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11 Cards in this Set

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  • Back
The beginning special education teacher:
Applies knowledge of how culturally and/or linguistically diverse backgrounds
of students impact behavior management and social skills instruction.
The beginning special education teacher:
Recognizes ways in which teacher attitudes and behaviors and personal
cultural biases influence the behavior of students.
The beginning special education teacher:
Applies knowledge of ethics, laws, rules, and procedural safeguards related to
planning and implementing behavior management and discipline for individuals
with and without disabilities.
The beginning special education teacher:
Knows theories relating to student problem behavior (e.g., noncompliance, selfstimulation,
self-injury, withdrawal, aggression, defiance) and the theoretical
basis of behavior management techniques (e.g., positive behavioral support,
reinforcement, proactive strategies, reductive strategies that decrease negative
behaviors).
The beginning special education teacher:
Develops and/or selects social skills and behavioral curricula and strategies
that promote socially appropriate behavior, and prepares individuals to live
cooperatively and productively in society.
The beginning special education teacher:
Incorporates social skills instruction across settings and curricula and knows
how to design, implement, and evaluate instructional programs that enhance
an individual's social participation in family, school, and community activities.
The beginning special education teacher:
Identifies realistic expectations for personal and social behavior in various settings, and applies procedures for increasing an individual's self-awareness,
self-control, self-management, self-reliance, and self-confidence.
The beginning special education teacher:
Knows strategies for modifying learning environments (e.g., schedule, physical
and instructional arrangements) to promote appropriate behaviors.
The beginning special education teacher:
Knows the impact of language on an individual's behavior and learning and knows how the communication skills of nonspeaking/nonverbal individuals affect their behavior.
The beginning special education teacher:
Understands functional behavior assessments and evaluations and their role in
developing behavior intervention plans.
The beginning special education teacher:
Knows strategies for crisis prevention, intervention, and postvention; applies
procedures for developing, implementing, and evaluating individual behavior
crisis-management plans in educational settings; and implements the least
intensive intervention consistent with individual needs.