The teacher is having issues with a disruptive student, Jeffrey, and their current tactics are not working. They plan to take three steps: 1) Have a conference with Jeffrey, his parents, the vice principal and principal to discuss the issues. 2) Make immediate classroom changes like moving Jeffrey's seat and collaborating with other teachers. 3) Create clear rules for the class with consequences and keep calm when dealing with Jeffrey's behavior. The goal is for Jeffrey to overcome his disruptive behavior.
- Analysis of the book "STAR Parenting"
- Explanation of the purpose of STAR Parenting
- Application of STAR Parenting to course material
- Review of STAR Parenting as applicable to real-life scenarios
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- Analysis of the book "STAR Parenting"
- Explanation of the purpose of STAR Parenting
- Application of STAR Parenting to course material
- Review of STAR Parenting as applicable to real-life scenarios
Razer ya se aproximó mucho a lo que es un laptop casi perfecto con el Razer Blade 2013. Este año, la compañía hila más fino en la nueva versión para ofrecer el que puede ser el mejor portátil sobre Windows del mercado. El razer blade es un portátil para exclusivamente para videojuegos
Running Head BEHAVIOR INTERVENTION PLAN 1BEHAVIOR INTER.docxtoddr4
Running Head: BEHAVIOR INTERVENTION PLAN
1
BEHAVIOR INTERVENTION PLAN
2
Tammy Tillman
Liberty University
EDSP 429
October 7, 2018
Behavior Intervention Plan Template
Student: Jackson
School: ABC Elementary
Date Developed: 10/07/10
Grade: Pre K
“ Philosophy of Behavior Management”
I take an uplifting position on direct organization. I emphatically assume that it is basic to work with a child and not against them. To address a direct issue I assume that first you ought to grasp the lead and simply more critically appreciate what its causes are. There is an a lot of ways to deal with change an issue. There are a couple of systems that I acknowledge are ideal. The system picked is a result of the possibility of the lead. I assume that the instructor should be proactive, not just reacting to hones but instead play it safe measures. An instructor may have the ability to finish an impressive proportion of things to keep up a vital separation from lead issues. I trust in couple of particularly portrayed norms and heaps of strategy. Structure in the classroom and frameworks that the understudies know how to seek after will give soundness. For example, having a starter posted every day when the understudies enter is a not too bad technique to expel bundles of uproarious talking and preparing in the anteroom. Right when the understudies acknowledge what is foreseen from them by then there is a trademark stream to the classroom. The soundness in the classroom is vital to address fundamental issues of understudies. I acknowledge relentlessly that if basic human needs are not met then there is no desire for curricular making sense of how to occur. (Fairbanks, Sugai, Guardino,& Lathrop,2007).
“Description of Student”
The student is a male one, a child with four years. The student is not the one giving the information to the interviewer but the respondent.
“Baseline Data”
The child screams a lot, between four to ten times a day. The screaming does not take long but the intensity of the scream is too much. The child throws toys as well as objects between four to ten times a day but it does not take long. The intensity of this behavior is very disruptive. The child does the yell shuting-up near between four to ten times a day, which in terms of intensity is very disruptive. Finally, the child throws chairs violent but not so often because this is done like twice in every six months. The intensity under which this is done is dangerous. (Quinn, Gable, Rutherford Jr, Nelson, & Howell,1998).
“Identification of the Target Behavior”
The target behavior with Jackson is that of screaming all the time and yells shut up. The throwing of objects all over is also a target behavior.
Better to choose on behavior on which to focus
“Hypothesis Statement”
To identify the beahavior of Jackson and come up with startegies that could be used in controlling the behavior. To compare the Jackson behavior with people who have been i.
This is a presentation of Cyriel Kortleven (www.cyrielkortleven.com) about thinking outside the box and exploring different skills to give your creativity a boost.
The Storm is Coming: Managing Conflict in Your Student OrganizationAmma Marfo
The Storm is Coming, a presentation on managing group conflict using the MBTI. Presented at the 2010 Student Leadership Conference at Embry-Riddle Aeronautical University, at the 2010 Florida NPHC Conference, and at 2011 NACA Northern Plains
Part of your job involves having sometimes difficult conversations with people. Learn how to address issues in a non-confrontational way through direct conversations.
Breakout Session Slides from ASTD-TCC Regional Conference 2013Terri Cheney
From the conference brochure:
Leaving WIIFM for WCIDWT: What Can I DO With That?
Learning professionals know perfectly well that realistic practice trumps “information dumps.” But the pressures of our own hectic workflows often lead us to shortchange helping learners transfer information into action back on the job. In this practice-heavy session, expand your repertoire of techniques for creating meaningful “rehearsal” opportunities in training.
A workshop given to elementary school teachers about using creative and critical thinking in the elementary school classroom. Strategies, definitions, and tools are provided.
Running Head BEHAVIOR INTERVENTION PLAN 1BEHAVIOR INTER.docxtoddr4
Running Head: BEHAVIOR INTERVENTION PLAN
1
BEHAVIOR INTERVENTION PLAN
2
Tammy Tillman
Liberty University
EDSP 429
October 7, 2018
Behavior Intervention Plan Template
Student: Jackson
School: ABC Elementary
Date Developed: 10/07/10
Grade: Pre K
“ Philosophy of Behavior Management”
I take an uplifting position on direct organization. I emphatically assume that it is basic to work with a child and not against them. To address a direct issue I assume that first you ought to grasp the lead and simply more critically appreciate what its causes are. There is an a lot of ways to deal with change an issue. There are a couple of systems that I acknowledge are ideal. The system picked is a result of the possibility of the lead. I assume that the instructor should be proactive, not just reacting to hones but instead play it safe measures. An instructor may have the ability to finish an impressive proportion of things to keep up a vital separation from lead issues. I trust in couple of particularly portrayed norms and heaps of strategy. Structure in the classroom and frameworks that the understudies know how to seek after will give soundness. For example, having a starter posted every day when the understudies enter is a not too bad technique to expel bundles of uproarious talking and preparing in the anteroom. Right when the understudies acknowledge what is foreseen from them by then there is a trademark stream to the classroom. The soundness in the classroom is vital to address fundamental issues of understudies. I acknowledge relentlessly that if basic human needs are not met then there is no desire for curricular making sense of how to occur. (Fairbanks, Sugai, Guardino,& Lathrop,2007).
“Description of Student”
The student is a male one, a child with four years. The student is not the one giving the information to the interviewer but the respondent.
“Baseline Data”
The child screams a lot, between four to ten times a day. The screaming does not take long but the intensity of the scream is too much. The child throws toys as well as objects between four to ten times a day but it does not take long. The intensity of this behavior is very disruptive. The child does the yell shuting-up near between four to ten times a day, which in terms of intensity is very disruptive. Finally, the child throws chairs violent but not so often because this is done like twice in every six months. The intensity under which this is done is dangerous. (Quinn, Gable, Rutherford Jr, Nelson, & Howell,1998).
“Identification of the Target Behavior”
The target behavior with Jackson is that of screaming all the time and yells shut up. The throwing of objects all over is also a target behavior.
Better to choose on behavior on which to focus
“Hypothesis Statement”
To identify the beahavior of Jackson and come up with startegies that could be used in controlling the behavior. To compare the Jackson behavior with people who have been i.
This is a presentation of Cyriel Kortleven (www.cyrielkortleven.com) about thinking outside the box and exploring different skills to give your creativity a boost.
The Storm is Coming: Managing Conflict in Your Student OrganizationAmma Marfo
The Storm is Coming, a presentation on managing group conflict using the MBTI. Presented at the 2010 Student Leadership Conference at Embry-Riddle Aeronautical University, at the 2010 Florida NPHC Conference, and at 2011 NACA Northern Plains
Part of your job involves having sometimes difficult conversations with people. Learn how to address issues in a non-confrontational way through direct conversations.
Breakout Session Slides from ASTD-TCC Regional Conference 2013Terri Cheney
From the conference brochure:
Leaving WIIFM for WCIDWT: What Can I DO With That?
Learning professionals know perfectly well that realistic practice trumps “information dumps.” But the pressures of our own hectic workflows often lead us to shortchange helping learners transfer information into action back on the job. In this practice-heavy session, expand your repertoire of techniques for creating meaningful “rehearsal” opportunities in training.
A workshop given to elementary school teachers about using creative and critical thinking in the elementary school classroom. Strategies, definitions, and tools are provided.
1. Scenario 2
Becominga Reflective problemsolverwill take time,energy,andlearningtothinkoutsideof the
box. Assumingthatall of the tacticsI have usedso far to combatJeffrey’sdisruptive andprovocative
behaviorhave notworkedthenitistime to reflectonthe situation. Thiswill take the three mainsteps
of Action,Interpretation,andcritical reflectionbutIalsomayneedto use my resourcestofind
additional help. Firstof all,Iwouldarrange a conference withthe Vice Principle,the Principle,Jeffrey,
and Jeffrey’sparents. Whilewaitingforthe date of thismeetingIwouldmake a planof Action. First,I
wouldmake immediateaccommodations tomyclassroomseatingchart. Jeffreywouldbe movedtoa
deskinthe front row,directly infrontof my deskandaway fromdistractions. ThenIwouldspendsome
time collaboratingwithaspecial educationteacherthatdealswithEDBDon a dailybasis. Iwouldalso
speakwiththe school psychologistandothergeneral educationteacherstoreceive adviceandfeedback
aboutthe immediatesituation. Anotherchange thatI wouldmake wouldbe changingthe wayIreact to
Jeffrey’sbehavior. He isobviouslyfeedingoff of myreactionandthe class’sreactiontohissarcastic
commentsandsmart mouth. I wouldcreate a setof clear-cutrulesforthe classwithspecific
repercussion togoalongwithnot followingmyrulesand guildlines. Thiswouldtake agooddeal of
brainstormingbecause of the age groupof the teenagers. Includedinthe classroomruleswouldbe a
clear-cutrewards/punishmentsystem. Those studentsthatreactedtoany other student’s misbehavior
withan inappropriate response oranyresponse atall,wouldhave the same punishmentasthe student
that initiallydisruptedthe class. Iwouldmake sure thatI keepa calm, low volume tone of voice that
doesnotshowany type of emotional upsetwhendealingwiththe Jeffrey’sdisruptionsorthe class’s
reactionto hisbehaviorsoractions. It isimportantto keepinmindthatthere maybe underlyingissues
that are causingJeffreytoactthisway. Teenagerswill seekapproval frompeersandattentionfrom
adultsinany waythat theyhave become accustomedtodoingso. Withthisinmind,Jeffrey’shome
environmentmaybe one of the causesof hisdisruptive behavior. He mayneedto be testedforan
emotional disorder/behaviordisorder(EDBD) thathas thusfar not beendiagnosed. Anotherthingto
considereristhatJeffreymaybe giftedandneedadditional worktocompensate hisabilities.Boredom
isa leadingcause of behaviorissueswithgiftedchildren. Once these initial modificationshave been
made to the classroomenvironment,itisimportanttodiscussreasonable,measurable goalsto
accommodate Jeffrey’sbehaviorbefore itbeginstointerfere withhiseducation. AnI.E.P.shouldbe
createdwiththe school administration,Jeffrey,hisparents,andmyself,inordertocreate clear-cutrules
and goalsfor Jeffrey. AnI.E.P.will actas a type of contract betweenJeffreyandthe school anditmay
be necessarytoalso create an IndividualFamilyService PlanwhichincludesthatFamilyinthe individual
goalsand createsa familycontractwithmeasurable goals,modifications,andaccommodations. Above
all it isimportantto staycalm, consistent,andtore-evaluatehow these changesare workingona daily
basis. Reflectingonwhatworksanddoesn’tworkisan importantfactorinhelpingJeffreytoovercome
hisdisruptive behaviorandtransitionintosocietyasafunctioningmemberof the workingclass.