Week 5

Front 1

Antecedent Behaviors

Back 1

Behaviors which precede a student crisis, which may lead togreater understanding of the students behaviors.

Front 2

Applied Behavior Analysis

Back 2

A learning approach that is based on individual analysis of astudent’s functioning and relies on the learning of behaviors to remediate learning problems.

Front 3

Behavior Contract

Back 3

A written document signed by student and teacher in which there isan agreement that the student will change his or her behavior. There will be rewards for carrying out the contract and consequences for breaking the contract.

Front 4

Behavior Disorders

Back 4

A condition in which a student consistently violates social andschool rules ad disrupts the classroom and requires educational action to meet with success.

Front 5

Bullying

Back 5

A display of interpersonal violence in which they bully asserts power through some form of aggression and the victim experiences distress and the loss of power, resulting in an unequal relationship.

Front 6

Coercive Family System

Back 6

The use of physical or psychological force for imposing willwithin a family.

Front 7

Cognitive Strategy Approach

Back 7

A family of strategies that help individuals gain greaterawareness of and responsibility for their actions.

Front 8

Correlated Constraints

Back 8

Conditions that tend to appear with one another and perform onanother condition. For example, good academic performance and the presence of supportive adults tend to operate as a break on aggression.

Front 9

Emotional Disorders

Back 9

The internalization of difficulties and challenges, which can lead tostress, depression and anxiety.

Front 10

Function Behavior Assessment

Back 10

Valuations of behaviors that define a behavior, explainwhy this behavior occurs, describe where and when the behavior is present , and demonstrate how the behavior impacts the child and his or her surroundings. The premise is that there is a rational purpose for every behavior and that it is necessary to understand why and how negative or destructive behavior are triggered in order to reduce them.

Front 11

Generalization

Back 11

The ability to transfer a skill or strategy to a new or different contextarea, content area, or situation. (The student learns how to order and pay for his lunch at school and can use these skills in a public setting).

Front 12

Learned Helplessness

Back 12

The ways that nothing one does can prevent negative things fromhappening.

Front 13

Psychotropic

Back 13

Affecting the neurosystem.

Front 14

Replacement Behaviors

Back 14

Positive behaviors for children with behavior disorders, such asasking for permission to talk, that are designed to replace unacceptable behaviors. This practice is based on the principle that the child often has no acceptable behaviors in his repertoire and is in trouble as a consequence.

Front 15

School-wide Behaviors

Back 15

An attempt to use behavior principles to create an emotionallyhealthy school environment. This would include rules for behavior and guidelines for punishment. The goal is to bring the entire school population the positive behavior supports usually given to specific students.