A presentation for the Oceana Human Resources Council on Strategies for Defiant Students and Bringing out the Best in Challenging Home School Partnerships
in May, 2011 by Steven Vitto
Sreve Vitto Maybury Detroit Breaking Down the Walls MayburySteve Vitto
A presentation by Steven Vitto in Detroit, Michigan on March 24th, 2010 for Maybury Elementary School, dedicated to Margaret Yamokowski on Strategies for Defiant Students. Thanks to Linda and Ellen!
Presentation by Carol Quirk, Co-Executive Director at Maryland Coalition for Inclusive Education, given in during her visit to Yekaterinburg, Russia sponsored by the US Consulate General in Yekaterinburg.
Steve Vitto Bringing Out the Best in Challenging Home School Partnerships Eas...Steve Vitto
A PRESENTATION AT EAST GRAND RAPIDS HIGH SCHOOL IN SERVICE DAY ON BRINGING OUT THE BEST IN CHALLENGING HOME SCHOOL PARTNERSHIPS. EVIDENCED BASED APPROACHES FOR CHALLENGING HOME SCHOOL PARTNERSHIPS.
Here are some guidelines for choosing effective intervention strategies based on the function of behavior:
- Avoidance function: Modify tasks, provide choices, teach coping skills, set attainable goals, allow breaks
- Attention function: Teach appropriate attention-getting behaviors, use planned ignoring, provide regular positive feedback
- Tangible function: Teach how to request items appropriately, provide alternate activities, reinforce appropriate behaviors
- Sensory function: Provide alternate sensory outlets, modify environment to reduce triggers, teach self-regulation skills
The key is choosing strategies that meet the underlying need or function in a prosocial way, while preventing problem behaviors from being reinforced. It's also important to directly teach replacement behaviors.
The document discusses evidence-based practices for reducing challenging behavior in early childhood settings. It outlines a three-tiered Pyramid Model approach involving universal promotion practices for all children, secondary prevention practices for at-risk children, and tertiary intervention practices for children with persistent challenging behaviors. Key evidence-based strategies discussed include nurturing relationships, high-quality environments, social-emotional skill instruction, and functional behavior assessment-based individualized support.
Breaking Down the Walls: Strategies for Defiance at Huron ISDSteve Vitto
This document provides an agenda and overview for a presentation on breaking down walls and managing challenging student behavior. The presentation covers topics like the crisis cycle, replacement strategies, praise and consequences. It discusses triggers for defiance and strategies to address it, including understanding setting events and a competing behavior model. Conditions like oppositional defiant disorder and attachment issues are explored as potential underlying causes of problematic behaviors.
Steve Vitto Bringing Out the Best in Challenging Home school PartnershipsSteve Vitto
This is the power point is from a one day presentation that was given by Steven Vitto on October,2009 in Muskegon, Michigan. Evidenced based strategies for successful outcomes with challenging home-school partnerships were presented.
Sreve Vitto Maybury Detroit Breaking Down the Walls MayburySteve Vitto
A presentation by Steven Vitto in Detroit, Michigan on March 24th, 2010 for Maybury Elementary School, dedicated to Margaret Yamokowski on Strategies for Defiant Students. Thanks to Linda and Ellen!
Presentation by Carol Quirk, Co-Executive Director at Maryland Coalition for Inclusive Education, given in during her visit to Yekaterinburg, Russia sponsored by the US Consulate General in Yekaterinburg.
Steve Vitto Bringing Out the Best in Challenging Home School Partnerships Eas...Steve Vitto
A PRESENTATION AT EAST GRAND RAPIDS HIGH SCHOOL IN SERVICE DAY ON BRINGING OUT THE BEST IN CHALLENGING HOME SCHOOL PARTNERSHIPS. EVIDENCED BASED APPROACHES FOR CHALLENGING HOME SCHOOL PARTNERSHIPS.
Here are some guidelines for choosing effective intervention strategies based on the function of behavior:
- Avoidance function: Modify tasks, provide choices, teach coping skills, set attainable goals, allow breaks
- Attention function: Teach appropriate attention-getting behaviors, use planned ignoring, provide regular positive feedback
- Tangible function: Teach how to request items appropriately, provide alternate activities, reinforce appropriate behaviors
- Sensory function: Provide alternate sensory outlets, modify environment to reduce triggers, teach self-regulation skills
The key is choosing strategies that meet the underlying need or function in a prosocial way, while preventing problem behaviors from being reinforced. It's also important to directly teach replacement behaviors.
The document discusses evidence-based practices for reducing challenging behavior in early childhood settings. It outlines a three-tiered Pyramid Model approach involving universal promotion practices for all children, secondary prevention practices for at-risk children, and tertiary intervention practices for children with persistent challenging behaviors. Key evidence-based strategies discussed include nurturing relationships, high-quality environments, social-emotional skill instruction, and functional behavior assessment-based individualized support.
Breaking Down the Walls: Strategies for Defiance at Huron ISDSteve Vitto
This document provides an agenda and overview for a presentation on breaking down walls and managing challenging student behavior. The presentation covers topics like the crisis cycle, replacement strategies, praise and consequences. It discusses triggers for defiance and strategies to address it, including understanding setting events and a competing behavior model. Conditions like oppositional defiant disorder and attachment issues are explored as potential underlying causes of problematic behaviors.
Steve Vitto Bringing Out the Best in Challenging Home school PartnershipsSteve Vitto
This is the power point is from a one day presentation that was given by Steven Vitto on October,2009 in Muskegon, Michigan. Evidenced based strategies for successful outcomes with challenging home-school partnerships were presented.
This document discusses alternatives to punishment for addressing problematic behaviors in children. It proposes focusing on teaching replacement skills and restoring relationships rather than simply reducing unwanted behaviors. Specific consequences are suggested that minimize reinforcement of the problem behavior while establishing conditions for learning new skills. These include having children take ownership, process events, problem-solve, and make amends. The document then provides examples of addressing specific behaviors like aggression, noncompliance, and bullying using consequences that teach replacement behaviors and restore relationships.
Steve Vitto Bringing out the best in challenging hopme school partberships fo...Steve Vitto
Presentation at the 2013 MATCEI Conference
Strategies for effectively supporting school staff and families in challenging partnerships
Acknowledgments": Karen West
Steve Vitto Breaking Down the Walls for Karen West MATCEI CONFERENCE 2013Steve Vitto
presentation at spring 2013 MATCEI Conference in Mount Pleasant Michigan
Strategies for treating Defiance, Social Maladjustment, ODD
presented by Steven Vitto
Positve parenting the case against spankingSteve Vitto
This document provides an overview of a presentation on positive parenting strategies. The presentation will cover techniques for responding to specific child behavior challenges without spanking. It will be presented by Steven Vitto, who has 38 years of experience as a behavior specialist. He is the author of two books on parenting. The presentation will discuss traditional behavior management approaches versus positive behavior support. Positive behavior support focuses on adjusting systems and environments, identifying replacement skills, and primarily using positive approaches. Consequences should be used as opportunities to teach rather than punish.
This document discusses autism spectrum disorder (ASD) and meltdowns experienced by students with ASD. It defines ASD as a genetic predisposition activated by the environment that affects social and cognitive functioning. Common characteristics include repetitive behaviors, poor eye contact, difficulty socializing, and resistance to change in routines. The document distinguishes meltdowns, which are internal processes to cope with upsets, from acting out behaviors which are outward attempts to manipulate others. Effective strategies for meltdowns include identifying feelings, finding ways to cope, using passionate distractions, and establishing routines and visual cues.
This document discusses three behavioral disorders - Oppositional Defiant Disorder (ODD), Conduct Disorder, and Reactive Attachment Disorder. It provides information on the prevalence, causes, and symptoms of each disorder. Key strategies are outlined for supporting students with these disorders in the classroom, including building relationships, establishing clear expectations and consequences, positive reinforcement, social skills training, and data collection to understand behaviors. The document emphasizes that students with behavioral disorders should be included in the regular classroom and supported using evidence-based practices.
This Power Point provides a description of challenging behaviors that occur in the classroom. In addition, this presentation discusses how school systems and various programs should assess children that exhibit challenging behaviors. It also shares assessment strategies in evaluating children that display challending behaviors. And finally, this presentation lays out the implications for instruction when instructing children with challenging behaviors.
The document provides an overview of functional behavior assessment (FBA) and positive behavior support planning. It discusses the importance of understanding the underlying reasons or functions of problem behaviors before intervening. Key aspects of an FBA are described, including clear descriptions of behaviors, environmental influences, motivations, and intervention history. Case studies are presented to illustrate how FBAs were used to develop effective behavior support plans by understanding the specific functions of individuals' problem behaviors.
The document discusses the origins and principles of applied behavior analysis (ABA). It explains that ABA aims to improve specific behaviors by applying behavioral principles and evaluating the effectiveness of interventions. The key founders and their contributions are described, including Pavlov's classical conditioning, Watson's observational approach, and Skinner's operant conditioning. ABA is defined as a process of applying tentative behavioral principles to improve behaviors while evaluating the effects of the application. For research to qualify as ABA, it must change important behaviors, use observable and measurable definitions, and show a clear relationship between intervention and behavior change.
Learned helplessness is a condition where students believe that no matter how hard they try, failure will result. They attribute failures to a lack of ability rather than insufficient effort. There are two main approaches to addressing learned helplessness: attribution retraining and efficacy training. Attribution retraining involves teaching students to attribute failures to remediable causes like lack of effort rather than ability. Efficacy training exposes students to achievable goals and provides modeling, instruction, and feedback to help students recognize they have the ability to succeed with reasonable effort. Both approaches aim to help students develop more adaptive explanations for outcomes.
1. The Child and Family Psychology Programme at the University of Canterbury trains psychologists to work with children and families across multiple settings like mental health, paediatrics, schools, and NGOs.
2. The programme uses an ecological systems theory approach and problem-based learning to prepare graduates to assess and help complex cases involving children and families.
3. Graduates report that the programme's emphasis on understanding contexts and systems has benefited them in practice, such as providing insights for working with military families.
This document discusses developing individual change plans for students who consistently resist behavior change. It presents a Gantt chart and matrix diagram showing potential problems related to classroom environment, family, and lack of individual intervention. Several strategies are examined, including functional assessment, self-monitoring, social skills training, and developing agreements or contracts with students. The goal is to understand the root causes of problem behaviors and teach new skills to promote positive behavior change through individualized interventions and reinforcement procedures.
The document discusses strategies for building relationships with students and using culturally responsive teaching methods. It covers exploring teachers' beliefs, reviewing relationship building and behavior analysis strategies. Specific strategies mentioned include addressing fears and biases, knowing students' families, being clear about one's own identity, consulting cultural experts, and emphasizing positive reinforcement over punishment in behavior interventions.
Learned helplessness is a psychological phenomenon where individuals believe they have no control over their situation and that they cannot change the outcome. It is caused by a history of failures that are perceived as uncontrollable. Individuals with a mastery orientation believe they can influence outcomes through effort and perseverance, while those with a helpless orientation believe outcomes are determined by external forces. Research shows helpless individuals are more likely to give up easily, experience negative emotions like anxiety during failures, and see failures as reflecting their own abilities. Attribution retraining aims to help helpless individuals attribute failures to controllable factors like effort rather than uncontrollable ones like ability. However, attribution retraining has limitations and may not be effective in all contexts like sports
This document discusses using social psychology to reduce inequality in classrooms. It describes how stereotype threat, the fear of confirming a negative stereotype about one's social group, can undermine the performance, motivation, and health of students from diverse groups. Research studies are presented that show how subtle cues in test instructions or environmental cues can trigger stereotype threat and negatively impact performance for groups like women in math. The author discusses field experiments conducted with educators to design interventions aimed at reducing racial and gender achievement gaps by altering the psychological climate to lessen stereotype threat. The impacts of stereotype threat are shown to extend beyond just performance to areas like health, leadership, and neurological functioning. Addressing stereotype threat is presented as a way to
The document outlines a 5-step process called IOSIE for analyzing student behavior problems and effective classroom management. The steps are: 1) Identify the problem objectively, 2) Determine SMART objectives, 3) Propose preventative or interventional solutions, 4) Implement the solution and evaluate results, 5) Evaluate if objectives were achieved and behavior stopped. It also discusses theoretical models of behavior and different approaches to classroom management ranging from using consequences to individual guidance.
The document provides a problem-solving strategy for teachers to address disruptive student behavior in the classroom. The strategy involves clearly describing the problem behavior, understanding the context and factors contributing to it, and selecting and evaluating responses. It advises teachers to objectively describe behaviors, consider when and why they occur, who is affected, and any risks, before determining how to respond in a constructive manner. The goal is to resolve issues and prevent escalation, while ensuring student and classroom safety.
This document summarizes an action research study examining the effects of positive behavior reinforcement systems (PBRS) on student engagement. The study will take place over 9 weeks and collect data in two segments to compare the impact of a PBRS on student engagement, as measured by surveys, observations, and student records. A self-monitoring behavior system was chosen as the positive intervention for the study. The implications are that PBRS programs incorporating clear expectations and incentives can increase student engagement if implemented consistently.
The document discusses the need to take an ecological approach when analyzing school cultures and making changes to schools. It argues that individual psychology and sociological factors alone are insufficient and neglect the influence of stable environmental units like behavioral settings within schools. True reform requires systematic changes that alter power relationships and regularities rather than just introducing new programs or curriculum. Surface-level reforms are unlikely to succeed without deeper changes to the school system structure.
Allendale breaking down the walls pbis strategies for defianceSteve Vitto
An overview of evidenced based classroom management component to minimize power struggles and diffuse defiant behavior. In addition specific strategies for diffusion were identified and a comprehensive Cd tool box was provided
Behavioral Challenges Related to Inclusion 2Stacia Jarvis
This document discusses challenges related to inclusion of students with emotional and behavioral disabilities. It notes that teachers are reporting increased behavior problems, especially at the elementary level. Common disabilities include ADHD, conduct disorders, anxiety/depression, autism, and Tourette syndrome. While inclusion is important, students with emotional/behavioral disorders often need individualized support. The document outlines strategies for supporting these students, such as reinforcing positive behaviors, understanding triggers, and using functional behavior assessments to design interventions.
This document discusses alternatives to punishment for addressing problematic behaviors in children. It proposes focusing on teaching replacement skills and restoring relationships rather than simply reducing unwanted behaviors. Specific consequences are suggested that minimize reinforcement of the problem behavior while establishing conditions for learning new skills. These include having children take ownership, process events, problem-solve, and make amends. The document then provides examples of addressing specific behaviors like aggression, noncompliance, and bullying using consequences that teach replacement behaviors and restore relationships.
Steve Vitto Bringing out the best in challenging hopme school partberships fo...Steve Vitto
Presentation at the 2013 MATCEI Conference
Strategies for effectively supporting school staff and families in challenging partnerships
Acknowledgments": Karen West
Steve Vitto Breaking Down the Walls for Karen West MATCEI CONFERENCE 2013Steve Vitto
presentation at spring 2013 MATCEI Conference in Mount Pleasant Michigan
Strategies for treating Defiance, Social Maladjustment, ODD
presented by Steven Vitto
Positve parenting the case against spankingSteve Vitto
This document provides an overview of a presentation on positive parenting strategies. The presentation will cover techniques for responding to specific child behavior challenges without spanking. It will be presented by Steven Vitto, who has 38 years of experience as a behavior specialist. He is the author of two books on parenting. The presentation will discuss traditional behavior management approaches versus positive behavior support. Positive behavior support focuses on adjusting systems and environments, identifying replacement skills, and primarily using positive approaches. Consequences should be used as opportunities to teach rather than punish.
This document discusses autism spectrum disorder (ASD) and meltdowns experienced by students with ASD. It defines ASD as a genetic predisposition activated by the environment that affects social and cognitive functioning. Common characteristics include repetitive behaviors, poor eye contact, difficulty socializing, and resistance to change in routines. The document distinguishes meltdowns, which are internal processes to cope with upsets, from acting out behaviors which are outward attempts to manipulate others. Effective strategies for meltdowns include identifying feelings, finding ways to cope, using passionate distractions, and establishing routines and visual cues.
This document discusses three behavioral disorders - Oppositional Defiant Disorder (ODD), Conduct Disorder, and Reactive Attachment Disorder. It provides information on the prevalence, causes, and symptoms of each disorder. Key strategies are outlined for supporting students with these disorders in the classroom, including building relationships, establishing clear expectations and consequences, positive reinforcement, social skills training, and data collection to understand behaviors. The document emphasizes that students with behavioral disorders should be included in the regular classroom and supported using evidence-based practices.
This Power Point provides a description of challenging behaviors that occur in the classroom. In addition, this presentation discusses how school systems and various programs should assess children that exhibit challenging behaviors. It also shares assessment strategies in evaluating children that display challending behaviors. And finally, this presentation lays out the implications for instruction when instructing children with challenging behaviors.
The document provides an overview of functional behavior assessment (FBA) and positive behavior support planning. It discusses the importance of understanding the underlying reasons or functions of problem behaviors before intervening. Key aspects of an FBA are described, including clear descriptions of behaviors, environmental influences, motivations, and intervention history. Case studies are presented to illustrate how FBAs were used to develop effective behavior support plans by understanding the specific functions of individuals' problem behaviors.
The document discusses the origins and principles of applied behavior analysis (ABA). It explains that ABA aims to improve specific behaviors by applying behavioral principles and evaluating the effectiveness of interventions. The key founders and their contributions are described, including Pavlov's classical conditioning, Watson's observational approach, and Skinner's operant conditioning. ABA is defined as a process of applying tentative behavioral principles to improve behaviors while evaluating the effects of the application. For research to qualify as ABA, it must change important behaviors, use observable and measurable definitions, and show a clear relationship between intervention and behavior change.
Learned helplessness is a condition where students believe that no matter how hard they try, failure will result. They attribute failures to a lack of ability rather than insufficient effort. There are two main approaches to addressing learned helplessness: attribution retraining and efficacy training. Attribution retraining involves teaching students to attribute failures to remediable causes like lack of effort rather than ability. Efficacy training exposes students to achievable goals and provides modeling, instruction, and feedback to help students recognize they have the ability to succeed with reasonable effort. Both approaches aim to help students develop more adaptive explanations for outcomes.
1. The Child and Family Psychology Programme at the University of Canterbury trains psychologists to work with children and families across multiple settings like mental health, paediatrics, schools, and NGOs.
2. The programme uses an ecological systems theory approach and problem-based learning to prepare graduates to assess and help complex cases involving children and families.
3. Graduates report that the programme's emphasis on understanding contexts and systems has benefited them in practice, such as providing insights for working with military families.
This document discusses developing individual change plans for students who consistently resist behavior change. It presents a Gantt chart and matrix diagram showing potential problems related to classroom environment, family, and lack of individual intervention. Several strategies are examined, including functional assessment, self-monitoring, social skills training, and developing agreements or contracts with students. The goal is to understand the root causes of problem behaviors and teach new skills to promote positive behavior change through individualized interventions and reinforcement procedures.
The document discusses strategies for building relationships with students and using culturally responsive teaching methods. It covers exploring teachers' beliefs, reviewing relationship building and behavior analysis strategies. Specific strategies mentioned include addressing fears and biases, knowing students' families, being clear about one's own identity, consulting cultural experts, and emphasizing positive reinforcement over punishment in behavior interventions.
Learned helplessness is a psychological phenomenon where individuals believe they have no control over their situation and that they cannot change the outcome. It is caused by a history of failures that are perceived as uncontrollable. Individuals with a mastery orientation believe they can influence outcomes through effort and perseverance, while those with a helpless orientation believe outcomes are determined by external forces. Research shows helpless individuals are more likely to give up easily, experience negative emotions like anxiety during failures, and see failures as reflecting their own abilities. Attribution retraining aims to help helpless individuals attribute failures to controllable factors like effort rather than uncontrollable ones like ability. However, attribution retraining has limitations and may not be effective in all contexts like sports
This document discusses using social psychology to reduce inequality in classrooms. It describes how stereotype threat, the fear of confirming a negative stereotype about one's social group, can undermine the performance, motivation, and health of students from diverse groups. Research studies are presented that show how subtle cues in test instructions or environmental cues can trigger stereotype threat and negatively impact performance for groups like women in math. The author discusses field experiments conducted with educators to design interventions aimed at reducing racial and gender achievement gaps by altering the psychological climate to lessen stereotype threat. The impacts of stereotype threat are shown to extend beyond just performance to areas like health, leadership, and neurological functioning. Addressing stereotype threat is presented as a way to
The document outlines a 5-step process called IOSIE for analyzing student behavior problems and effective classroom management. The steps are: 1) Identify the problem objectively, 2) Determine SMART objectives, 3) Propose preventative or interventional solutions, 4) Implement the solution and evaluate results, 5) Evaluate if objectives were achieved and behavior stopped. It also discusses theoretical models of behavior and different approaches to classroom management ranging from using consequences to individual guidance.
The document provides a problem-solving strategy for teachers to address disruptive student behavior in the classroom. The strategy involves clearly describing the problem behavior, understanding the context and factors contributing to it, and selecting and evaluating responses. It advises teachers to objectively describe behaviors, consider when and why they occur, who is affected, and any risks, before determining how to respond in a constructive manner. The goal is to resolve issues and prevent escalation, while ensuring student and classroom safety.
This document summarizes an action research study examining the effects of positive behavior reinforcement systems (PBRS) on student engagement. The study will take place over 9 weeks and collect data in two segments to compare the impact of a PBRS on student engagement, as measured by surveys, observations, and student records. A self-monitoring behavior system was chosen as the positive intervention for the study. The implications are that PBRS programs incorporating clear expectations and incentives can increase student engagement if implemented consistently.
The document discusses the need to take an ecological approach when analyzing school cultures and making changes to schools. It argues that individual psychology and sociological factors alone are insufficient and neglect the influence of stable environmental units like behavioral settings within schools. True reform requires systematic changes that alter power relationships and regularities rather than just introducing new programs or curriculum. Surface-level reforms are unlikely to succeed without deeper changes to the school system structure.
Allendale breaking down the walls pbis strategies for defianceSteve Vitto
An overview of evidenced based classroom management component to minimize power struggles and diffuse defiant behavior. In addition specific strategies for diffusion were identified and a comprehensive Cd tool box was provided
Behavioral Challenges Related to Inclusion 2Stacia Jarvis
This document discusses challenges related to inclusion of students with emotional and behavioral disabilities. It notes that teachers are reporting increased behavior problems, especially at the elementary level. Common disabilities include ADHD, conduct disorders, anxiety/depression, autism, and Tourette syndrome. While inclusion is important, students with emotional/behavioral disorders often need individualized support. The document outlines strategies for supporting these students, such as reinforcing positive behaviors, understanding triggers, and using functional behavior assessments to design interventions.
Beginning Functional Assessments and Behavior Intervention PlansSteve Vitto
The document outlines components of user friendly functional assessments and behavioral intervention plans. It discusses conducting functional assessments to identify the function or cause of problematic behaviors. Key steps include defining the behavior, collecting and analyzing data on antecedents and consequences. Functional assessments are then used to develop positive behavioral intervention plans that teach alternative behaviors and reinforce appropriate behavior through environmental modifications.
The document discusses key concepts in behavior management that can help teachers successfully manage challenging behaviors. It identifies several "big ideas" including teaching expected behaviors explicitly, checking for academic problems as behaviors may be related to skills deficits, identifying the underlying function or purpose of behaviors, eliminating triggers that cause behaviors, focusing on factors within a school's control like instruction and support, and responding flexibly on a case-by-case basis. The document provides explanations and examples for each concept to help educators understand and apply these behavior management strategies.
Professional Development Final Presentation2reneedigiorgio
The document discusses positive behavior support strategies and classroom management best practices. It covers establishing clear expectations and rules, using positive reinforcement to encourage good behavior, understanding the function of problematic behaviors, and implementing targeted interventions like pre-correction, ignoring attention-seeking behaviors, and using group contingencies to encourage positive peer pressure. The goal is to prevent misbehavior through proactive teaching and use principles of behavior to address issues consistently in a positive manner.
Chapter 2: Nature of the Discipline Problembgalloway
This document discusses behavioral problems in classrooms. It defines a behavioral problem as a behavior that interferes with teaching, others' learning, is psychologically or physically unsafe, or destroys property. Behaviors can become problems due to negative teacher reactions or the ripple effect of one student influencing others. Disruptive behaviors negatively impact up to 1/9 of teaching time and cause high levels of stress and burnout for teachers. Changing negative thinking and using positive behavior strategies can help address motivational problems and disruptions.
This document provides an overview of conducting functional behavior assessments (FBAs) and developing behavior intervention plans (BIPs). It discusses when FBAs and BIPs are required, best practices in developing them, and common issues and challenges schools face in implementation. The document also outlines key components of effective FBAs such as operational definitions of behaviors, identifying antecedents and consequences, and determining the function of behaviors. Developing BIPs involves defining replacement behaviors, intervention strategies, and progress monitoring methods. The goal is to help schools strengthen their processes for assessing problem behaviors and developing plans to decrease those behaviors through appropriate support strategies.
Phases of escalating behaviours melbourne 24 june 2011i4ppis
This document provides an overview of School Wide Positive Behaviour Support (SWPBS) and strategies for managing severe student behaviour. It discusses key objectives of SWPBS including understanding the "Phases of Escalating Behaviour" model and developing effective intervention strategies for students with severe behaviour. It outlines the three-tiered SWPBS framework including universal, targeted, and individual systems of support. Specific strategies described include developing clear school-wide rules and expectations, teaching the behavioural expectations, implementing reward systems, data collection, and functional behaviour assessments for students with high-risk behaviour.
S Vitto Breaking Down The Walls MIBLSI State Conference 09Steve Vitto
This is an overview of the causes and treatment of oppositional defiant behavior (ODD), social maladjustment, and conduct disorder. The presentation included etiology, and evidence based treatment recommendations, using the competing pathways approach..
The document discusses individual assessment and intervention for students exhibiting difficult behaviors in the classroom. It covers conducting functional behavior analyses to understand the functions and contexts of problematic behaviors. This involves observation, data collection, and using the insights gained to design interventions tailored to the student, teacher, and environment. The goal is to maintain positive behavior changes over time through strategic planning and contingencies. If initial interventions are not successful, the document provides guidance on problem-solving and reviewing earlier decisions to improve outcomes.
Behaviorism is primarily concerned with observable and measurable aspects of human behavior. It emphasizes changes in behavior that result from stimulus-response associations made by the learner, and assumes behavior is governed by natural laws that can be studied scientifically. Behaviorists seek to predict behavior based on environmental factors. Examples of using behaviorism in the classroom include designing contracts to address uncompleted homework or misbehavior, and using reinforcement, punishment, modeling, shaping and cueing to modify student behavior.
This document discusses the science and evidence-based practices of Positive Behavior Support (PBS) in classrooms. PBS uses functional assessment of behavior and positive, proactive interventions to create an environment where students' dignity and rights are respected. The document outlines three levels of PBS support and recommends five key practices including maximizing structure, actively engaging students, acknowledging appropriate behavior, and responding to inappropriate behavior. Specific strategies are provided for implementing these practices in the classroom.
INCLUSIVE EDUCATION: HOW TO PROMOTE POSITIVE CLASSROOM BEHAVIOUR IN STUDENTS?Roudhahtul Isa
Halifah Husaini (08D0013), Aisah Lamit (08D0047), Roudhahtul Isa (08D0008), Diploma in Primary Education session 2008/2011.
PRESENTATION TOPIC: HOW TO PROMOTE POSITIVE CLASSROOM BEHAVIOUR IN STUDENTS?, Semester 5 (Year 2010), Course facilitator: Dr. Koay Teng Leong, Course name: INCLUSIVE EDUCATION, UNIVERSITI BRUNEI DARUSSALAM.
Sub-topics:
Presented by Halifah Husaini (08D0013):
- Relationship Building Strategies
- Social Skills Instruction
Presented by Aisah Lamit (08D0047):
- Antecedent Based Interventions
- Self Management Interventions
Presented by Roudhahtul Isa (08D0008):
- Group Oriented Management Systems
- Behavior Reduction Interventions
All rights reserved.
A dozen common classroom management mistakes and what to do insteaaman341480
This document discusses common mistakes teachers make with classroom management and provides suggestions for improvement. It addresses 12 common mistakes, such as defining misbehavior only by its appearance rather than its underlying function. For each mistake, the document recommends a better strategy, such as using a functional behavior assessment to determine why a behavior is occurring in order to address it most effectively. The overall message is that teachers should take a preventative approach to management, address the root causes of behaviors, and view students' actions as serving a purpose to either obtain or avoid something. Partnering with others and using positive teaching strategies can also support improved behavior.
The document discusses strategies for addressing noncompliance in children with behavioral disorders. It identifies noncompliance as the "kingpin behavior" that drives other problem behaviors. Positive parenting approaches that are proactive, responsive and involve inductive control are more effective than negative-coercive styles in reducing externalizing behaviors. The document provides examples of proactive strategies teachers and parents can use to prevent noncompliance, including establishing clear rules, increasing engagement in learning, structuring the environment, and using positive reinforcement and selective attention to shape compliant behaviors.
Classroom Part 2: PBS In The Classroom MO SW-PBS SI 2008Nanci Johnson
The document provides guidance on establishing positive classroom behavior systems that are aligned with school-wide positive behavior support systems. It discusses evidence-based practices for classroom management, including maximizing structure, teaching and reinforcing behavioral expectations, actively engaging students, acknowledging appropriate behavior, and responding to inappropriate behavior. The goal is to improve the classroom and school climate, decrease disciplinary issues, and maximize academic achievement for all students through universal supports as well as more targeted interventions for students with at-risk or problem behaviors.
This document provides an overview of functional behavioural assessment (FBA). It discusses that FBA aims to understand the context and function of a child's behavior by collecting data on antecedents, behaviors, and consequences. The goal is to develop a hypothesis and intervention to increase positive behaviors and reduce negative ones. The document outlines the stages of FBA, including identifying problems, gathering information, determining functions, developing a plan, implementation, and evaluation. It also discusses considerations around FBA such as collecting information types, theoretical basis in behaviorism and ecological systems theory, and pros and cons.
Steve Vitto Balanced Andrestorative Justice For Kids Steve Vitto
This document discusses balanced and restorative justice (BARJ) as an alternative to punitive approaches for addressing behavioral issues in schools. BARJ focuses on repairing harm, involving victims, offenders, and the community. Consequences under BARJ aim to teach and restore rather than solely punish. Specific restorative practices mentioned include victim impact circles, conferencing, and addressing the root causes of behaviors rather than just the behaviors themselves. The goal is to help students learn appropriate behaviors and repair relationships rather than simply control behavior through fear of punishment.
This document discusses factors that can lead to disruptive behaviors in the classroom and strategies for managing behaviors to maximize learning. It notes that preventing problems through clear expectations, rules created with student input, consistent consequences, and positive reinforcement can be effective behavior management tools. The document emphasizes the importance of addressing disruptive behaviors immediately and making lessons engaging. It also stresses avoiding showing anger and getting to know students individually.
Emotional/behavioral disorders (EBD) refer to children with severe behavioral problems stemming from underlying emotional causes. Common behaviors of students with EBD include disruptiveness, emotional immaturity, and aggression. The root causes of EBD may include learning difficulties, inconsistent discipline, medical conditions, and traumatic life experiences. Teachers should address EBD by monitoring student seating, encouraging peer interaction, using positive reinforcement, and providing a timeout area to help disruptions. Schools can help by providing counseling, identifying at-risk students, making teacher contact information available to parents, and outlining expected behaviors and consequences.
Similar to Steve Vitto Breaking Down the Walls in Ocean County (20)
The document discusses alternatives to punishment for addressing problematic behaviors in children. It advocates teaching replacement skills and using consequences that minimize unwanted behaviors while establishing conditions for learning new skills. Specific strategies include having children process events, solve problems, make amends through restoration, and commit to behavioral changes. Examples are given for addressing aggression, bullying, disrespect and other issues by meeting with victims and offenders to find resolutions and plans for preventing future incidents. The focus is on understanding motivations and teaching alternative behaviors rather than punitive responses.
An open house retirement party will be held on Friday, June 1st from 3:00pm to 5:00pm at the Muskegon Area Intermediate School District located at 630 Harvey St. in Muskegon, MI to honor Steve Vitto. Guests are asked to RSVP by calling (231) 767-7277 or emailing ljohnson@muskegonisd.org by the date of the event.
Steve vitto and Jennifer Russell school family partershipsSteve Vitto
A FOCUS DAY MIBLSI TRAINING PRESENTED BY STEVEN VITTO AND JENNIFER RUSSELL, MAISD BEHAVIOR CONSULTANT OUTLINING A PROCESS FOR DEVELOPING SUPPORTS FOR EFFECTIVE HOME SCHOOL PARTNERSHIPS. ACKNOWLEDGEMENTS KRISTIE DILA FOR HER SUPPORT
STEVE VITTO NSU DIFFUSION, DE-ESCALATION AND APPROVE RESTRAINTSteve Vitto
The document discusses strategies for working with defiant and aggressive students, including nonviolent crisis intervention training. It provides examples of students who died due to restraints and reviews research on the dangers of restraints. It also outlines a training framework for promoting positive behavior supports, de-escalation techniques, and using restraint only as a last resort in emergencies.
Steve Vitto diffusion, de esclation, & restraining at NSUSteve Vitto
The document discusses strategies for working with defiant and aggressive students, including nonviolent crisis intervention training. It provides examples of students who died due to restraints and reviews research on the dangers of restraints. It also outlines a training framework for promoting positive behavior supports, de-escalation techniques, and using restraint only as a last resort in emergencies. The training covers understanding triggers for aggression, conditions affecting behavior, and proper staff responses during anxiety, defensive, and acting out stages of a crisis.
Steve Vitto Challeng of the Children Breaking Down the WallsSteve Vitto
Steve Vitto's presentation at the 2011 Challenge of the Children Conference at Hope College in Holland Michigan
Strategies for Defiant Students
svitto@muskegonisd.org
This is a tribute to my life long friend, David Jones, David died at the age of 44. He spent his life making others smile while he battled the demons of schizophrenia. May he rest in peace!
We love you David!!!
Steve
Steve Vitto In Support of PBIS Targeted InterventionsSteve Vitto
A PRESENTATION REVIEWING THE INFLUENCES AND CORRELATES THAT CAN PLACE A CHILD AT RISK, AND INTRODUCING SOME EVIDENCED BASED STRATEGIES
FOR SUPPORTING THESE STUDENTS. FOR FURTHER QUESTIONS CONTACT SVITTO@MUSKEGONISD.ORG
Steve Vitto :A Case for Tarheted Imterventions and PBISSteve Vitto
The document discusses factors that place children at risk of academic failure and identifies targeted interventions that can help support at-risk students. It notes that children from low-income families or who experience issues like poverty, lack of early literacy exposure, family instability, or behavioral/emotional problems are particularly vulnerable. The document advocates for early and individualized interventions in school, including strengthening student engagement, self-esteem, organizational skills, and relationships, to improve outcomes for at-risk children.
Steve Vitto Functional assessment and meeting mechanics presentationSteve Vitto
A presentation on performing functional assessments and writing behavior intervention plans using the Meeting Mechanics Process for Reeths Puffer Schools- McMillan Elementary
Steve Vitto MAISD MIBLSI PBIS 2010 Spring NewsletterSteve Vitto
The document provides an overview of PBIS initiatives at several schools in Michigan. It summarizes PBIS efforts at Wesley School, which serves students with developmental disabilities, and the You-Turn program for expelled youth. It also highlights PBIS work at Central Elementary and Churchill Elementary, two schools in the MiBLSi Cohort 6 program. The newsletter aims to share strategies and successes around implementing positive behavior supports in schools.
The document provides guidance on classroom management strategies for teachers, including establishing clear behavioral expectations, teaching those expectations to students, prompting and monitoring student behavior, and evaluating the effectiveness of classroom management procedures. It emphasizes the importance of establishing structure, routines, and a continuum of strategies to acknowledge appropriate behavior and address inappropriate behavior.
Steve Vitto Positive Parenting Part TwoSteve Vitto
Steve Vitto's presentation for Parent Nights at Reeths Puffer Elementary School, Shelby Association for Retarded Children-Shelby Town Hall, & Muskegon, Michigan ARC
2010
Available in English and Spanish
svitto@muskegonisd.org
Steve Vitto Response to Intervention (RTI)Steve Vitto
A recent presentation on Response to Intervention and relating the three tier model to evidenced based behavioral supports (i.e., as it applies to classroom management , strategic interventions and interventions for intensive behaviors).
Steve Vitto Response to Intvervention (RTI) in School-wide Behavior Support 2009Steve Vitto
This is an overview of the RTI process presented by Steve Vitto in East Grand Rapids in November 2008. Steve can be contacted at svitto@muskegonisd.org
Steve Vitto Targeted Interventions Overview 2009Steve Vitto
The following presentation by Steve Vitto is a brief overview of targeted behavior intervention strategies presented in December 2009 for MIBLSI participating schools in Michigan.
Steve can be reached at svitto@muskegonisd.org
Steve Vitto Bringing out the Best in Challenging Home School PartnershipsSteve Vitto
This one-day workshop provided by the Muskegon Area Intermediate School District aims to teach strategies for establishing positive home-school partnerships and effectively responding to challenges. The workshop covers obstacles to partnerships, responding to angry or troubled parents, building strong relationships, conducting effective meetings, communication strategies, and addressing accusations. Presenters include experts from the school district and Department of Human Services. The event is open to administrators, teachers, and support staff and will provide lunch and opportunities for continuing education credits.
P R E V E N T I N G T H E U S E O F E X C L U S I O N A N D R E S T R A...Steve Vitto
The document discusses seclusion and restraint in schools, providing definitions and examples of incidents that resulted in student deaths. It notes that over 85% of restraints are in response to noncompliance, and that forced compliance is not an effective behavior strategy. The state board of education adopted standards restricting seclusion and restraint to emergencies only, and requiring positive behavior support systems to prevent their use when possible. Districts must provide training to ensure emergency incidents are properly handled.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
Steve Vitto Breaking Down the Walls in Ocean County
1. BREAKING DOWN THE WALLS Strategies for Defiant Students Presented by: Steven Vitto, M.A., CCII., CTCI., Behavior Specialist, Muskegon Area ISD Oceana County Human Resource Council May 20th, 2011 and bringing out the best in Challenging Home School Partnerships
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26. An Initial Line of Inquiry Strengths of student: What the student does well. Student’s strengths, gifts, & talents . Perceived Function Actual Consequences Behavior Problem Fast Triggers (Antecedents) Slow Triggers (Setting Events)
27. An Initial Line of Inquiry Strengths of student: What the student does well. Student’s strengths, gifts, & talents. An observable and measurable description of the behavior(s) of concern. Perceived Function Actual Consequences Behavior Problem Fast Triggers (Antecedents) Slow Triggers (Setting Events)
28. An Initial Line of Inquiry Strengths of student: What the student does well. Student’s strengths, gifts, & talents. An observable and measurable description of the behavior(s) of concern. Events with a discrete onset and offset, that occur immediately before the challenging behavior (e.g., task demand, teacher direction, social interaction) Perceived Function Actual Consequences Behavior Problem Fast Triggers (Antecedents) Slow Triggers (Setting Events)
29. An Initial Line of Inquiry Strengths of student: What the student does well. Student’s strengths, gifts, & talents. An observable and measurable description of the behavior(s) of concern. Events with a discrete onset and offset, that occur immediately before the challenging behavior (e.g., task demand, teacher direction, social interaction). “Make it Happen” Events that may occur before and/or during the targeted response that causes the student to respond to a “typical” situation in an “atypical” way. Specific conditions, events, or activities that make the problem behavior worse? (missed meds, academic failure, conflicts at home, lack of sleep, missed meals, poor interactions with peers/teacher(s), school/classroom behavioral expectations unclear… Perceived Function Actual Consequences Behavior Problem Fast Triggers (Antecedents) Slow Triggers (Setting Events)
30. An Initial Line of Inquiry Strengths of student: What the student does well. Student’s strengths, gifts, & talents. Those events that occur after the behavior (e.g., peer attention, escape task) or as a result of the behavior (e.g., time out, suspension, detention, …) What usually happens after the behavior occurs? (e.g., teacher’s reaction, other students’ reactions, power struggle …) An observable and measurable description of the behavior(s) of concern. Events with a discrete onset and offset, that occur immediately before the challenging behavior (e.g., task demand, teacher direction, social interaction) Events that may occur before and/or during the targeted response that causes the student to respond to a “typical” situation in an “atypical” way. Specific conditions, events, or activities that make the problem behavior worse? (missed medication, history of academic failure, conflict at home, missed meals, lack of sleep, history of problems with peers… Perceived Function Actual Consequences Behavior Problem Fast Triggers (Antecedents) Slow Triggers (Setting Events)
31. An Initial Line of Inquiry Strengths of student: What the student does well. Student’s strengths, gifts, & talents. Obtain Attention Escape or Avoid Avoid adult control Obtain Sensory Those events that occur after the behavior (e.g., peer attention, escape task) or as a result of the behavior (e.g., time out, suspension, detention, …) What usually happens after the behavior occurs? (e.g., teacher’s reaction, other students’ reactions, power struggle …) An observable and measurable description of the behavior(s) of concern. Events with a discrete onset and offset, that occur immediately before the challenging behavior (e.g., task demand, teacher direction, social interaction) Events that may occur before and/or during the targeted response that causes the student to respond to a “typical” situation in an “atypical” way. Specific conditions, events, or activities that make the problem behavior worse? (missed medication, history of academic failure, conflict at home, missed meals, lack of sleep, history of problems with peers… Perceived Function Actual Consequences Behavior Problem Fast Triggers (Antecedents) Slow Triggers (Setting Events)
34. When Sequoia misses her 12:30 medication & teachers make multiple task demands, she makes negative self-statements & writes profane language on her assignments. Teaching staff typically send her to the office with a discipline referral for being disrespectful. Setting event Antecedent Response Consequence Misses 12:30 medication Teachers make multiple task demands Sequoia makes negative self- statements & writes profane language Teacher sends Sequoia to office for being disrespectful What function? Avoid difficult tasks
35. Setting event Antecedent Response Consequence The football game is coming on in 2 minutes. Your significant other asks you to wash the dishes. You happily oblige. After one minute, you have broken two glasses and one dish. Your significant other pushes you out of the way and says, “ Just let me do them.” You sigh and go watch the game . You know if you pretend you can’t do something she will do it for you The football game is coming on and your spouse asks you to wash dishes You break two dishes and a glass Your spouse takes over and washes the dishes herself What function? Avoid activity
75. “ AN ATTACHMENT DISORDER OCCURS WHEN THE ATTACHMENT PERIOD IS DISRUPTED OR INADEQUATE, LEAVING THE CHILD WITH THE INABILITY TO FORM A NORMAL RELATIONSHIP WITH OTHERS AND CAUSING AN IMPAIRMENT IN DEVELOPMENT.”
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79. Students with conduct disorder engage in deliberate acts of self-interest to gain attention or to intimidate others. They experience no distress or self-devaluation or internalized distress.
166. REPLACEMENT BEHAVIOR SWEARING ESCAPE TASK DEMANDS (SPECIFICALLY WRITING) ESCAPE TASK DEMANDS (SPECIFICALLY WRITING) REQUEST A BREAK SWEARING !?!? X X EXTINCTION 1 2 R R R R
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175. A consequence may work at the moment but may be reinforcing the behavior in the long run!!!
189. Competing Behavior Model Setting Event Antecedent Desired Behavior Problem Behavior Replacement Behavior Reinforcing Consequence Reinforcing Consequence Academic engagement Anger Control Self Management Request to leave class/school Verbal & Physical Aggression Profanity Limited group of friends Lack of sleep Peer negative comments about size/physique or character Adult directions/ comments provided in officious, chiding, or condescending fashion Escape current demands/ situation Personal satisfaction Passing grades Enlistment in military
190. FOR MORE INFORMATION ON WORKING WITH DEFIANT STUDENTS, WRITE STEVE AT [email_address] OR GOOGLE STEVE VITTO @ SLIDESHARE.COM OR VISIT THE MAISD WEBSITE
191. For More Information on Positive Approaches for challenging behavior or having Steve present at your school, Write Steve Vitto at [email_address] Or call him at 231-767-7279 Or send for Steve’s Book, In Search of a Heart, Creating Caring, Conscience, and Character in All Kid (A text in using positive a relationship driven approaches for all children), Copyright, 2007 This 450 page text contains researched based methods for implementing positive classroom management strategies and treating children with severe behavior challenges (Cost: $30.00) This book is also available on audio tape and Audio CD
192. GO OUT AND MAKE A DIFFERENCE!! Steve Vitto at Slide Share.com