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3/8/2017
1
“ ClassroomBehaviorModification”
SessionOne
Trainer:AliciaM.Williams,M.S.L
“BehaviorModification”defined…..
Istheuseofdemonstratedchangetechniquestoimprovedifficultbehavior
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WhyKidsMisbehave Attentionfrompeersoradults
Attainpower/control
RevengeorRetaliation
FeelsGood/Play
FearofFailure
Gettingsomething(SensoryInput)
Imitation
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“BehaviorModification”techniques
Bepatient
Bedemocratic
Understandthepurposeofmisbehavior
Avoidpowerstruggles
Modelthebehavior
Sandwichtechnique
Yourroleinmodifyingdifficultbehaviors:
Respect
Listen
Care
Don’tyellorshout
Haveasenseofhumor
Maintainalovingenvironment
Typesof“difficultbehaviorpersonalities”
TheTattletale
TheAggressiveChild
TheTeaser
TheChildWhoLies
TheDefiantChild
TheBully
TheHighlySensitiveChild
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TheTattletale……
Seekspower.
Usuallyseekingattention.
Self‐esteemissue
Notyetdevelopedtheskillstheyneedtosolveproblems
Familylife,culture,andsurroundings
Tattletaleinterventions… Setclearrulesregardingtattling
Teachproblemsolvingskills
Givepositiveattention
Createaculturewherechildren’sneedsaremet
BeclearonwhatyouDOwanttoknowabout
Remember: Ittookthechildalongtimetobecomeamasteroftattling,beconsistent,patientandunderstandthatchangewilltaketime.
g
TheAggressiveChild…
Attentionseekers
Weakself‐image
Inheritedcharacteristics
Environmentalormentalhealthissues
Lackofappropriateproblemsolvingandcopingstrategies
Familystress,disruptionandconflict
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TheAggressiveChild’sintervention…..
Recognizethetriggers
Staycalm
Befirmbutgentle
Avoidphysicalpunishment
Bearolemodel
Rewardgoodbehavior
TheTeaser…….
Receiveattention
Wanttofeelsuperior
Notfamiliarwithordonotunderstandculturalorethnicdifferencesorphysicaloralearningdisabilities
TheTeaser’sIntervention…
Teachsympathy
Educatethechildabouttheharmfulconsequences
Praisetheteaserforpositiveinteractions
Avoidlecturesandquickirrationaldecisions
Remember: Teachthechildthatisgettingteasedtoprovidetheteaserwitharesponsethey'renotexpecting
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TheChildWhoLies……
Afraidofconsequencesofactions
Toprotectsomebodyelse
Thetruthisboring
Forloveorapproval
Toavoidanunpleasanttask
Liketoimpressothers
TheChildWhoLiesIntervention…
Alwaysmodel'tellingthetruth'
Beneutralandasunemotionalaspossible
Identifywhatitisthatyou’reseeingandwhatyou’reconcernedabout.
Keepitveryfocusedandsimple
Concentrateonthebehavior
Thankthechildforthetruth;positivefeedback
TheDefiantchild….
Usuallynegative,stubbornorcontrolling Doestheoppositeofwhatisexpectedorasked
Facesdifficultywithtransitions Frequentlyengagesinpowerstruggles Tendstobeperfectionistandcompulsive. Usespassivedefianceasacopingstrategy
.
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TheDefiantchild'sintervention…
Calmlyhandledefiantbehavior Deliveranegativeconsequenceforadefiantbehaviorwithin10seconds
Rewardacompliantbehaviorwithin15seconds
Avoidmakingtaskdemandsduringdiscipline
Provideappropriatebehavioralalternative
Affirmthechildfrequently
TheBully…..
Isorhasbeenbulliedbyothers
Maywitnessphysicalandverbalviolenceoraggressionathome
Showlittleconcernforthefeelingsofothers
hasnotlearnedtocontrolhisorheraggression.
TheBully’sIntervention….
Helpthechildtoidentifyfeelingsandlearntocontrolthem.
Useofconsistent,effectiveconsequences
Seekhelpfromacounselorortherapistiftheybullybecauseofanger,frustration,ordepression
Developsenseofcaringandempathy
Userestorationandpositivediscipline
Neverusephysicalpunishment
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The Highly Sensitive Child….
Inborn temperament that is found in about twenty percent of children
Highly aware and quick to react to everything
Easily overwhelmed by high levels of stimulation
Generally behave conscientiously
HighlySensitiveChild’sIntervention….
Focusonstrengths
Provideopportunitiesforthechildtoexperiencesuccesses.
Understandwherethestudentisacademically;don’tpush
Provideasoothingenvironment
Helpthechildfeelsuccessfulinnewsituations
Fosterself‐esteem,shame‐reduction,andknowledgeofsensitivity
“NamethatBehavior”
Oneparticipantwillchooseadifficultbehaviorfromthegrabbagand“role‐playthebehavior”,whiletheotherparticipantsguessthebehaviorthenrespondwithappropriateintervention
GroupActivity
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“ ClassroomBehaviorModification”
SessionTwo
Trainer:AliciaM.Williams,M.S.L
BehaviorModification….
Techniquesneverfail
Methodscanbedevelopedfordefiningobservablebehaviors
Behaviorischangedorshapedbyconsequences
Temperamentalandemotionalinfluences(ADHDordepression)
Doesnotworkwhenteacherisinefficientorinconsistent
ReinforcementandPunishment
Alwaysfollowsbehavior
Followstargetbehaviorwithin10‐ 15seconds
Fitstargetbehavior
Shouldapplytothechild
Helpsdevelopalternativebehaviors
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ReinforcementandPunishment Reinforcement–consequencesthat
strengthensbehavior
Ex.Janecleansafterherself,Jane’steacherpraisesher;Janewillcontinuetocleanafterherself
Punishments‐ consequencesthatweakenbehavior
Ex.JimmyputsKimhairinpaint,Jimmy’steachersendshimtothe“thinkingchair”;Jimmywillnotconsiderputtingpaintonanyone'shair
Twotypesofreinforcement:PositiveandNegative
Positive reinforcement
Positivereinforcementisaverypowerfulandeffectivetooltohelpshapeandchangebehavior.
Positivereinforcementworksbypresentingamotivatingitemtothepersonafterthedesiredbehaviorisexhibited,makingthebehaviormorelikelytohappeninthefuture.
Twotypesofreinforcement:PositiveandNegative
Negative reinforcement
Whenacertainstimulus/itemisremovedafteraparticularbehaviorisexhibited.
Thelikelihoodoftheparticularbehavioroccurringagaininthefutureisincreasedbecauseofremoving/avoidingthenegativestimuli.
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Punishment…..
Punishmentreferstoaddingsomethingaversiveinordertodecreaseabehavior
Commonexampleofthisisdisciplining(e.g.spanking)achildformisbehaving.
Childmayfeelthattheyhavepaidfortheirmisbehaviorandarefreetomisbehaveagain
Thingstoconsiderwhenmodifyingbehavior
The classroom environment
Daily routines
Prevention practices
Correction and Control
Managing through consequences
Engaging active learning activities
Need for intervention
TheClassroomEnvironment
Allowsforeasystudentmovement
Shouldhavepersonalspaceforeachchild
Easilyaccessiblematerials
Structuredtransitiontimes
Engagingactivelearningactivities
Positiveinteractionbetweenteacherandstudent
Opportunitiesforstudentswithdisabilities
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Establishdailyroutines
Arrival/dismissal
Restrooms
Circletime/Centers
Transitions
Lunch/Snack
Outdoorplay
Independentassignments
Preventionpractices
Monitorbehaviorfrequently
Setclearrulesandprocedures.
Useseffectiveteachingpractices
Explainclassroombehaviorlimits
Modelpro‐socialbehavior.
Beconsistent!!!!
CorrectionandControl
Timelyresponsetoinappropriatebehavior
Logicalconsequences
Usedirectinstruction
Positivereinforcement
Praiseorpunishment
Verbalornon‐ verbalreprimand
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Managebehaviorthroughconsequences:
Definetheproblem
Designawaytochangethebehavior
Identifyeffectivereinforcement
Applythereinforcementconsistently
Relateconsequencestothebehavior
ThreeKeystoUsingConsequencesEffectively
Timing(within10seconds)
Intensity(determineseverity)
Consistencyofconsequence
DetermineneedforinterventionAssessment:
Familylifeexperiences
Isthechildhungry,bored,ortired?
Whatdoesthechildseektogainfromthe
behavior?
Doesthischildhaveparticulardisabilities?
Whatmightthismean?
Arethebehaviorspredictable?
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“SCENARIODISCUSSION”
Participantswillbreakintogroupsinordertoreviewreinforcementscenariosgivenonindexcards.Participantswillthencompleteaworksheetwhichwillhavethemtocompletequestionsaccordingtotheirscenario:
GroupActivity
SuggestedReadingsLandrum,T.J.,&Kauffman,J.M.(2013).Behavioralapproachestoclassroommanagement.InC.M.Evertson&C.S.Weinstein(Eds.),Handbookofclassroommanagement:Research,practice,
andcontemporaryissues (pp.7–71).Mahwah,NJ:LawrenceErlbaum.
AssessmentandTreatmentofEmotionalorBehavioralDisordersbyH.A.ChrisNinness,SigridS.Glenn,JanetEllis.168pgs.
TheHighlySensitiveChild:HelpingOurChildrenThriveWhentheWorldOverwhelmsThem
BehaviorModification:ContributionstoEducationbySidneyW.Bijou.
YoungChildrenwithChallengingBehavior:IssuesandConsiderationsforBehaviorSupport,inJournalofPositiveBehaviorInterventionsbyLise Fox,GlenDunlap,DianePowell.
http://childparenting.about.com/od/behaviorproblems/a/goodbehavior.htm
http://specialed.about.com/od/behavioremotional/Behavior_aned_Emotional_Disabilities.htm