teacher gives some special examples to make the teaching activities
easier. But to give that example, you don’t go back to the main text or a lot of time is wasted.
Again, many people unnecessarily introduce some irrelevant topics for humor which is
inappropriate. This creates noise in the classroom and impedes learning; Sometimes this noise
becomes harmful to other classrooms located nearby.

19. PRINCIPLES OF CLASSROOM MANAGEMENT
6. ENCOURAGEMENT AND REWARDS
The teacher should be commended if the students achieve something. Praise from the teacher increases the interest
and morale of the students. Praise is also important in developing teacher-student relationships. So students need to
be encouraged to be interested in learning or lessons.
7. PARTICIPATION OF PARENTS
Classroom management becomes easier if the parents or legitimate parents of the students can participate in the
teaching-learning activities or process. If it is possible to regularly inform parents about students’ homework,
progress or deterioration in learning, or other appropriate matters, or at least make sure that the parent is watching
the daily homework, on the one hand it will be much easier to achieve learning outcomes and on the other hand
classroom management will be easier.

20. 03
ISSUES AROUND SECLUSION AND
RESTRAINT
BY
ZULEKHA RAZZAQ

21. SECLUSIONS AND RESTRAINTS
DEFINITION:
Seclusion and restraint are techniques used in various fields, including healthcare, education, and correctional
settings, to manage or control individuals who present a risk to themselves or others. However, these techniques
also come with several concerns and potential issues.
ISSUES AROUND SECLUSION AND RESTRAINT
1) HUMAN RIGHTS VIOLATIONS
The use of seclusion and restraint can potentially violate an individual's basic human rights. These techniques
involve confining individuals against their will or physically restricting their movement, which can be seen as a
violation of their right to personal freedom and autonomy. The use of seclusion and restraint can potentially violate
an individual's basic human rights. These techniques involve confining individuals against their will or physically
restricting their movement, which can be seen as a violation of their right to personal freedom and autonomy.

22. ISSUES AROUND SECLUSION AND RESTRAINT
2) PHYSICALAND PSYCHOLOGICAL HARM:
The use of seclusion and restraint can lead to physical injuries or psychological harm for individuals subjected to
these techniques. Physical injuries can occur due to the force applied during restraint, while psychological harm may
manifest as emotional distress, anxiety, trauma, or exacerbation of pre-existing mental health conditions.
3) LACK OF EVIDENCE-BASED PRACTICE:
The effectiveness of seclusion and restraint in achieving the desired outcomes is often not well-supported by
scientific evidence. Research suggests that these techniques can have negative consequences and may not
necessarily address the underlying issues or behaviors that led to their implementations.
4) MISUSE AND OVERUSE:
4. There are instances where seclusion and restraint measures are used inappropriately or overused. In some cases,
these techniques are employed as a means of punishment or control rather than as a last resort for ensuring safety.
The misuse or overuse of seclusion and restraint can perpetuate a cycle of violence or reinforce negative behaviors.

23. ISSUES AROUND SECLUSION AND RESTRAINT
5) DISPROPORTIONATE IMPACT ON VULNERABLE POPULATIONS:
Seclusion and restraint measures tend to disproportionately affect vulnerable populations such as children,
individuals with disabilities, or those from ethnic minority backgrounds. This raises concerns about equity,
inclusion, and fair treatment.
6) ETHICAL CONSIDERATIONS:
The use of seclusion and restraint raises ethical dilemmas regarding the balance between maintaining safety and
respecting individuals' rights and dignity. Professionals responsible for implementing these measures must carefully
weigh the potential benefits against the potential harm and adhere to ethical guidelines to ensure the most
appropriate use.
Due to these issues, there has been a growing movement to minimize or eliminate the use of seclusion and restraint,
instead focusing on prevention, early intervention, and the use of alternative strategies that promote a safe and
therapeutic environment.

24. 04
INSTRUCTIONAL PRACTICES
BY
SANA SHABIR

25. INSTRUCTIONAL PRACTICES
DEFINITION:
Instructional practice refers to how information is delivered, received, and experienced by students. The multitude of
instructional practices typically fall under major categories such as “teacher directed” and “student centered.”
Certainly! Instructional practices encompass a wide range of techniques and strategies used by educators to facilitate effective
learning experiences:
1. DIFFERENTIATED INSTRUCTION:
This practice involves tailoring teaching methods, content, and resources to match the diverse needs, abilities, and learning
styles of individual students within a classroom
.2. ACTIVE LEARNING: Encourages student engagement through hands-on activities, discussions, group work,
problem-solving tasks, and other participatory methods, promoting deeper understanding and retention of information.

26. INSTRUCTIONAL PRACTICES
3. *COLLABORATIVE LEARNING:*
Involves group activities where students work together to solve problems, discuss ideas, and learn from one
another, fostering teamwork, communication, and critical thinking skills.
4. *USE OF TECHNOLOGY:*
Integrating technology tools and resources like educational apps, interactive whiteboards, online platforms,
or multimedia content to enhance learning experiences and make lessons more interactive and engaging.
5. FORMATIVE ASSESSMENT:
Ongoing assessments used during instruction to monitor student progress and understanding, providing feedback that
guides teaching and helps students improve.

27. INSTRUCTIONAL PRACTIUCES
6. SCAFFOLDING:
Breaking down complex tasks or concepts into smaller, manageable parts, providing support and guidance as
students build their understanding and skills, gradually removing the support as they become more proficient.
7. INQUIRY-BASED LEARNING:
Encourages students to ask questions, explore topics, conduct investigations, and seek solutions independently or
collaboratively, fostering curiosity, critical thinking, and problem-solving skills
8. *DIRECT INSTRUCTION:
Involves structured and explicit teaching methods where educators present information, concepts, or skills in a
clear, step-by-step manner, often followed by guided practice and independent application.

28. INSTRUCTIONAL PRACTICES
9. CULTURALLY RESPONSIVE TEACHING:
Acknowledges and incorporates students' diverse cultural backgrounds, experiences, and perspectives into the
learning process, promoting inclusivity, respect, and relevance in education.
10. FLIPPED CLASSROOM:
Involves delivering instructional content online for students to review outside of class, while in-class
time is utilized for discussions, activities, and applying knowledge under the guidance of the teacher.
Effective instructional practices often combine several of these methods and adapt based on the
subject matter, learning goals, and the unique needs of students to create engaging and meaningful
learning experiences.

29. 05
FACILITATING SOCIAL MEMBERSHIP
AND RELATIONSHIPS
BY
RABIA ARIF

30. SOCIAL MEMBERSHIP AND
RELATIONSHIP
SOCIAL MEMBERSHIP
Social membership refers to the sense of belonging and inclusion that individuals experience within a particular
social group, community, or society. It involves being accepted as a member of a group, sharing common interests,
values, norms, and participating in social interactions within that group. Social membership often contributes to an
individual's identity and provides a feeling of connectedness, support, and affiliation with others who share similar
characteristics, beliefs, or activities. This sense of belonging is vital for social integration, self-esteem, and overall
well-being, fostering a sense of community and support networks within various social contexts.
SOCIAL RELATIONSHIP
A social relationship refers to the connection or interaction between two or more individuals, characterized by
mutual understanding, shared expectations, and regular communication.

31. FACILITATING SOCIAL MEMBERSHIPAND RELATIONSHIPS IN
EDUCATIONAL SETTINGS
Facilitating social membership and relationships in educational settings involves various strategies aimed at
fostering a sense of belonging and healthy interpersonal connections among students. Some effective approaches to
achieve this include.
1. ICEBREAKERS AND TEAM-BUILDING ACTIVITIES:
Engage students in fun activities and games that encourage interaction, collaboration, and communication among
peers. This helps create a positive atmosphere and allows students to get to know each other better.
2. PROMOTING INCLUSIVITY AND DIVERSITY:
Embrace and celebrate the diversity present within the classroom. Encourage discussions about different cultures,
backgrounds, and perspectives, fostering an inclusive environment where everyone feels valued and respected.
*CLASSROOM NORMS AND AGREEMENTS:* Establish shared norms and agreements
collaboratively with students. This process encourages ownership and commitment to creating a safe and respectful

32. FACILITATING SOCIAL MEMBERSHIPAND
RELATIONSHIPS IN EDUCATIONAL SETTINGS
classroom environment where everyone's opinions are valued.
4. PEER-TO-PEER LEARNING AND COLLABORATION:
Encourage students to work together on projects, assignments, or discussions. This not only promotes collaboration
but also helps build relationships as students learn from and support each other.
5. IMPLEMENTING SOCIAL-EMOTIONAL LEARNING (SEL) PROGRAMS:
Integrate SEL into the curriculum, focusing on developing skills like empathy, communication, conflict resolution,
and self-awareness. This helps students understand emotions, build relationships, and navigate social situations
effectively.
6. STUDENT SUPPORT NETWORKS:
Establish mentorship programs or buddy systems where older students can support younger ones, fostering a sense of
community and providing guidance and support.

33. FACILITATING SOCIAL MEMBERSHIPAND
RELATIONSHIPS IN EDUCATIONAL SETTINGS
7. POSITIVE TEACHER-STUDENT RELATIONSHIPS:
Cultivate strong relationships between teachers and students by showing genuine interest, providing support, and
creating a welcoming and inclusive atmosphere in the classroom.
8. RESTORATIVE PRACTICES:
Implement strategies that focus on conflict resolution, repairing harm, and restoring relationships. This approach
helps students understand the impact of their actions and encourages accountability while rebuilding trust.
4 TIPS TO FACILITATE SOCIAL RELATIONSHIPS IN THE INCLUSIVE CLASSROOM
1. IDENTIFY INTERESTS
By identifying the various interests of the class, the teacher is taking one of the first steps to helping the students
identify with one another. Allowing the students to express their interests through discussion, surveys, games, and
school clubs will help them discover other students who are like-minded.

34. 4 T I P S TO FA C I L I TAT E S O C I A L
R E L AT I O N S H I P S I N T H E I N C L U S I V E
C L A S S R O O M
2. HIGHLIGHT STRENGTHS
Regardless of academic ability level, each student has strengths and skill sets that teachers can recognize and highlight. By doing so,
students can feel valued and confident amongst his/her classmates. For example, a student who may not excel in math may be an
exceptionally talented soccer player. Teachers can highlight student strengths during class discussions, projects, and leadership
opportunities.
3. EMPHASIZE SOCIAL SKILLS
In addition to creating classrooms where students feel welcomed and friendships are encouraged, there is an effort to
maintain these friendships. This is often done by embedding a social skills component in the curriculum. Within this
curriculum, students are taught skills such as how to communicate and problem-solve. In addition, there are
activities scheduled in the day when the students are encouraged to use their social skills such as during a class
meeting or group discussions.

35. 4 T I P S TO FA C I L I TAT E S O C I A L
R E L AT I O N S H I P S I N T H E I N C L U S I V E
C L A S S R O O M
4. PROVIDE OPPORTUNITIES
Above all, teachers need to provide students with opportunities within the school day to create and maintain friendships.
Despite the heavy emphasis on academics in today’s education system, students should have the chance to be social with
one another. Allowing time in the early grades for centers, giving older students group projects, or designing lessons,
which encourage student interaction all facilitate connections and relationships amongst one another. 4. Provide
Opportunities
Above all, teachers need to provide students with opportunities within the school day to create and maintain friendships.
Despite the heavy emphasis on academics in today’s education system, students should have the chance to be social with
one another. Allowing time in the early grades for centers, giving older students group projects, or designing lessons,
which encourage student interaction all facilitate connections and relationships amongst one another.

36. REFERENCES:
https://youtu.be/fUOuSapmrfU?si=YZAZDO-jwsBFm7kx
https://www.friendshipcircle.org/blog/2014/07/22/4-tips-to-facilitate-friendships-in-the-inclusive-
classroom
https://pubmed.ncbi.nlm.nih.gov/28613794/
https://www.mizanurrmizan.info/what-is-classroom-management-what-are-the-concepts-strategies-
or-techniques-and-principles-of-classroom-management/