There are many techniques and strategies for teachers who are faced with students that display negative outbursts that may result in not only socially, emotionally, and academic effects on that individual student, but also the behaviors may escalate to being physical where the student, staff, and peers may be harmed in escalated altercations. The article “Evidence-Based Practices for Students With Emotional and Behavioral Disorders: Improving Academic Achievement,” by Cythia Farley, Caroline Torress, Cat-Uyen T. Wailehua, and Lysandra Cook, provides many strategies that can help students monitor and control their negative behaviors. Also Darlene H. Anderson et al., provide an amazing intervention for helping with anger management in their research …show more content…
The research in both articles does stress that daily assessments are critical for aiding individuals who may have physical outbursts so that the right protocols should be taken and implemented for that particular student. Each case study in the literature uses functional behavioral assessments (FBA) to help develop a behavior support plan. Both studies show how a student’s individual FBA can help create strategies and therapeutic techniques to help de-esculate negative behavior encounters. In the article by Ms. Anderson et al., stresses that their “cool-card” strategy implements both self-instruction and anger-management strategies to help prevent negative outbursts to help increase academic achievement (Anderson 1). Self-instruction strategies consist of students independently being able to view and complete daily schedules through check-lists step by step instruction of what the student has to do throughout the day. Anger-management strategies that Anderson et al. suggests in their research is therapeutic techniques where a student that is displaying frustration can either do deep breathing exercises or meditation strategies to help reduce frustration or energy. Other strategies that Anderson et al. have found to be useful is to take breaks throughout the day when the student is feeling overwhelmed or frustrated (Anderson 6). Ms. Farley et al. also uses a FBA for individuals but have revealed that peer-tutoring will help decrease behavior outbursts and help increase positive social interactions with classroom peers (Farley 4). Ms. Farley et al. focuses on students who have negative outbursts in class have resulted in those individuals creating detrimental relationships with their peers. Their research revealed that with peer-tutoring for
There are many challenges and ethical dilemmas that can arise when working in the behavioral field, the present paper reviews different ethical dilemmas that a Behavioral Analyst can encounter when working with clients and how according to the BCBA guidelines these dilemmas can be solved. Legal and socio-cultural aspects have being included in this paper.
Writing Assignment Two Introduction Special education includes addressing students’ academic needs as well as their behavioral needs. A student with a disability is not exempt from disciplinary measures, as students with can be suspended and even expelled from the school environment. More specifically, students with emotional disturbance can display maladaptive behaviors. These maladaptive behaviors can generate unsafe learning environments. More importantly, the creation of an effective behavior intervention plan (BIP) is imperative.
The child may benefit from therapy in their education to help in educating a bit better on how to complete tasks at a manageable level for the child. The child may also be placed into an Individualized Education Plan (IEP) or special needs class pertaining to the level of difficulty the child is having in the class, working on the material and completing the work that has been assigned. Another option would be cognitive as well as emotional therapy to assist in training to better manage the outcomes of becoming frustrated or angered at various tasks. Also, to remember that this is still a child and still growing and does not yet understand how to properly cope with emotions, such as anger and may have outbursts for no reason. The emotional therapy will work with not only the child, but the parents as well, so that both the child and the parents can benefit from this type of therapy – working closely and monitoring the emotional stability of the growing and developing child. The parent may want to keep a diary of the child’s behavior and / or progress and / or setbacks. Play therapy, music and meditation is also another outlet (Zipkin, 1985). Because the child exhibited a higher intelligence, the diagnosis was, from the teacher, initially missed; since those who have Attention Deficit Hyperactivity and rate very high on the intelligence scale may not receive the attention needed to positively identify the specific markers. Since the child is still young, they will need to learn to cope with day-to-day living with this, and learn to manage not only anger, and frustration, but how to stay on task, how to complete a task as well as the task being on time. This will require a learned motivation from the parents as well as working with teachers and other outside forces, such as specialists, when
It takes a while to change any behavior. Part of the plan should be effective consequence strategies. Planned consequences reinforce the acquisition and use of alternative skills and reduce the effectiveness of problem behavior should it continue to occur. Having planned consequences should help teach the student that his/her use of alternative skills is a better way to bring about the desired result. Because it does take a while for a behavior intervention plan to change a student 's behavior, it is important that the IEP team decide what will happen when the problem behavior still occurs. If it is a manageable behavior, it is important to come up with responses that discourage the problem behavior and do not provide the function or desired result of the behavior. In some cases the behavior may be extreme. The IEP team should develop a crisis plan to address those situations. First the group needs to define what is a crisis. Then they should describe the intervention procedures to be put into place including who will be involved. They must identify the resources needed to implement the plan and agree on the procedures for documenting the use of the crisis
Schools are in great need of systems, processes, and personnel who are able to support the needs of students with problem behavior. Research indicates, however, that (while I am a big, fat cheater) information has not been made available to teachers and other professionals in a format that allows these strategies to become common practice. Many teachers choose isolated behavioral strategies that are not applied immediately after the problem behavior has occurred.
The assignment is to create a plan that will inform parents, students, and the school community of your philosophy of behavior guidance. You may adapt ideas to showcase your personality, but the fundamental rationale for this guidance plan should be based on your learning in this course. The guidance plan should be divided in the following sections:Page 1: The first page is your philosophy of the teacher’s, students’ and parents’ role in shaping a child’s behavior. You might write it as a personal philosophy divided into paragraphs to fit these categories OR s
Behavior modification is based on the principles of operant conditioning, which were developed by American behaviorist B.F. Skinner. In his research, he put a rat in a cage later known as the Skinner Box, in which the rat could receive a food pellet by pressing on a bar. The food reward acted as a reinforcement by strengthening the rat's bar-pressing behavior. Skinner studied how the rat's behavior changed in response to differing patterns of reinforcement. By studying the way the rats operated on their environment, Skinner formulated the concept of operant conditioning, through which behavior could be shaped by reinforcement or lack of it. Skinner considered his discovery applicable to a wide range of both human and animal behaviors(“Behavior,” 2001).
Sukhodolsky, D. G., Smith, S. D., McCauley, S. A., Ibrahim, K., & Piasecka, J. B. (2016). Behavioral Interventions for Anger, Irritability, and Aggression In Children and Adolescents. Journal of child and adolescent psychopharmacology, 26(1), 58-64.
Positive behavior supports is a behavior management system that serves as a guide in understanding a person’s challenging or inappropriate behavior. Typically, a person’s inappropriate behavior serves a function or purpose. It is not uncommon for people to receive reinforcement of their behavior in their environment. For instance, a child might seek attention through unsuitable behavior in the home environment. The response from the parents or caregiver can unwittingly reinforce the behavior through their response to the child. Thus, the child learns to exhibit this behavior in order for his/her needs to be met. One means of addressing a person’s challenging behavior is having a professional undertake a behavioral assessment that identifies and describes the function of the behavior. Through an assessment, positive behavior supports can be identified, developed and implemented through actions plans or goals. However, in order techniques to be effective at decreasing inappropriate behavior, they should be evaluated for effectiveness, feasibility and appropriateness for the person. In addition, strategies should be practical, so parents, schools, or others can implement the techniques
The significance of providing behavioral management strategies and interventions among young children who have disruptive and challenging behaviors has been a societal phenomenon and a national concern in the recent years (Powell, Fixsen, & Dunlap, 2007). Many young children in school display challenging and disruptive behaviors in school. Some of the widespread challenging behaviors are lack of concentration and organization skills, attention problems, off task behaviors, disruption in classroom, aggressiveness, impulsive behavior and lack of social skills (McConnell, 2001). If these inappropriate behaviors were not properly assessed and treated, young children’s negative behavior will persist and impact the child’s physical, emotional and spiritual development as well as their social relationships making them isolated (Arnold et al., 1999).
Caitlin Phillips Professor Mulvaney Art 222 21 June 2024 Recontextualizing Icons and Mixed Media Thesis #1: Please discuss how their use of this chosen imagery is typical of a particular style. What new meaning does the artist create for the imagery? la, Marcel Duchamp, LHOOQ, 1919 and Pop Art, Jasper Johns, Three Flags, 1958. Marcel Duchamp L.H.O.O.Q.(ca. 1919) and Jasper Johns' Three Flags (ca.1958) illustrate how artists can recontextualize well-known images to convey new meanings.
Students with emotional and behavioral disorder (EBD) exhibit various characteristics relevant to their identified diagnosis. The primary characteristic of students with EBD is problem behaviors are displayed at school, home, community, and other social settings. These problem behaviors are described professionally as externalizing and internalizing behaviors that students with EBD often engage in regularly. Externalizing behaviors are described as acting-out behaviors that are aggressive and/or disruptive that is observable as behaviors directed towards others. Internalizing behaviors are behaviors that are construed as acting-in behaviors such as anxiety, fearfulness, withdrawal, and other indications of an individual's mood or internal condition. The purpose of this paper is to compare and contrast the characteristics associated with internalized and externalized behaviors.
(s) “Individual Behavior Supports Plan” means the plan that: identifies and documents the intensive support and service needs of a consumer; details the strategies to be employed and services to be provided in order for the consumer to return to their previous placement or to an appropriate alternative community based environment; and includes the entity responsible for providing those services. This plan includes the requirements of Section 1180.4(a) of the Health and Safety Code.
As a teacher managing problem behavior in your classroom can be one of the most challenging tasks. Behavior problems can range from disruption of lessons to acts of violence against fellow students and teachers. Children’s emotional setbacks and life challenges can also contribute to behavior issues at school. A study done by the Justice Center and the Public Policy Research Institute found that six out of ten students suffered from an “emotional disturbance” and were expelled or suspended between seventh and twelfth grade (Firke, 2011). This same study showed that discipline varied greatly between schools. This report also revealed the urgent need for a more thoughtful technique in school discipline policies. In many cases teachers have exhausted their classroom management strategies without success. Behavior Modification is aimed at improving school and classroom behavior, and can give teachers additional tools to help them to deal proactively and effectively with behaviors that are disruptive to students and teachers in the classroom. When children are disruptive in the classroom it can cause a lot of problems for their classmates and their teacher. Yet, in the long run, it's the disruptive child themselves who is most impacted, on both a social and educational level (Epstein, Atkins, Cullinan, Kutash, & Weaver, 2008). Behavior modification techniques should be used in school, to change the negative behaviors, and increase the positive behaviors seen in these children.
One of the ultimate trials that educators face currently is giving students with behavioral disorders and inappropriate behaviors, tools that will help them function self-sufficiently in a suitable manner. Teachers are facing classrooms where students parade various academic and behavioral characteristics; therefore, teacher are constantly looking for effective instructional strategies and classroom management skills. Classroom teachers tend to be more appealed to flexible, tranquil to implement and inexpensive teaching strategies and techniques that keep students energetically involved.