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88 Cards in this Set
- Front
- Back
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Rules Should Be
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1. Stated positively
2. Kept to a minimum (5-7) 3. Posted 4. Taught and rehearsed |
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Don't give away...
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something you can sell
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First Day Do's and Dont's
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1. Seating charts
2. Attention signal 3. Response signals 4. Rules 5. Behavior Management Plan |
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Classroom structure
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How you organize and operate your classroom (your procedures)
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7 behavior management guidelines
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a. Structure
b. Repetition c. Consistency d. Success e. Choices f. Ecologically based g. Pre-planned/approved |
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4 steps to managing student errors
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Feedback
Model Prompt Check |
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Pygmalion Effect
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You get what you expect.
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Catch your students...
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being good
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Give Me Five
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1. Stop what you are doing
2. Look at the speaker 3. Be quiet 4. Be still 5. Listen to the speaker |
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The pre-intervention checklist
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1. Assess the problem (degree of severity)
2. Examine the facilitators 3. Diagnosis vs. prognosis 4. Decision making |
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Basic Principles of Behavior Management
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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 |
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Respondent Behavior
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Behavior which is a result of its preceding stimuli
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Operant Behavior
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Behavior which is maintained or increased by its consequences
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What characterizes good instruction?
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• Structure
• Repetition • Consistency • Success |
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Three Levels of Good Teaching
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Direct Instruction
Guided Practice Mastery Learning |
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Managing Student Errors
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Feeback
Model Prompt Check |
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Only perfect practice...
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makes perfect
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Principles of Effective Discipline
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• Treat students with dignity and respect
• Be five times more positive than negative • Bored students become discipline problems |
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Who is responsible?
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YOU ARE RESPONSIBLE FOR YOU!
YOU ARE RESPONSIBLE FOR YOUR SUCCESS! YOU ARE ALLOWED TO FAIL IF YOU CHOOSE TO! |
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The 4 Major Goals of SPED 215
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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 |
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1st Cardinal Rule of Good Teaching
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Don't begin teaching until you have everyone's attention
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2nd Cardinal Rule of Good Teaching
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Don't continue teaching until you have everyone's attention.
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--% of students volunteer in class
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20%
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If students are not attending/reacting...
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they are not learning!
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You can't teach someone something they don't want to learn...
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so we must motivate their desire to learn!
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Why people do what they do
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1 Psychodynamic
2 Biochemical, Biological, & Organic 3 Sociological 4 Behavioral |
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Personalities are composed of --- components
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3
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The three components of the personality are:
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1. Conscience system
2. Drive system 3. Self-concept |
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We do things for 2 rewards. What are they?
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Acceptance & attention
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2 biggest problems in school according to the Gallup Poll
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Violence and poor discipline
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4 most frequent and ineffective ways schools deal with discipline
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control, containment, punishment, exclusion
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If you always do what you've always done...
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you'll always get what you've always gotten!
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Learned parts of the personality
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Conscience and self-concept
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Externalizing Personality
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Drive is bigger than conscious system and self-concept
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How to manage an externalizing personality
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-Build up their Self-Concept
-Teach them how to effectively use their Conscience. |
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The primary job of every good teacher
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Take care of your students egos!
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Quality Whirl
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-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. |
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3 qualities of effective discipline
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firm, fair, and consistent
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Internalizing Personality
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Conscience system is bigger than drive system and self-concept
They feel that everything they do is negative/bad. |
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Barrel Effect
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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. |
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Provocation Neutralization Allergy Testing
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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.)
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The “Big Five” (Allergy Reactions)
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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 |
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5 Major Toxins
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1 dust
2 mold (probably the number one culprit!) 3 food 4 chemicals 5 pollen |
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Spreading Phenomenon
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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!
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Signs of Environmental Illness
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1 headache
2 breathing problems 3 muscle aches 4 nausea 5 fatigue 6 joint aches 7 hyper/hypo activity |
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BIOCHEMICAL-BIOLOGICAL (ORGANIC) MODEL
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Toxins in the environment can have a drastic effect on behavior and mood
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THE SOCIOLOGIAL CONCEPTUAL MODEL (AKA)
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ENVIRONMENTAL MODEL or
ECOLOGICAL MODEL |
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Sociological Conceptual Model (main concept)
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You acquire much of your thinking mannerisms, and characteristics from the people you are around.
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Three institutions for promoting culture are...
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family, religion and school
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Sociological Model
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Home, family, and community
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Who decides if a child’s behavior should be modified?
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In school, the teacher
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What behaviors should be modified?
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-If others are put in danger
-If harmful to self |
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Which techniques should be used?
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Positive reinforcement
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The purpose of the public school system...
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was to develop better citizens!
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Bribery
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Trying to get someone to do something they wouldn’t ordinarily do.
“If you do this |
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Behavior Management
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Appropriately reinforcing appropriate behavior
“When you do this |
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If you don’t reinforce appropriate behavior...
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it goes away.
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As long as it’s legal and moral...
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we should reinforce the student’s behavior.
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Positive learning conditions
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firm, consistent, positive limits
warmth support |
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The Assertive Teacher
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clearly and firmly communicates wants and needs
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WAYS TO MAINTAIN STUDENT DISCIPLINE
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• 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. |
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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 |
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Rules on Giving Choices
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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. |
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Magic Phrases for Choices
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1. What would be best for you?
2. Would you rather…? 3. Feel free to… 4. You can either… |
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Types of Consequences
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Positive and Negative
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2 things to do with consequences
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Apply or withdraw
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Options for consequences (number)
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4
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Jacob's Box
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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 |
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Four Goals of Misbehavior
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Attention
Power Revenge Display of Inadequecy |
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Goals of positive behavior
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• Attention
• Involvement • Contribution • Autonomy |
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Jacob’s Definition of an Objective
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A behaviorally worded statement that describes the proposed outcome of a teacher-student interaction.
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Component parts of a good objective
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Performance Based Terms
Important Conditions Criteria for Success -time -accuracy -level of difficulty |
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Objectives must be
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Measurable
Observable Definable |
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Unacceptable Objective examples
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(Never never never NEVER use “be able to” in an objective! EVER!)
Will know Will understand Will really understand |
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Double Barreled Approach
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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.
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Briar Patching
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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. |
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Effective Approaches to Classroom Challenges
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• Reflective listening
• i-messages • exploring alternatives |
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What are the variables that will affect the effectiveness of behavior management strategies
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Severity of behavior
If an ecological intervention is possible Can we control the reinforcers that are maintaining the behaviors |
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Behavioral definition must meet three criteria
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1. clear (avoid ambiguous terms)
2. Complete (special circumstances) 3. Stated in behavioral terms (observable and measurable) |
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Targeting and defining target behaviors
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1. Observable
2. Definable 3. Measureable 4. Positive behavior |
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Behavioral definition must meet three criteria
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1. clear (avoid ambiguous terms)
2. Complete (special circumstances) 3. Stated in behavioral terms (observable and measurable) |
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On task behavior (definition)
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Students head and eyes are directed toward the teacher identified stimulus item or items.
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Methods of determining reinforcing consequences
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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 |
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Identifying antecedent events
What stimulates/triggers the behavior |
Examine the context of behavior
Identify and describe consequences that are maintaining the behavior |
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Identifying function or purpose of behavior
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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 |
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Escape behavior
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Behavior intended to allow one to totally escape the onset of a negative stimulus
(skipping school) |
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Avoidance behavior
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Behavior intended to postpone the onset of a negative stimulus
(asking a lot of questions before a quiz.) |
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Behavioral Causes
(Learned Behavior) |
-Respondent Behavior
How can we control the stimuli which is causing the behavior? -Operant Behavior |
