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88 Cards in this Set

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Rules Should Be
1. Stated positively
2. Kept to a minimum (5-7)
3. Posted
4. Taught and rehearsed
Don't give away...
something you can sell
First Day Do's and Dont's
1. Seating charts
2. Attention signal
3. Response signals
4. Rules
5. Behavior Management Plan
Classroom structure
How you organize and operate your classroom (your procedures)
7 behavior management guidelines
a. Structure
b. Repetition
c. Consistency
d. Success
e. Choices
f. Ecologically based
g. Pre-planned/approved
4 steps to managing student errors
Feedback
Model
Prompt
Check
Pygmalion Effect
You get what you expect.
Catch your students...
being good
Give Me Five
1. Stop what you are doing
2. Look at the speaker
3. Be quiet
4. Be still
5. Listen to the speaker
The pre-intervention checklist
1. Assess the problem (degree of severity)
2. Examine the facilitators
3. Diagnosis vs. prognosis
4. Decision making
Basic Principles of Behavior Management
1. Behavior is learned
2. Behavior is learned from other people
3. Behavior is a result of its consequences
4. Behavior which is reinforced tends to be repeated
5. Behavior which is not reinforced tends not to be repeated
Respondent Behavior
Behavior which is a result of its preceding stimuli
Operant Behavior
Behavior which is maintained or increased by its consequences
What characterizes good instruction?
• Structure
• Repetition
• Consistency
• Success
Three Levels of Good Teaching
Direct Instruction
Guided Practice
Mastery Learning
Managing Student Errors
Feeback
Model
Prompt
Check
Only perfect practice...
makes perfect
Principles of Effective Discipline
• Treat students with dignity and respect
• Be five times more positive than negative
• Bored students become discipline problems
Who is responsible?
YOU ARE RESPONSIBLE FOR YOU!
YOU ARE RESPONSIBLE FOR YOUR SUCCESS!
YOU ARE ALLOWED TO FAIL IF YOU CHOOSE TO!
The 4 Major Goals of SPED 215
1. Understand why a behavior exists (a functional behavioral assessment)
2. Be able to construct an appropriate intervention strategy
A increase the rate, strength or frequency of an appropriate behavior
B decrease the rate, strength or frequency of an inappropriate behavior
3. Teach you how to teach students to make appropriate choices for their behavior
4. Teach you how to teach students to become managers of their own behavior
1st Cardinal Rule of Good Teaching
Don't begin teaching until you have everyone's attention
2nd Cardinal Rule of Good Teaching
Don't continue teaching until you have everyone's attention.
--% of students volunteer in class
20%
If students are not attending/reacting...
they are not learning!
You can't teach someone something they don't want to learn...
so we must motivate their desire to learn!
Why people do what they do
1 Psychodynamic
2 Biochemical, Biological, & Organic
3 Sociological
4 Behavioral
Personalities are composed of --- components
3
The three components of the personality are:
1. Conscience system
2. Drive system
3. Self-concept
We do things for 2 rewards. What are they?
Acceptance & attention
2 biggest problems in school according to the Gallup Poll
Violence and poor discipline
4 most frequent and ineffective ways schools deal with discipline
control, containment, punishment, exclusion
If you always do what you've always done...
you'll always get what you've always gotten!
Learned parts of the personality
Conscience and self-concept
Externalizing Personality
Drive is bigger than conscious system and self-concept
How to manage an externalizing personality
-Build up their Self-Concept

-Teach them how to effectively use their Conscience.
The primary job of every good teacher
Take care of your students egos!
Quality Whirl
-A part in our brain that has everything that is truly
important to us (people). It has nothing in it when you’re born. Over time people earn their way into the quality whirl. People can also get kicked out of your quality whirl.

-The Main Concept: You don’t usually want to hurt someone who is in your quality whirl because you also want to be in their quality whirl.
3 qualities of effective discipline
firm, fair, and consistent
Internalizing Personality
Conscience system is bigger than drive system and self-concept

They feel that everything they do is negative/bad.
Barrel Effect
You are exposed to an allergen/toxin but it doesn’t fill up your body’s “barrel
completely. Once your barrel is exposed enough it will be filled to the brim and your
body will have an adverse reaction.
Provocation Neutralization Allergy Testing
Give patient a small dose of what may be causing their problems. Create drops based on their findings. Use those drops and the adverse reactions should significantly decrease or disappear. (It makes the patient’s barrel bigger.)
The “Big Five” (Allergy Reactions)
1. Looks: red ears/eyes, bags under the eyes
2. Acts: hyper, hypo activity
3. Writes: Drastic change in writing
4. Pulse: Increases significantly after exposure
5. Breathes: Significant changes in breathing patterns
5 Major Toxins
1 dust
2 mold (probably the number one culprit!)
3 food
4 chemicals
5 pollen
Spreading Phenomenon
Little bits of chemical exposures that never caused trouble before. Their barrel fills up and now the child cannot handle the exposure in the slightest!
Signs of Environmental Illness
1 headache
2 breathing problems
3 muscle aches
4 nausea
5 fatigue
6 joint aches
7 hyper/hypo activity
BIOCHEMICAL-BIOLOGICAL (ORGANIC) MODEL
Toxins in the environment can have a drastic effect on behavior and mood
THE SOCIOLOGIAL CONCEPTUAL MODEL (AKA)
ENVIRONMENTAL MODEL or
ECOLOGICAL MODEL
Sociological Conceptual Model (main concept)
You acquire much of your thinking mannerisms, and characteristics from the people you are around.
Three institutions for promoting culture are...
family, religion and school
Sociological Model
Home, family, and community
Who decides if a child’s behavior should be modified?
In school, the teacher
What behaviors should be modified?
-If others are put in danger
-If harmful to self
Which techniques should be used?
Positive reinforcement
The purpose of the public school system...
was to develop better citizens!
Bribery
Trying to get someone to do something they wouldn’t ordinarily do.
“If you do this, I will give you this.”
Behavior Management
Appropriately reinforcing appropriate behavior
“When you do this, this will be your reinforcement.”
If you don’t reinforce appropriate behavior...
it goes away.
As long as it’s legal and moral...
we should reinforce the student’s behavior.
Positive learning conditions
firm, consistent, positive limits

warmth

support
The Assertive Teacher
clearly and firmly communicates wants and needs
WAYS TO MAINTAIN STUDENT DISCIPLINE
• Never give an order you do not mean to enforce.

• Have a reason for what you ask a student to do.

• Be honest in what you say and do.
Discriminative stimulus
!Definition!
A stimulus in the presence of which specified behaviors are likely to receive reinforcement and all others are not. (police car while you’re speeding, “the teacher look,” Buddy Joe
Rules on Giving Choices
1. If the child doesn’t choose, be prepared to choose yourself.
2. Be sure to only offer choices you can live with.
3. Never give a choice unless you are willing to allow the child to live with the consequences of the “bad” choice.
Magic Phrases for Choices
1. What would be best for you?
2. Would you rather…?
3. Feel free to…
4. You can either…
Types of Consequences
Positive and Negative
2 things to do with consequences
Apply or withdraw
Options for consequences (number)
4
Jacob's Box
Choice 1: Apply positive consequence to the behavior
Choice 2: Apply negative consequence to the behavior
Choice 3: Withdraw all positive consequence from the behavior
Choice 4: Withdraw all negative consequence from the behavior
Four Goals of Misbehavior
Attention

Power

Revenge

Display of Inadequecy
Goals of positive behavior
• Attention
• Involvement
• Contribution
• Autonomy
Jacob’s Definition of an Objective
A behaviorally worded statement that describes the proposed outcome of a teacher-student interaction.
Component parts of a good objective
Performance Based Terms
Important Conditions
Criteria for Success
-time
-accuracy
-level of difficulty
Objectives must be
Measurable

Observable

Definable
Unacceptable Objective examples
(Never never never NEVER use “be able to” in an objective! EVER!)
Will know
Will understand
Will really understand
Double Barreled Approach
Instituting a procedure in which the desired behavior is reinforced while, at the same time, the opposite, incompatible behavior is dealt with through the process of extinction.
Briar Patching
1. Reinforcing the very behavior you are trying to get rid of

2. Failing to reinforce the behavior(s) you want to maintain or increase.
Effective Approaches to Classroom Challenges
• Reflective listening

• i-messages

• exploring alternatives
What are the variables that will affect the effectiveness of behavior management strategies
Severity of behavior

If an ecological intervention is possible

Can we control the reinforcers that are maintaining the behaviors
Behavioral definition must meet three criteria
1. clear (avoid ambiguous terms)
2. Complete (special circumstances)
3. Stated in behavioral terms (observable and measurable)
Targeting and defining target behaviors
1. Observable
2. Definable
3. Measureable
4. Positive behavior
Behavioral definition must meet three criteria
1. clear (avoid ambiguous terms)
2. Complete (special circumstances)
3. Stated in behavioral terms (observable and measurable)
On task behavior (definition)
Students head and eyes are directed toward the teacher identified stimulus item or items.
Methods of determining reinforcing consequences
1. Observe
2. Ask
a. Students
i. What will the student work for?
ii. What will they work to avoid?
b. Teachers
c. Parents
3. Assess
a. Problem behavior checklist
b. Other instruments
4. Research files
Identifying antecedent events
What stimulates/triggers the behavior
Examine the context of behavior
Identify and describe consequences that are maintaining the behavior
Identifying function or purpose of behavior
1. To get something
a. Attention
b. Power
c. Revenge
2. To avoid something
a. Display of inadequacy or
b. A negative stimulus
i. Escape behavior
ii. Avoidance behavior
Escape behavior
Behavior intended to allow one to totally escape the onset of a negative stimulus
(skipping school)
Avoidance behavior
Behavior intended to postpone the onset of a negative stimulus
(asking a lot of questions before a quiz.)
Behavioral Causes
(Learned Behavior)
-Respondent Behavior
How can we control the stimuli which is causing the behavior?

-Operant Behavior