Presentationrussel

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Presentationrussel

  1. 1. Acting OUT ! Friends, Feelings & Behavior 1 2 3 4
  2. 2. Your Book Says… <ul><li>Besides having academic difficulties, students with learning disabilities have other problems such as </li></ul><ul><li>Social Challenges </li></ul><ul><li>Emotional Challenges </li></ul><ul><li>Behavioral Challenges </li></ul>
  3. 3. Reality 1 It’s not just students with disabilities.
  4. 4. Everyone is Challenged <ul><li>“ Hell is other people.” </li></ul><ul><li>Jean-Paul Sartre </li></ul><ul><li>“ I was lousy in school. Real screwed up. A moron. I was antisocial and didn't bother with the other kids. A really bad student. I didn't have any brains. I didn't know what I was doing there. That's why I became an actor.” </li></ul><ul><li>Anthony Hopkins </li></ul><ul><li>“ I have never let my schooling interfere with my education.” </li></ul><ul><li>Mark Twain </li></ul>
  5. 5. People are Annoying <ul><li>We irritate one another ALL THE TIME! </li></ul><ul><li>Needs </li></ul><ul><li>Wants </li></ul><ul><li>Manipulations </li></ul><ul><li>Demands </li></ul><ul><li>Requirements </li></ul><ul><li>Social hierarchies </li></ul><ul><li>Power games </li></ul><ul><li>Mind games </li></ul><ul><li>Verbal combat </li></ul><ul><li>Emotional harassment </li></ul>
  6. 6. We all LEARN to Tolerate Others Work in groups of 5—Using the worksheet, list 3 times in the last year that you have had problems with one of these. ACTION! <ul><li>Social conflict (SC) </li></ul><ul><li>Overwhelming emotional episode (EE) </li></ul><ul><li>Trouble NOT saying or doing something you know you shouldn’t (Resisting) </li></ul><ul><li>Trouble saying or doing something you know you SHOULD (Acting) </li></ul><ul><li>List the abbreviation for the challenge in the appropriate life domain column </li></ul>
  7. 7. Reality 2 It’s ALL BEHAVIOR
  8. 8. Watch & Record <ul><li>If you can observe it and record it, it must be behavior. </li></ul><ul><li>If you can’t observe it and record it, it’s a theory or a guess—not assessment </li></ul>Is self-reporting assessment?
  9. 9. Assessment is KING <ul><li>Strong assessment skills </li></ul>Poor assessment skills = = <ul><li>Good ideas </li></ul><ul><li>Creative solutions </li></ul><ul><li>Progress for students </li></ul><ul><li>Good work days for you </li></ul><ul><li>Migraines </li></ul><ul><li>Bruises </li></ul><ul><li>Frustrated students </li></ul><ul><li>Trips to the emergency room </li></ul><ul><li>Burnout for you </li></ul>
  10. 10. Data is Your Army <ul><li>Starts and restarts with DATA </li></ul>WATCH RECORD ANALYZE REPEAT
  11. 11. Your Book Says… <ul><li>Social challenges look like: </li></ul><ul><ul><li>Poor sensitivity to others </li></ul></ul><ul><ul><li>Poor handling of social interactions </li></ul></ul><ul><ul><li>Low frustration tolerance </li></ul></ul><ul><li>Emotional challenges look like: </li></ul><ul><ul><li>Depression </li></ul></ul><ul><ul><li>Lack of Resiliency </li></ul></ul><ul><ul><li>Anxiety </li></ul></ul><ul><li>Behavioral challenges look like: </li></ul><ul><ul><li>Acting out </li></ul></ul><ul><ul><li>Refusing to work </li></ul></ul><ul><ul><li>Seeking attention </li></ul></ul>
  12. 12. ACTION! Calculated Behavior Sweeties
  13. 13. Your Book Says… <ul><li>Social and Emotional assessment strategies include: </li></ul><ul><ul><li>Interview instruments - Questionnaires </li></ul></ul><ul><ul><li>Sociometrics – Quantitative evaluation of interpersonal and group interactions </li></ul></ul><ul><li>Behavioral assessment strategies include: </li></ul><ul><ul><li>Functional Behavioral assessment ABC’s </li></ul></ul>
  14. 14. Reality 2 It’s ALL BEHAVIOR
  15. 15. Behavior <ul><li>A ntecedent </li></ul><ul><li>B ehavior </li></ul><ul><li>C onsequence </li></ul><ul><li>If it’s ALL BEHAVIOR then there is and ABC for everything you can observe. </li></ul><ul><li>Think back to the videos. ABC’s? </li></ul><ul><li>Think of your own behavior. ABC’s? </li></ul>
  16. 16. ACTION! <ul><li>What will you watch? </li></ul><ul><li>How will you record it? </li></ul><ul><li>How much data will you capture? </li></ul><ul><li>How often? </li></ul><ul><li>In your group, review the case study and come up with a data collection strategy based on the questions above. </li></ul>
  17. 17. Your Book Says… <ul><li>People behave in ways to … </li></ul><ul><li>Access – to get attention, power, an object </li></ul><ul><li>Escape/Avoidance – Does not want to do a task because of fear of failure or embarrassment </li></ul><ul><li>Sensory stimulation – Over or under sensitive to certain stimuli </li></ul>
  18. 18. Educated Guessing <ul><li>Functional Behavioral Analysis???? </li></ul><ul><li>Access </li></ul><ul><ul><li>Sensory stimulation </li></ul></ul><ul><li>Avoidance </li></ul>What does a behavior data set mean? People are trying to get something or avoid something. WHAT?
  19. 19. Reality 3 There are mitigating factors
  20. 20. Factors in Assessment <ul><li>Rule out physical/medical factors first </li></ul><ul><ul><li>Medical and Neurological data must be taken and analyzed before behavior planning starts </li></ul></ul><ul><li>Environment </li></ul><ul><li>Cognition determines interpretation of stimuli and consequences. </li></ul><ul><li>The more complex and developed a person is, the more complex a functional behavioral analysis will be </li></ul>
  21. 21. Data is Your Army <ul><li>Starts and restarts with DATA </li></ul>WATCH RECORD ANALYZE REPEAT
  22. 22. Theory Established <ul><li>Functional analysis suggests a path </li></ul><ul><li>Try the path </li></ul><ul><li>Elements on the path </li></ul><ul><ul><li>Behavior programming </li></ul></ul><ul><ul><li>Therapy </li></ul></ul><ul><ul><li>Socialization training </li></ul></ul><ul><ul><li>Communication skills </li></ul></ul><ul><ul><li>Self-care </li></ul></ul><ul><ul><li>Self-advocacy </li></ul></ul><ul><ul><li>Independence </li></ul></ul><ul><ul><li>Modeling </li></ul></ul><ul><ul><li>Practice Opportunities </li></ul></ul><ul><ul><li>Anything under the sun </li></ul></ul>
  23. 23. The Programming Map Observe & Record Plan Assessment Observe & Record Rule out Physical/Medical Causes Analyze Recorded Data Theorize Function Plan & Implement Supports Analyze Recorded Data Evaluate Effectiveness
  24. 24. Devise a PROGRAM <ul><li>There is no single solution </li></ul><ul><li>Let assessment drive your work </li></ul><ul><li>Every student is completely unique and their program needs to reflect THEIR needs </li></ul><ul><li>Once a behavior is learned it is part of that person’s repertoire FOREVER. It will never disappear completely </li></ul>
  25. 25. Learn then INVENT! <ul><li>Learn all about methods and best practices </li></ul><ul><li>Get a strong foundation in theory and educational practice </li></ul><ul><li>Remember that there are mechanisms operating in all human behavioral choices </li></ul><ul><li>THEN INVENT A PROGRAM FOR EACH STUDENT </li></ul>
  26. 26. Creative Commons Citations <ul><li>Angry Girl-cc flickr Alesist's photostream </li></ul><ul><li>Sullen teen-cc flickr vanessa_hud's photostream </li></ul><ul><li>Crying boy-cc flicker JakoJellema (7j.nl)'s photostream </li></ul><ul><li>Frightened boy- cc flickr Joe the WOP's photostream </li></ul>

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