The document discusses reasons for inappropriate student behavior and methods for assessing the causes of such behavior, including developmental traits, environmental influences, and Rudolf Dreikurs' model of "Mistaken Goals" which identifies attention-seeking, seeking power, seeking revenge, and feelings of inadequacy as potential motivations. The ABC (Antecedent, Behavior, Consequence) method is presented as a tool for understanding behaviors and devising interventions based on manipulating antecedents and consequences.
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
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..
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
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..
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!
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
Behavior Modification Techniques For Children That Work Like A CharmMichael Lee
With proper behavior modification techniques for children, you can address issues like temper tantrums, selfish behavior and disrespect - all in record time. This presentation shows you how.
Children with a history of trauma face unique challenges at school. This presentation provides a brief overview of issues and potential solutions.
Note that images may be copyright protected. Links to IStockPhoto are included if you would like to purchase the photos for your own use.
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!
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
Behavior Modification Techniques For Children That Work Like A CharmMichael Lee
With proper behavior modification techniques for children, you can address issues like temper tantrums, selfish behavior and disrespect - all in record time. This presentation shows you how.
Children with a history of trauma face unique challenges at school. This presentation provides a brief overview of issues and potential solutions.
Note that images may be copyright protected. Links to IStockPhoto are included if you would like to purchase the photos for your own use.
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
The video for this presentation is available on our Youtube channel:
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Required Resources1. Read from your text, Challenging Behavior.docxsodhi3
Required Resources
1. Read from your text, Challenging Behavior in Young Children:
· Chapter 9: Guidance
· Chapter 9 provides specific strategies for helping young children with challenging behavior.
· Chapter 10: Functional Assessment and Positive Behavior Support
· Chapter 10 provides information on the functions that behaviors serve and developing a positive behavior support plan.
2. The IRIS Center. (n.d.). A-B-C Analysis. Retrieved from http://iris.peabody.vanderbilt.edu/mcontent/behavior-abc-video/
1. This activity will allow students to observe a child having tantrums and list the target behavior, antecedents, consequences, and hypothesis regarding the function of behavior. This activity will assist you in completing the second discussion question.
1. Accessibility Statement
1. Privacy Statement does not exist.
1. The IRIS Center. (n.d.). Functional Behavioral Assessment: Identifying the Reasons for Problem Behavior and Developing a Behavior Plan. Retrieved from http://iris.peabody.vanderbilt.edu/fba/chalcycle.htm
1. This module outlines the steps of the Functional Behavioral Assessment process and will assist you in completing the second discussion question.
1. Accessibility Statement
1. Privacy Statement does not exist.
Recommended Resource
1. The IRIS Center for Training Enhancements. (n.d.). Methods of Functional Behavioral Assessment. Retrieved on from http://flpbs.fmhi.usf.edu/pdfs/pbs_FBA_Practice.pdf
· This info brief provides a brief overview of different methods to use when conducting functional assessments.
ECE201: INTRODUCTION TO EARLY CHILDHOOD BEHAVIOR
WEEK THREE INSTRUCTOR GUIDANCE
Children require guidance and sympathy far more than instruction.
-Anne Sullivan
Welcome to Week THREE of ECE201!!
As we learned last week, all children display challenging behaviors. This is a normal part of development. When children have a difficult time controlling their emotions adults need to provide positive and clear guidance. Seems simple right?
Well, as anyone who has worked with children knows, it can be more difficult then it seems. Fortunately, there are research-based approaches and guidance strategies that adults can use to help children manage their behavior.
As the quote above suggests, using guidance strategies that are based on respect and empathy for children is a key part of your role as an ECEC professional. Far more than they need instruction and lectures, punishment and consequences, children need sympathy and guidance in their quest to manage themselves and to take their place gracefully and joyfully as fully functioning members of their families, their peers, and their communities.
Overview of the Learning Week
This week we focus our learning on approaches and strategies to guiding young children’s behavior that are both respectful and effective. As an ECEC professional your knowledge about how children learn and grow will provide a foundation for using these strategies in ways that are developm ...
Type of discipline guidanceHow it worksAdvicecautionsReinf.docxmarilucorr
Type of discipline/ guidance
How it works
Advice/cautions
Reinforcers/
Rewards
Material reinforcers
These can be primary (e.g., food) or secondary (e.g.,money). These are given to the child after the child has exhibited the required behaviors.
Be careful not to create situations where children believe
They must be rewarded for everything they do. Never reward
a whole group for the behaviors of a few.
Social reinforcers
Smiles, hugs, and kind words are social reinforcers, as is adult attention (which is why teachers must becareful when responding to negative behaviors).
This is often the best kind of reinforcement because it creates
important trust and relationships.
Activity reinforcers/ Premack principle
Completing a less-than-desirable activity (e.g.,cleaning up the art area) is rewarded by a More favorable one (e.g., playing on the computer).
Caution must be observed to make sure this does not punish a
child incapable of completing the first task to the teacher's
satisfaction.
Positive feedback
This is verbal feedback that tells the child he or she is doing well and making progress.
The more specificthe praise, the more effective it is in modifying behavior.
This is an extremely effective approach because it lets
children know what they are doing correctly.
Negative reinforcement
This is increasing a behavior by removing a negativestimulus. For example, children will complete work more quickly so they can go to the playground sooner.
Rather than using negative reinforcement, teachers should
determine whether the behavior children are trying to avoid
could be made more meaningful and interesting.
Token economy
Children's appropriate behavior is rewarded immediately with tokens, which are exchanged for material reinforcers or privileges.
Tokens must be exchanged for things students really
want; a choice should also be provided. Many believe
tokens do not work with children under age 5.
Intrinsic reinforcement
Intrinsic reinforcement comes from within the child: feelings of success or happiness, or a sense of competence or pride.
The ultimate goal of discipline and guidance is that they are
internalized. Some people believe using extrinsic reinforcers
reduces the power of intrinsic reinforcement.
Punishments
Natural consequences
This is the natural result of what a child does or does not do. A child who forgets to put on a jacket will get cold on a winter day. A child who comes late to the meal may miss out on his or her favorite food.
This works only when adults are willing to let go, and to let
the child live with the consequences of his or her behaviors.
A child needs to be able to make the connection between the
behavior and the result.
Logical consequences
If a child spills milk, a logical consequence is to have him or her clean up the mess; a logical consequence for a child drawing on a table is to have him or her scr ...
9 Practical Strategies to Decrease Impulsive Behavior in ChildrenRachel Wise
Certified school psychologist and licensed behavior specialist, Rachel Wise, shares nine strategies to decrease impulsive behavior in children. Rachel has 20 years of experience working with students with academic and behavioral needs and is also the CEO of the free learning and behavior website, educationandbehavior.com.
These simplified slides by Dr. Sidra Arshad present an overview of the non-respiratory functions of the respiratory tract.
Learning objectives:
1. Enlist the non-respiratory functions of the respiratory tract
2. Briefly explain how these functions are carried out
3. Discuss the significance of dead space
4. Differentiate between minute ventilation and alveolar ventilation
5. Describe the cough and sneeze reflexes
Study Resources:
1. Chapter 39, Guyton and Hall Textbook of Medical Physiology, 14th edition
2. Chapter 34, Ganong’s Review of Medical Physiology, 26th edition
3. Chapter 17, Human Physiology by Lauralee Sherwood, 9th edition
4. Non-respiratory functions of the lungs https://academic.oup.com/bjaed/article/13/3/98/278874
Prix Galien International 2024 Forum ProgramLevi Shapiro
June 20, 2024, Prix Galien International and Jerusalem Ethics Forum in ROME. Detailed agenda including panels:
- ADVANCES IN CARDIOLOGY: A NEW PARADIGM IS COMING
- WOMEN’S HEALTH: FERTILITY PRESERVATION
- WHAT’S NEW IN THE TREATMENT OF INFECTIOUS,
ONCOLOGICAL AND INFLAMMATORY SKIN DISEASES?
- ARTIFICIAL INTELLIGENCE AND ETHICS
- GENE THERAPY
- BEYOND BORDERS: GLOBAL INITIATIVES FOR DEMOCRATIZING LIFE SCIENCE TECHNOLOGIES AND PROMOTING ACCESS TO HEALTHCARE
- ETHICAL CHALLENGES IN LIFE SCIENCES
- Prix Galien International Awards Ceremony
ARTIFICIAL INTELLIGENCE IN HEALTHCARE.pdfAnujkumaranit
Artificial intelligence (AI) refers to the simulation of human intelligence processes by machines, especially computer systems. It encompasses tasks such as learning, reasoning, problem-solving, perception, and language understanding. AI technologies are revolutionizing various fields, from healthcare to finance, by enabling machines to perform tasks that typically require human intelligence.
Tom Selleck Health: A Comprehensive Look at the Iconic Actor’s Wellness Journeygreendigital
Tom Selleck, an enduring figure in Hollywood. has captivated audiences for decades with his rugged charm, iconic moustache. and memorable roles in television and film. From his breakout role as Thomas Magnum in Magnum P.I. to his current portrayal of Frank Reagan in Blue Bloods. Selleck's career has spanned over 50 years. But beyond his professional achievements. fans have often been curious about Tom Selleck Health. especially as he has aged in the public eye.
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Introduction
Many have been interested in Tom Selleck health. not only because of his enduring presence on screen but also because of the challenges. and lifestyle choices he has faced and made over the years. This article delves into the various aspects of Tom Selleck health. exploring his fitness regimen, diet, mental health. and the challenges he has encountered as he ages. We'll look at how he maintains his well-being. the health issues he has faced, and his approach to ageing .
Early Life and Career
Childhood and Athletic Beginnings
Tom Selleck was born on January 29, 1945, in Detroit, Michigan, and grew up in Sherman Oaks, California. From an early age, he was involved in sports, particularly basketball. which played a significant role in his physical development. His athletic pursuits continued into college. where he attended the University of Southern California (USC) on a basketball scholarship. This early involvement in sports laid a strong foundation for his physical health and disciplined lifestyle.
Transition to Acting
Selleck's transition from an athlete to an actor came with its physical demands. His first significant role in "Magnum P.I." required him to perform various stunts and maintain a fit appearance. This role, which he played from 1980 to 1988. necessitated a rigorous fitness routine to meet the show's demands. setting the stage for his long-term commitment to health and wellness.
Fitness Regimen
Workout Routine
Tom Selleck health and fitness regimen has evolved. adapting to his changing roles and age. During his "Magnum, P.I." days. Selleck's workouts were intense and focused on building and maintaining muscle mass. His routine included weightlifting, cardiovascular exercises. and specific training for the stunts he performed on the show.
Selleck adjusted his fitness routine as he aged to suit his body's needs. Today, his workouts focus on maintaining flexibility, strength, and cardiovascular health. He incorporates low-impact exercises such as swimming, walking, and light weightlifting. This balanced approach helps him stay fit without putting undue strain on his joints and muscles.
Importance of Flexibility and Mobility
In recent years, Selleck has emphasized the importance of flexibility and mobility in his fitness regimen. Understanding the natural decline in muscle mass and joint flexibility with age. he includes stretching and yoga in his routine. These practices help prevent injuries, improve posture, and maintain mobilit
The prostate is an exocrine gland of the male mammalian reproductive system
It is a walnut-sized gland that forms part of the male reproductive system and is located in front of the rectum and just below the urinary bladder
Function is to store and secrete a clear, slightly alkaline fluid that constitutes 10-30% of the volume of the seminal fluid that along with the spermatozoa, constitutes semen
A healthy human prostate measures (4cm-vertical, by 3cm-horizontal, 2cm ant-post ).
It surrounds the urethra just below the urinary bladder. It has anterior, median, posterior and two lateral lobes
It’s work is regulated by androgens which are responsible for male sex characteristics
Generalised disease of the prostate due to hormonal derangement which leads to non malignant enlargement of the gland (increase in the number of epithelial cells and stromal tissue)to cause compression of the urethra leading to symptoms (LUTS
Title: Sense of Smell
Presenter: Dr. Faiza, Assistant Professor of Physiology
Qualifications:
MBBS (Best Graduate, AIMC Lahore)
FCPS Physiology
ICMT, CHPE, DHPE (STMU)
MPH (GC University, Faisalabad)
MBA (Virtual University of Pakistan)
Learning Objectives:
Describe the primary categories of smells and the concept of odor blindness.
Explain the structure and location of the olfactory membrane and mucosa, including the types and roles of cells involved in olfaction.
Describe the pathway and mechanisms of olfactory signal transmission from the olfactory receptors to the brain.
Illustrate the biochemical cascade triggered by odorant binding to olfactory receptors, including the role of G-proteins and second messengers in generating an action potential.
Identify different types of olfactory disorders such as anosmia, hyposmia, hyperosmia, and dysosmia, including their potential causes.
Key Topics:
Olfactory Genes:
3% of the human genome accounts for olfactory genes.
400 genes for odorant receptors.
Olfactory Membrane:
Located in the superior part of the nasal cavity.
Medially: Folds downward along the superior septum.
Laterally: Folds over the superior turbinate and upper surface of the middle turbinate.
Total surface area: 5-10 square centimeters.
Olfactory Mucosa:
Olfactory Cells: Bipolar nerve cells derived from the CNS (100 million), with 4-25 olfactory cilia per cell.
Sustentacular Cells: Produce mucus and maintain ionic and molecular environment.
Basal Cells: Replace worn-out olfactory cells with an average lifespan of 1-2 months.
Bowman’s Gland: Secretes mucus.
Stimulation of Olfactory Cells:
Odorant dissolves in mucus and attaches to receptors on olfactory cilia.
Involves a cascade effect through G-proteins and second messengers, leading to depolarization and action potential generation in the olfactory nerve.
Quality of a Good Odorant:
Small (3-20 Carbon atoms), volatile, water-soluble, and lipid-soluble.
Facilitated by odorant-binding proteins in mucus.
Membrane Potential and Action Potential:
Resting membrane potential: -55mV.
Action potential frequency in the olfactory nerve increases with odorant strength.
Adaptation Towards the Sense of Smell:
Rapid adaptation within the first second, with further slow adaptation.
Psychological adaptation greater than receptor adaptation, involving feedback inhibition from the central nervous system.
Primary Sensations of Smell:
Camphoraceous, Musky, Floral, Pepperminty, Ethereal, Pungent, Putrid.
Odor Detection Threshold:
Examples: Hydrogen sulfide (0.0005 ppm), Methyl-mercaptan (0.002 ppm).
Some toxic substances are odorless at lethal concentrations.
Characteristics of Smell:
Odor blindness for single substances due to lack of appropriate receptor protein.
Behavioral and emotional influences of smell.
Transmission of Olfactory Signals:
From olfactory cells to glomeruli in the olfactory bulb, involving lateral inhibition.
Primitive, less old, and new olfactory systems with different path
New Directions in Targeted Therapeutic Approaches for Older Adults With Mantl...i3 Health
i3 Health is pleased to make the speaker slides from this activity available for use as a non-accredited self-study or teaching resource.
This slide deck presented by Dr. Kami Maddocks, Professor-Clinical in the Division of Hematology and
Associate Division Director for Ambulatory Operations
The Ohio State University Comprehensive Cancer Center, will provide insight into new directions in targeted therapeutic approaches for older adults with mantle cell lymphoma.
STATEMENT OF NEED
Mantle cell lymphoma (MCL) is a rare, aggressive B-cell non-Hodgkin lymphoma (NHL) accounting for 5% to 7% of all lymphomas. Its prognosis ranges from indolent disease that does not require treatment for years to very aggressive disease, which is associated with poor survival (Silkenstedt et al, 2021). Typically, MCL is diagnosed at advanced stage and in older patients who cannot tolerate intensive therapy (NCCN, 2022). Although recent advances have slightly increased remission rates, recurrence and relapse remain very common, leading to a median overall survival between 3 and 6 years (LLS, 2021). Though there are several effective options, progress is still needed towards establishing an accepted frontline approach for MCL (Castellino et al, 2022). Treatment selection and management of MCL are complicated by the heterogeneity of prognosis, advanced age and comorbidities of patients, and lack of an established standard approach for treatment, making it vital that clinicians be familiar with the latest research and advances in this area. In this activity chaired by Michael Wang, MD, Professor in the Department of Lymphoma & Myeloma at MD Anderson Cancer Center, expert faculty will discuss prognostic factors informing treatment, the promising results of recent trials in new therapeutic approaches, and the implications of treatment resistance in therapeutic selection for MCL.
Target Audience
Hematology/oncology fellows, attending faculty, and other health care professionals involved in the treatment of patients with mantle cell lymphoma (MCL).
Learning Objectives
1.) Identify clinical and biological prognostic factors that can guide treatment decision making for older adults with MCL
2.) Evaluate emerging data on targeted therapeutic approaches for treatment-naive and relapsed/refractory MCL and their applicability to older adults
3.) Assess mechanisms of resistance to targeted therapies for MCL and their implications for treatment selection
Flu Vaccine Alert in Bangalore Karnatakaaddon Scans
As flu season approaches, health officials in Bangalore, Karnataka, are urging residents to get their flu vaccinations. The seasonal flu, while common, can lead to severe health complications, particularly for vulnerable populations such as young children, the elderly, and those with underlying health conditions.
Dr. Vidisha Kumari, a leading epidemiologist in Bangalore, emphasizes the importance of getting vaccinated. "The flu vaccine is our best defense against the influenza virus. It not only protects individuals but also helps prevent the spread of the virus in our communities," he says.
This year, the flu season is expected to coincide with a potential increase in other respiratory illnesses. The Karnataka Health Department has launched an awareness campaign highlighting the significance of flu vaccinations. They have set up multiple vaccination centers across Bangalore, making it convenient for residents to receive their shots.
To encourage widespread vaccination, the government is also collaborating with local schools, workplaces, and community centers to facilitate vaccination drives. Special attention is being given to ensuring that the vaccine is accessible to all, including marginalized communities who may have limited access to healthcare.
Residents are reminded that the flu vaccine is safe and effective. Common side effects are mild and may include soreness at the injection site, mild fever, or muscle aches. These side effects are generally short-lived and far less severe than the flu itself.
Healthcare providers are also stressing the importance of continuing COVID-19 precautions. Wearing masks, practicing good hand hygiene, and maintaining social distancing are still crucial, especially in crowded places.
Protect yourself and your loved ones by getting vaccinated. Together, we can help keep Bangalore healthy and safe this flu season. For more information on vaccination centers and schedules, residents can visit the Karnataka Health Department’s official website or follow their social media pages.
Stay informed, stay safe, and get your flu shot today!
Evaluation of antidepressant activity of clitoris ternatea in animals
Why slideshow
1. While You’re Waiting…
Complete the following sentence stems:
The student whose behavior is of most concern to me is…
Describe the specific inappropriate actions (Avoid labels and
generalities) that the pupil displays on a regular basis.
My best guess as to the cause of his/her pattern of
behavior is that s/he…
Things that seem to “set off” or instigate the behaviors
include…
A signal or sign that cues me of an impending behavioral
episode is…
My usual response to his/her inappropriate actions is to…
2. Why Does This Kid Keep Doing That?
Putting the pieces together to figure out the
reason(s) behind inappropriate behavior
patterns.
4. 4
Why does that kid keep doing that?
(to me)
In your teams: Compile a listing of the many
reasons why kids might fail to quickly, fully,
and continually comply with teacher directions
and/or classroom expectations.
Phases of the moon
Partly cloudy, cloudy, rainy, sunny, snowy, hazy,
foggy, warm, chilly, hot, cold, calm, breezy, windy,
humid, dry, … (Gordon on teaching: “I am the weather.”)
Televised wrestling replacing Mr. Rogers
Space aliens disguising themselves as children
Mimes (my personal view)
Something in the water .
5. 5
So…What did you come up with?
Perhaps I’m unknowingly involved in one of
those “reality shows” I see on TV.
Part of a vast conspiracy to control the
world.
(It’s not paranoia when they really are after you.)
Payback for my actions in a previous life.
A side effect of global warming.
I’m stuck in a bad dream and can’t wake up.
6. 6
Ages and Stages?
Transitional phases of human development?
-Late Infancy to Toddlerhood
Sleep/Toilet training (“Superego” meets “Id”)
Thank your parents
Limitations placed on newfound mobility (“Superego v. Id”)
Learns to say the power word…
NO!
-(pre)Adolescence?
-Old age?
-Newly Married.
7. 7
Ages & Stages (Continued)
Some characteristics that are common and
expected at certain ages can spawn
behavior that is viewed by adults as being
“defiant” or “disruptive”.
An awareness of these expected age-based
traits can help us develop greater
tolerance…and remind us to make use of
positive and respectful interventions that
TEACH more appropriate ways of handling
situations.
8. 8
Common Developmental Traits That Can Lead
To Non-Compliance - Ages 6 to 12^
Wants to determine behavioral boundaries (for psychological comfort).
Tests behavioral boundaries and constraints placed by authority.
Asks “Why?” often
Ego-centric: Sees self as center of the universe.
Wants desirable things NOW.
Wants to do non-desirable tasks on own schedule
Difficulty seeing the view/rights of others.
Often doesn’t want rules, turn-taking, sharing to apply to him/her.
Thinks people (including teachers) often pick on him/her.
Reacts to perceived unfairness or lack of support by withdrawing or complaining.
Possessive & Impulsive
Thinks his/her needs & desires should come before those of others.
“It’s mine.”, “I had it first.”, “I want it!”
Wants success at meeting goals to come easily
Complains that tasks are “too hard”.
Expects to win games/raffle.
*So what behaviors do you often see that reflect these traits?
9. 9
Common Developmental Traits That Can Lead
To Non-Compliance - Ages 13 to 18^
Wants to make decisions influencing his/her life
Peer group influence exceeds that of adults
Engages in actions to earn acceptance of highly perceived
peers
Attempts to gain positive attention from those to whom s/he
is romantically attracted
Highly concerned about personal appearance
Unconcerned about neatness of surroundings
Needs to project appearance of competence even if not so
“I know it already” attitude
Views education unrelated to interests as “boring”
Frontal lobe in boys probably poorly developed in
comparison to girls
lowered sensitivity to feelings of others
less awareness/concern for safety of self & others
*What behaviors do you commonly witness that reflect these traits?
10. 10
Other Reasons For Defiant Behavior
Hasn’t learned behaviors that meet school
expectations.
Learned other "right ways" to behave in certain
situations. Their (re)actions reflect practices common
in
low income areas
culturally different / immigrant households.
Emulation of behavior/responses modeled in the
homes or neighborhoods of “the disenfranchised”. (A
learned pattern of confrontational behavior when dealing with
authority figures in demanding situations).
Knows the “appropriate” behavior that is expected, but
hasn’t had sufficient practice to perform it
proficiently.
11. 11
A few more reasons
Physical influences (SID, ADHD, Tourettes, medication reactions)
Group influence/peer pressure
Rebellion against authority/striving for increased decision
making influence over one’s life.
His/her initial attempts at performing the desired behavior
didn’t work, so s/he overgeneralizes and assumes that it will
never work with anyone at anytime in any place.
Surging emotions interfere with the display of the
behavior. When humans are under stress, they
often revert to behaviors that are most familiar in
those situations.
13. 13
Times When We Play a Significant Role in
the Appearance of Defiant Actions?
Avoiding failure:
-feeling “dumb” in comparison to others.
-failing publicly around non-accepting audience.
Preoccupied by outside pressures & our direction
becomes“The straw that broke the camel’s back”.
(“Displaced anger”)
Fulfilling a role assigned (& maintained) by significant
adults (parents & educators)
-bad
-dumb
-rude.
14. 14
Frustration when educators interfere with their
present pursuit of a desired goal (completing a task,
reaching a stopping point in a game, socializing, pestering
another).
Directives & assignments viewed as being:
-wrong
-unreasonable
-waste of time
AND one’s contributions/suggestions/contrary views
given no consideration by the adult.
A general dislike for each other between the
student and educational professional has become
ingrained. Each plays a continuing role that
instigates and escalates problems.
16. 16
Behavior & Disabilities^
According to IDEA, we must engage in
investigative procedures to determine the
reason for persistent misbehavior IF:
The student already has an identified
disability (any one).
If we believe that that student may have a
disability (be it an emotional/psychological/behavioral
disorder OR another disability that might be a contributing
factor to the inappropriate actions).
The combination of procedures is known
collectively as “FBA”.
FBA?
17. 17
An FBA is a set of precise and complex
procedures for…
…helping the Committee on Special Education arrive at the
wrong conclusion with great certainty.
…determining the motivation, function, or cause of
the aberrant pattern of behavior. (Which assists us in
devising effective interventions.)
Some investigative methods that might be included in
an “FBA” are…?
Medical evaluation
Psychological evaluation
Psycho-Social Assessment (“ecological” assessment)
A-B-C Analysis
Determination of the student’s “Mistaken Goals”
(Oddly, rarely conducted nowadays)
General data collection (behavioral recording, checklists).
18. 18
^
Steps for conducting all the evaluation procedures
that follow (A-B-C, “Mistaken Goals”, “Behavioral
recording”) can be found at
www.BehaviorAdvisor.com
Now for the A-B-C method for gaining insight into a
behavior’s etiology.
Professionals engage in the A-B-C process in order
to determine the cause of repeated behaviors that
take the same (or very similar) form and tend to
happen under the same circumstances.
This process is part of the evaluation procedures of
the “ABA” orientation.
ABA?
.
19. 19
The World According to ABA^
All behavior is…
learned.
A particular behavior is initiated by something that
happens previous to it.
Behaviors continue to exist because they either:
bring desired benefits (“positive reinforcement”) or
fend off undesired events (“negative reinforcement”).
Behaviors can be built, modified, or extinguished
by skillfully manipulating the events and
circumstances that surround them.
We are one of those “events”.
Behaviors are best understood by using the
“A-B-C” method of analysis.
20. 20
A,B,C…it’s as easy as 1,2,3^
“There you go again. Why do you
always…?”
An Antecedent (stimulus) sparks a
Behavior that is maintained by a
Consequence.
21. 21
In order to prevent inappropriate behaviors
from being exhibited ^
Assure that the Antecedent does not occur.
Prompt (and promptly reinforce) a “Replacement
Behavior” that meets the same physical and/or
emotional need as the undesirable one.
22. 22
In order to “extinguish” a behavior, deprive it of
what keeps it going. ^
Disallow the usual reinforcing Consequence (the “benefit”,
“reward”, or “payout”) and respond to the behavior in what
manner?
Punish it
what is available to us often doesn’t outweigh benefits of
behavior
generally ineffective and fraught with hazards.
Ignore it
Often difficult to do
The practice is plagued with problems such as?
Other pupils complain
Other kids think that it is OK to emulate this behavior
Some behaviors are self stimulating
We frequently witness a “behavior burst”.
23. 23
How Does One Ignore Effectively?^
Ignoring will cause behaviors to eventually
die out (“extinguish”) IF:
– The student desires your attention
– All attention from all other sources is
blocked
– You can withhold attention during the
“behavior burst” which often escalates
to “extinction-induced aggression”
before ceasing.
24. 24
Ignore The Behavior While Telling
Others What You’re Doing
“Thank you. Yes, I’m aware of that
behavior and I will be addressing it later.
I’m definitely not letting it go. The rules
still apply to everyone. I will be dealing
with that person’s behavior later
during…(some non-academic and desirable activity).
Now let’s return to our activity.” .
25. 25
Situation: The teacher asks a question to the
class. Raheem quickly yells out an answer. The
teacher tells Raheem to raise his hand from now
on (as s/he always tells him to do), but thanks him
for the answer and goes on with the lesson.
Your Team’s Task:
Identify the
Antecedent
Behavior
Consequence
Be ready to report how the teacher might
manipulate the “A” and “C”. Also identify a
replacement behavior that meets the child’s
need for attention, power, prestigue, money,
sensory stimulation…whatever the identified need.
26. 26
Some Possibilities
The teacher could eliminate the antecedent by calling
on particular students. Do so after the question is asked, not
before (Jacob Kounin’s “group alerting” technique)...or else all the other
students will let their minds wander. OR Students could be given dry
eraser boards and pens so that everyone shows their answer on
command.
The teacher might also change the consequence by
ignoring the answer ("I only hear the answer of students who raise
their hands and wait to be called upon. I'm looking for a hand.") or
punishing "calling out" behavior (while praising the hand raising of
other students).
The teacher might also work with Raheem to develop a
new behavior to get the reward/reinforcement. Each
time Raheem raises his hand (whether he knows the answer or not, and
whether he is called upon by the teacher or not) he gets a point. Twenty points
allows him to present information to the class tomorrow, or gives him
five minutes of personal time with the teacher (allowing him to receive the
desired rewards of either appearing knowledgeable or gaining personal contact with the
teacher). OR Teach him a special hand raise when you WILL call on
him (limited to two per day).
27. 27
Rudolf Dreikurs’ Model^
The greatest human need is “to belong”. If we don’t
feel accepted and valued in an important life setting,
we react negatively… progressively so, if issues
remain unresolved.
When kids don’t feel valued by teachers and peers at
school, they engage in one or more of four (4)
“Mistaken Goals”:
Seeking ATTENTION (If not getting enough to feel
accepted and valued)
Seeking POWER (Accepting negative attention)
Seeking REVENGE (Resentment and anger from
losing the power struggle)
Displaying INADEQUACY (Lack of success brings an end
to the pursuit to belong).
28. 28
It’s in your hands…
Right now, we’ll take a quick look at some
slides outlining the Mistaken Goals method
of assessment.
Semi-complete versions of them can be
found inside your packet.
Later, they’ll serve as resources as we use
the content of these slides to:
Determine the mistaken goal of a behavior
viewed on a video
Devise interventions for that mistaken goal.
29. 29
ATTENTION SEEKING^
Pesky behavior surfaces when kids aren't getting the amount of positive recognition they
desire for their attempts to “be good”. (e.g., starting a task, remaining on-task, completing work, arriving
on time, being nice to others).
It is especially prominent in kids who:
Struggle academically
Don’t’ get much positive attention at home
Desire it from you
Have learned to be satisfied with negative attention
These kids feel important if the teacher pays attention to them and provides them with extra
services.
They might:
-ask irrelevant questions
-call out frequently
-fail to engage in the task or stay focused
unless the teacher hovers over them
Assessing whether we’re right: Address the mistaken goal in a friendly, respectful, and
non threatening manner. This course of action removes the power of the mistaken goal. Try this
phrasing using concerned, polite, non sarcastic wording and tone of voice.
"Could it be that you'd like me to spend more time with you?“
Verification: verbal acknowledgement or non-verbal
look of recognition .
30. 30
An Example of an Attention-
Seeking Pattern of Behavior
While we watch the “Amy” video clip…
Identify the actions that evidence this stage
Consider how we might intervene in order
to address:
Her academic concerns (assistance)
Her need for positive contact (attention).
31. 31
SEEKING POWER (our defiant kids) ^
If attention seeking actions don't work, resentful youngsters may try to
make your professional life miserable.
They might:
-argue
-contradict
-lie
-refuse to work or follow directions
-throw a temper tantrum
-tell you to "go take a flying leap"
-behave hostilely toward you
Assessing whether we’re right: Using concerned, polite, non-sarcastic
wording and tone of voice, say:
"When you try to prove that nobody can make you do
things you don't want to do, does that mean you’re
upset with us?”.
32. 32
A “Power Struggle” with a “Defiant Kid”
Which possible precipitating factors for the “off task” behavior should the
teacher have considered before intervening? What might have contributed
to the student’s failure to copy from the board as others were doing during
that time?
Does it appear as if the student and teacher have established a warm
personal connection to one another? Is the classroom a welcoming,
validating, and valuing place for this youngster?
Which of the teacher’s interventions were counterproductive? What facets
of her approach contributed to the decay of the situation?
What might this teacher have done, or what might she do in the future, to
avoid the problems we witnessed, address the “mistaken goal”, and
accomplish her instructional goal?
Consider how she might address:
His academic needs
His need to avoid “losing face”
(being the recipient of a public shaming).
*This video is available from National Educational Services and is part of the “Circle of Courage” (Brendtro, Brokenleg, & VanBockern) training packet.
33. 33
We have met the enemy…
and it is us. (Pogo)
When we set out to “Teach ‘em a lesson.”, we don’t.
Teachers who didn’t receive adequate behavior
management training tend to (over/under)react to
inappropriate student actions in either “Hapless” or
“Hurtful” (ala “PsychoTeacher”) ways.
Support and training for becoming a “Helpful”
educator can be found at
www.BehaviorAdvisor.com .
34. 34
Recognize that some issue is
affecting performance…Such as?
Feeling ill.
Left glasses at home.
Unable to do the assignment.
Outside concerns brought into the classroom.
Continuing issues with you that need to be
resolved in order to build/maintain positive
feelings about each other.
35. 35
Suggestions.
Deal with issues in private.
Stay in control of one’s emotions.
“The greatest lesson we can learn is infinite patience
& never-ending persistence.” (Franklin Delano Roosevelt –”FDR”)
-Use a civil tone of voice
-Avoid “put downs”
-Avoid saying that a task is “simple” or “easy”
-not EZ for LD kid who forgot how to do it
-not worthy of being taught in school if it’s “easy”.
Never use a frontal attack on a superior
opponent (or anyone else for that matter).
Make use of the positive strategies from past and
future SPED 702 sessions.
36. 36
Research On Public
Belittlement / Verbal Bullying
When people were publicly chastised, only 1 in 10
improved his/her performance. 9 of 10 performed
worse the next time around.
Publicly criticized individuals:
-felt increased self doubt regarding their abilities
-resented the approach taken to address
their actions/performance
-felt dislike toward the ones who chastised them .
37. 37
Positive Feedback Versus Criticism Ratio
Real life is 3-1
Morale problems set in at 2-1
Despair starts at 1-1
To promote appropriate behavior and positive self
concept, the PBIS.com site recommends a ratio of 5
positive comments for every negative one
(other sources recommend 8-30) with frequent contact for
each student. “Frequent” meaning...
(at least once every 5 minutes)
Is you worst behaved student receiving a 5-1 ratio?
(or even 3-1?)
38. 38
SEEKING REVENGE (our aggressive kids)^
If attention or power seeking doesn't work, kids may seek
revenge against you or others. Their belief: "I can only
feel significant if I hurt others. I'm just doing what they've
done to me. I don't care if I'm disliked. They deserve this
behavior. It is a victory to be disliked and to undergo
punishment if I have retaliated and made them suffer.“
(Typically not done during a moment of confrontation. The vengeful act
happens in a concealed manner or at an unexpected time.)
They might:
-treat others cruelly
-set themselves up to be punished via the use of
aggression
-engage in pranks or vandalism behind your back
Assessing whether we’re right: In concerned, polite wording and a
non-sarcastic tone of voice, say: "When you did that, were you
trying to: ?
hurt me because you're angry with me?” .
39. 39
DISPLAYING INADEQUACY^
Underneath the bravado of seeking revenge is deep discouragement. The
rejection by others eventually makes them feel worthless. They think:
"Why even try anymore?“
Discouraged kids guard what is left of their self esteem by removing
themselves from public and social tests. They think: "If I pretend to be
stupid or refuse to cooperate, people will leave me alone.“
They might:
-avoid interaction & become “invisible” in the class
-passively refuse to participate in class activities
-request to be left alone
-sit silently and engage in no activities
Assessing whether we’re right: In concerned, polite wording and a non-sarcastic
tone of voice, say: "When you pretend that you're not capable of
doing this work, are you trying to make me:
go away?“ .
40. 40
An “Inadequacy” Episode (or two)
Gayle’s spelling test - Our student is behind
in reading, and struggles with written
language.
Shelly - Lunch time for a student in the
inadequacy stage.
41. 41
Another Way to Determine The Reason^
If the youngster doesn’t respond to your assessment
question, you can still identify the “Mistaken Goal" via
these guidelines:
If you feel: The student is probably seeking:
Annoyed ?
Threatened ?
Hurt ?
Disheartened (at inability to reach this student) ?
If a student: Then the probable goal is:
Stops a behavior, but then repeats it ?
Refuses to stop and increases the misbehavior ?
Becomes violent or hostile ?
Refuses to cooperate, participate, put forth effort,
or interact ?
What might be the mistaken goal for “David”? .
42. 42
Intervening With Mistaken Goal Kids^
1. Explain that s/he is not the 1st kid to feel this way…Experts know
about this way of feeling/acting, have studied it for generations, and
know of better ways for youngsters to meet their needs. Help him/her
devise a plan to meet the needs in more appropriate ways.
2. Change your actions when confronted by the various behaviors:
If the mistaken goal arises again, avoid reacting in the same old way
Draw out, & then positively recognize, the desired replacement behavior
3. Build a positive bond between you and the student. How so? (Teams)
Create an extensive history of positive interactions
Use sandwiches when criticizing or offering suggestions
Be alert for opportunities to “catch ‘em being good”
State your belief in the youngster’s ability to succeed (academics & behavior)
Interact in a manner that allows the student to feel valued and respected
4. Create Esprit de Corp in the classroom. How do you do so? (Teams)
Conduct interesting cooperative group activities
Allow only supportive comments in class. No put-downs
Compete against other classrooms
Implement a group reward system
43. 43
Specific Interventions for Attention Seeking^
Provide the youngster with acceptable ways of gaining the attention that is
sought.
Role play those new ways to increase the chances of them being used.
Give signals/hints to prompt the behavior in real life situations.
Set up a plan with the youngster which allows him/her to earn time with
you.
Provide the youngster with supports (e.g., a peer who will help the youngster if academic
difficulties occur, a secret signal, etc.)
Remind the youngster of what must be done to get your attention
(e.g., raise hand). If this action is not yet a usual response for the
youngster, upon it’s display give your attention immediately (in order to
reinforce that correct behavior).
Verbally praise the youngster for displaying the appropriate
behavior. Wean the student from the immediate reaction on your
part by telling him/her that you see his/her appropriate behavior
and that you'll be there in just a minute (after attending to the other hand raisers
first, or finishing the writing of a note, etc.) .
44. 44
Specific Interventions for Power Seeking^
Avoid power struggles
Stay out of the "Conflict Cycle“ & prevent escalation of
the event.
Don’t find fault. Find solutions. Use “problem solving”
(www.behavioradvisor.com)
Recognize the youngster's need for power and influence.
Involve the student in making decisions.
Give responsibilities and positions of influence to the youngster.
Use "I messages" (covered later today) followed by questions
"I'm hearing some offensive language. Could I hear that opinion
restated in more restrained terms?" .
45. 45
Specific Interventions for Revenge Seeking^
Design activities in which the student and
others (perhaps you) interact positively and
cooperatively.
Bond with the youngster.
Give him/her the time of day.
Build a friendly relationship.
Treat him/her respectfully and supportively
Expect resistance to your efforts at first. Be
unconditionally and persistently respectful
and supportive. Don’t be a punching bag,
but be politely assertive in your reactions.
46. 46
Specific Interventions for
Kids Who Display Inadequacy^
Offer encouragement and support to the youngster. Do not criticize.
Focus on the putting forth of effort, not accuracy or grades.
Set up the youngster for success and recognize his/her efforts.
Blame any lack of success on the curriculum, materials, or the way
you taught the lesson, but do not blame the youngster.
If minimal effort (or less) was exerted, positively acknowledge it and
focus on ways to improve in that area. Devise ways that you can
support heightened exertion.
Have the student self-evaluate, identifying what s/he did correctly
and incorrectly. Then have him/her develop a plan for improvement
(or have him/her redo the task well). Assist as needed.
NEVER show frustration. This reaction may reinforce a sense of
worthlessness.
47. 47
Other ideas for motivating the
unmotivated (Displaying Inadequacy)
Modify materials and presentation.
Ensure understanding by asking the student to
repeat the directions in his/her own words.
Check in early with the student to assure
understanding and task engagement.
Promote motivation by:
Focusing on effort rather than accuracy
Reminiscing about earlier successes that resulted from
effort
Relating material to the student’s life & interests
Assign peer helpers/cross age tutors.
48. 48
Psycho-Social Assessment
This information gathering process supports the
Mistaken Goals and A-B-C assessments, and
helps us to “fill in the blanks”. While watching the
multi-faceted information gathering process,
Conduct an A-B-C analysis for the two incidents with
the teacher (floor hockey game, classroom independent work).
(Scott DVD – 3 minute/Teams)
While working in your teams for 10 minutes,
please identify:
The “Mistaken Goal” (if apparent)
Other possible reasons (as per the previous two slides)
Services that might be recommended
Interventions & strategies .
49. 49
•OK, now I know that the student is defiant or aggressive because:
Hasn’t learned behaviors that meet school expectations
Learned other "right ways" to behave in certain situations
low income
culturally different / immigrant
Knows the “appropriate” behavior, but hasn’t had sufficient
practice to do it proficiently.
His/her initial attempts didn’t work, so s/he overgeneralizes
and assumes that it will never work
Surging emotions interfere with the display of the behavior
Now What? .
50. 50
What’s the job of a teacher?
Teach ‘em what they don’t yet know
…but what and how (behaviorally speaking)?
Reflective decision making
Problem solving
Social skills
Anger management
Conflict resolution
Character education, in order to:
Provide a solid foundation on which to base the
newly acquired social-behavior skills
Prevent a self-serving display of appropriate
behavior .
51. 51
How is teaching behavior like
teaching academics?^
Determine the current level of knowledge/skill.
(questioning, observation)
Make the learning relevant & useful to the learner.
Make use of present knowledge/skills.
Instruct, model, & provide guided practice.
Provide more guided practice (at least 20 successes to ingrain
in memory bank) with progressively more “pressure”.~
Recognize effort & progress.
Re-teach parts with which s/he has difficulty.
Source: Mary Beth Hewitt, What Changes Behavior? Punishment or Remediation. Choices
52. 52
Why Don’t More Teachers Teach Behavior?
They don’t know how to do so.
(Yet)
Take heart! The process and procedures for teaching
new behaviors are similar to the ways in which we teach
new academic material. Therefore, you already
possess the skills needed to do so.
However, many teachers don’t accept the premise
that behavior can or should be taught. Consider
the following points in a commonly found school-
based mindset.
(derived in large part from Jones, 2001, page 296).
53. 53
Infrequent Problems:
Academic versus Behavioral
Academic: Assume the student was trying to
make a correct response & that the mistake
was accidental.
Behavioral: Assume the student was not
trying to make the correct response, and that
the behavior was deliberate.
Academic: Provide assistance.
Behavioral: Provide a negative consequence.
54. 54
Persistent Problems:
Academic versus Behavioral
Academic: Assume the student learned the
wrong way to do it or has been taught
(inadvertently) the wrong way to perform the
action.
Behavioral: Presume that all students are
capable of behaving correctly. Assume that
this youngster consciously “chooses” to
misbehave and be uncooperative.
55. 55
Academic: Diagnose the nature and cause of
problem in order to guide practice.
Behavioral: Provide more negative consequences.
Academic: Determine a more effective way to
present the material within the classroom.
Behavioral: Remove the student from the
classroom context.
Academic: Provide practice, feedback, and review.
Behavioral: Provide no instruction.
56. 56
Final Assumptions
Academic Problems: Based on the
performance after instruction, assume that
the student understands the concept and
can apply the skill.
Behavior Problems: Based on no
instruction or remediation, assume that the
student has “learned a lesson” and should
therefore behave correctly in the future.
57. 57
With apologies to the Mahatma…
“Be the change you want to see in the world.”
The school-based version:
“Be and teach the change you want to see in
this world.”
58. 58
Foundations for Understanding Behaviors
(so that we can “teach” better ones)^
1. (nearly) All behavior is learned.
2. Behaviors continue to be shown because
there is a benefit to doing so.
3. Behaviors can be built, modified, or
extinguished by skillfully manipulating the
events and circumstances that surround
them.
• We are one of those “events”.
Previous to this slide, say something like: “There are several models that have been developed to assist you in determining the reason for the demonstration of the behavior (s) . Before we delve into them however, take a few minutes in your groups to make a listing of common-held beliefs regarding the reasons for non-compliance. Click to start the slide, and say something like: “I’ve listed a few reasons to help you get started.” Give the groups a while to list possibilities. Then reconvene the session and take responses. After exhausting the responses, click the mouse to project the next slide.
Ask: “Did any of the groups address transitional stages in development that often result in defiance? What are the common ‘stages’ that humans go through? (Take responses…usually ‘terrible twos’ and ‘adolescence’ are offered) Toddlerhood – Freud said that we are all born with one part of the personality…the ID. It’s the part that tells us to do what we want when we want to do it. Then comes ‘sleep training’ and ‘toilet training’ when society tell you that you can’t always do things how you want, when you want. The restrictions you learn are called the ‘superego’. The ‘ego’, a decision-making part then develops. It attempts to find ways to meet our needs and drives in socially acceptable ways. In many of our kids, the ego sides too much with either the ID or the Superego. Adolescence – “Why do adolescents get this rap? What is it about that age that can make them appear uncooperative?” (developing knowledge and skill, want more influence in decisions affecting their lives). Old age – “Why do the seniors sometimes get upset with us?” (formerly self sufficient folks now need assistance, resent others telling them when to do things after having done so well previously) Newly married – Partners tell us that we can’t live our lives with such self-absorption anymore.
Groups work to assign traits listed in their packets to ages 6-12 or 13-18. Some listed traits are not common at either age range (assign a “N”). Then they identify some behaviors that they see that could be due to the traits on the pages. When the session reconvenes, as for the “N” traits (not appropriate for any age). Then click to show next slide (Key for ages 6-12) and while the traits are appearing, ask for examples of behaviors they see that are reflective of some of these. Click the mouse to show the traits for the 13-18 age groups and ask for examples of behaviors they see that reflect some of these traits.
Haven’t been taught: Lean away from rock Other right ways: Lack practice: roll Initial attempts: Emotions: Me in waterfall hole getting beat up.
Avoiding failure: Known as ‘defensive behaviors’. Given a choice between being ‘bad’ and appearing ‘dumb’, bad trumps dumb every time. Frustration – It is difficult to give up the pursuit of an interesting endeavor at a moment’s notice, but that is often what we ask kids to do. Fulfilling a role – Say something like: “Kids hear what others say. Imagine a kid does something and hears himself called ‘rude’ by the adult. He doesn’t even know what it means yet, but someone who knows more about the world than him and in whose charge he has been placed has told him the type of person that he is. Then one day he sees another kid get called rude, and thinks ‘I saw what he did, and I’m rude like him, so I guess that is what I ought to be doing…because what do rude people do?...Rude things.”
Another model for explaining why kids behave as they do comes from the behaviorists and the ABA (Applied Behavior Analysis) orientation. A stimulus sparks a behavior to happen, but whether it continues to do so depends on what follows the behavior. If a benefit follows, the behavior will be show again after that stimulus. We can determine the reasons for behaviors by looking at the behavior and what precedes and follows it.
Explain and elaborate.
“ We can get rid of an undesirable behavior by keeping the stimulus/antecedent from ever occurring (Don’t sit the youngster next to that other kid; Get a new paraprofessional to replace the one that sets off this kid; etc.). OR we can prevent the benefit from following the behavior (or at least outweigh the benefits with drawbacks to showing it)”. The print in green does not appear on their handouts. Explain the slide as it develops. It will stop at the red colon after “hazards”. Ask the audience to mention some of the problems with ignoring. Then click to show the answers. The slide will stop again at the red period after ‘ineffective’. Click again to show the last points.
Say something like: “For ignoring to be effective, certain conditions must be met. What are they?” Take answers, then click the mouse to reveal a-c. The student must want your attention if your ignoring is going to work. Your use of ignoring will fail if attention for the behavior is received from other sources (e.g., other kids laughing or ridiculing, another teacher thinking s/he is helping you by leaning into the room and telling the student to stop, the behavior brings pleasure/self-stimulation) The student, unable to get noticed via the usual means, displays escalating versions of the behavior in an attempt to get the desired attention. For example, a student who usually gets your attention by verbally pestering another student, might insult that student. If we ignore that stronger version, s/he may then poke the other student. If we and the other student ignore that behavior, s/he may throw a punch to the arm of the victim. Can we ignore that behavior? Probably not. However, if we now give our attention to the new behavior, we reinforce it. The student may now go immediately to that new behavior in order to obtain attention. We’ve then created a new and worse behavior than the previously one that we were trying to extinguish.
Give teams a few minutes to address the situation on this slide and prepare their responses. Take responses, then click on the mouse to show one possibility on the next slide.
Paraphrase, explain, elaborate.
Show this slide, mentioning that Rudolf Driekurs developed a system to identify the reasons for misbehavior back in the 1970’s. It applies moreso to elementary aged kids, but still too to adolescents to a large degree. Mention that some kids have learned other ‘right ways’ to respond in situations, and may need to learn to become ‘cultural chameleons’, able to show the correct behavior in the correct setting, being successful in both school and home situations.
Mention that you’re going to quickly run through the slides
When the slide stops at the red colon, ask “How might kids inappropriately seek your attention?” Obtain responses, then click on the mouse to complete the slide. Paraphrase the slide. The green print is missing on their handouts.
Paraphrase slide as it is projected onto the screen.
Mention that they now will have the opportunity to apply all that has come before, and add their own thoughts/practices. Tell the groups to address these tasks (paraphrase) after they view the upcoming video. Say something like “This gal has sunk deep into the teaching abyss. If she were your mentee or student teacher, what would you recommend. Be sure to consider all the questions on this projection.” Then show the video clip.
Show this slide as you are about to reconvene the session after the group activity. As you regain everyone’s attention, say something like “I can’t believe that this teacher went into teaching to belittle students and gain compliance via coercion and rejection. However, because she didn’t have adequate training (or failed to remember it), she’s probably going down to the teachers’ lounge and bragging to others about her 7 dwarfs metamorphosis (‘I started out as Dopey, but now I’m Grumpy.’). It’s all a cover for her feelings of being inadequate. So let’s help her out.” Go to next slide to start the discussion.
The slide will stop at the red question mark. Have the audience contribute before clicking the mouse to reveal some possibilities. Then click to go to the next slide to address the other questions.
This research was conducted with college students. You know…Psych 101 students are paid to engage in a study. They think that they’re doing one thing, but the experimenters are really studying something else. So a “pigeon” is called out in front of the group and publicly shamed for inferior work. Then the assistant experimenter comes in, reassures the poor student, and re-engages the student in the task. The results… “ Tellin’ it like it is.” and “Letting ‘em know where they stand.” is a good idea, but we have to do it in a way that doesn’t sabotage our own efforts.
Paraphrase the slide. When it stops at the red question mark, ask how the statement might be completed.
Paraphrase the slide up until it stops at the red question marks. Ask them which of the goals applies in each case. Show the David video to elementary audiences. Show the Joe video to secondary audiences. Show both to mixed audiences.
Have groups devise ways to accomplish #3 & #4 when the red question marks appear.
Just tell them that this slide may help them with an upcoming video (and any kids they have in their classes who attention seek).
Just tell them that this slide may help them with an upcoming video (and any kids they have in their classes who power seek.
Just tell them that this slide may help them with an upcoming video (and any kids they have in their classes who are seeking revenge)
Just tell them that this slide may help them with an upcoming video (and any kids they have in their classes who have given up and display inadequacy)
Elaborate on the various points presented in the slide. Modify – Address the student’s needs and learning styles. Ask your special education colleagues for tips. Focusing on effort – With effort, the grades will come. If we can get a kid to give his/her best, what more could we ask for? Reminiscing – Recollect times when putting forth one’s best effort resulted in success. Encourage the youngster to do the same now in order to learn the material. Relate material to student’s life – “It’s Wie Chu and Kong Ting going to the corner market to buy ginger root, bok choi, and rice. OR it’s Maritza and Juan going to the corner bodega to buy red beans, rice, and plantains. Teach new material in contexts that kids can visualize. Then move to more abstract examples.”
After title: “Besides serve as social worker, psychologist, drug educator, parent, mentor, etc. At end: “To avoid the victimization of another knowing that an apology will get them out of trouble.”
“ We should be modeling the behavior we wish to see. Next we have a matching activity that involves non-confrontational strategies to use in disciplinary situations.”
Some initial behaviors shown by newborns were not “built”. Actions like crying, eye gaze, turning of head toward sound, etc. are naturally occurring, and are the foundations for future behaviors…all of which develop due to reinforcement from the environment. Every behavior you now show has a purpose and a benefit. If the behavior didn’t bring something desirable to you or keep something awful at bay, you wouldn’t show it. Why don’t I turn around 3 times before saying each sentence?...No benefit to doing so (and staying still keeps the coffee off of my suit). We can create more appropriate student reactions by carefully structuring what happens before and/or after a behavior. Behavior, like academics is taught. We can teach a whole new pattern of behavior to kids…social skills, anger management, etc. by using published curricula in these areas. If a student doesn’t yet have a prosocial behavior in his/her repetoire, let’s put it there. We’re teachers! Let’s teach.
Say something like: “When you get emotional, and are at risk for engaging in a battle with a youngster, remember these symbols. Oh…Is your Chinese a little rusty? This combination of symbols, I’m told, is the way in which “crisis” is written. It is a combination of ‘danger’ (upper) and ‘opportunity’ (lower). In every disruptive situation, there is danger for making things worse with our actions, but there is also the opportunity to help a youngster learn from the experience.”