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Philosophy of behavior management
Philosophy of behavior management
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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.
As teachers, we are often expending more of our energy than is necessary by not taking time to implement a more comprehensive approach toward behavior management. In many cases one will need only a few of these strategies in place to create a positive behavioral support plan.
When formulating a plan, it is important to remember that students do not exist in a vacuum. What is a problem behavior in one class may not be a problem in another; problem behavior from the home may never manifest in school. A key means of decreasing the frequency and intensity of problem behavior and reducing the need for more intrusive intervention procedures is enhancing a student's quality of life.
A student will respond differently depending upon the actions and reactions of the individuals around him. Behaviors that occur repeatedly are often serving a useful function for the student. Positive behavioral support strategies make problem behavior irrelevant by redesigning the environment. Positive behavioral support strategies teach students new skills that are meant to replace the problem behavior with a socially-acceptable alternative. Addressing the larger social context surrounding a student can reduce the amount of time spent implementing intensive positive behavioral support plans. Functional assessment gathers information regarding the events that both immediately precede problem behavior and the situations where a student is successful.
It is rare to find one behavioral intervention that addresses the function of a problem behavior in each situation and setting. Positive behavioral support strategies should therefore include multicomponent intervention plans. Begin by developing a hypothesis regarding the undesirable behavior. The hypothesis statement is a summary of the evidence collected in the functional assessment.
1. Based on what you read in the text and viewed in the modules, what do you believe are some effective strategies for dealing with students with behavioral issues? Please be specific to information from the modules and the text. Show me what you have learned!
Functional behavior assessments are used by behavior analyst to determine the motivation for problem behaviors in clients with disabilities. With direct and indirect assessments of behavior, the behavior analyst can identify the target behavior and develop a hypothesis to test before then developing the behavior intervention plan. The accumulation of this knowledge to develop behavior intervention plans to change these behaviors is directed and regulated through the students individualized education plan as well as Individuals with Disabilities Act of 1997 (IDEA) (Drasgow, 2001). Although IDEA 1997 does not dictate, the exact steps of the functional behavior assessment but rather leaves this up to the individual education plan team.
One example of an effective strategy for disciplining students is Positive behavioral supports and social skills training. This can be done by schools providing interventions that help students with emotional and behavioral disorders as well as those who suffer from lack of social skills in order to significantly improve school-wide behavior and safety (NASP, 2002). Additionally, having adult mentors who work with students to help to improve self-concept and motivation to engage in appropriate behavior usually is beneficial to the students causing troubles as well as to the rest of the school environment.
When teaching it must be expected that there will be students that have behavioral disorders. These disorders must be taken into consideration when giving these students the best education possible. Teachers must accommodate to these children and incorporate them into the daily classroom. Every teacher has their own methods of doing this and can use their creativity to come up with these strategies for teaching. Some strategies may not work, so instructors must put much thought into how they are going to accommodate to these particular students.
Students who frequently engage in off-task and inappropriate behavior disrupt the classroom and hinder learning for other students (Riley, et.al, 2011). In order to reduce off-task behaviors exhibited by a particular student, it is crucial to determine the function of the behavior by conducting a functional behavioral assessment (FBA). Once the cause of the behavior is found, teachers can take steps to reduce the inappropriate behavior by implanting strategies to decrease their occurrence.
I believe every student is entitled to a safe learning environment where they can reach their full potential academically and behaviorally. Students will reach their full potential in a positive learning environment. The positive learning environment will be established from the beginning of the year providing a lasting impact on the students academic, and behavior performance throughout the entire year. The positive learning environment will be a classroom setting, which allows students to feel welcomed, safe, and important on daily basis allowing learning to occur to its fullest potential. To ensure my students are in a positive learning environment there must be a behavior management plan clearly explaining the expectations I have for my students. Throughout my behavior management plan I will explain how I plan to implement expectations so students act accordingly. My behavior management plan will be individually tailored to my students allowing me to push them to their fullest potential to by taking into consideration each student’s behavior and personal needs.
Positive Behavioural Support (PBS) is a new applied science by applying the education and system procedures to build behaviour repertoire and arrange people environment in order to encourage quality of life, and reduce the challenging behaviour. PBS was originally created within the area of developmental disabilities and based on three major sources: Applied Behaviour Analysis (ABA), normalization, and person-centred values (Carr et al., 2002).
(Johnny) (Johnny Stone) (Unit 9 Assignment) (Purdue University) Introduction • A functional behavior assessment is a process that identifies specific target behavior, the purpose of the behavior, and what factors maintain the behavior that is interfering with the student’s educational progress. It is an investigative methodology that brings about understanding for the reason the behavior happens • The FBA report is a summary of the details and assessment for the identifying information, the reason for the referral, the methods of assessing behavior, antecedent and consequence variable, reinforcers, a hypothesis of the function of behavior, and recommendations for evidence based interventions.
PHILOSOPHY Introduction Psychologist Haim Ginott asserts that it is the teacher’s approach and affect that is the most influential element in creating a positive or negative climate of learning and contributes to children’s behaviour (Manning & Bucher, 2001, p. 215). Behaviour management, I believe, is as much about effectively and positively managing my own behaviour as it is about the student. It is important, therefore, to develop a positive classroom management plan, balanced by theory and supported by my beliefs and philosophies as this will determine my approach to young people and the classroom. Physiologically, emotionally, and mentally young people go through many changes.
For us, as teachers, to know what’s behind the inappropriate behavior can help not only the student but also the classroom management and the school can collaborate and find ways to change the behavior. Basically, every student's behavior serves a purpose, whether they’re aware of it or not, they act a certain way to get to a desired outcome or goal, so how can we help those students achieve the desired outcome/ goal using an appropriate behavior for the classroom?
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
The Functional Behavioral Assessment of FBA is a tool that offers a framework to approach the behavioral needs of students who have presented challenges and complex needs. The goal of the FBA is to collect measurable data that has been observed to create a clear-cut intervention plan (Adams & Dunsmuir, 2009). The basis for FBA is the operant learning theory or the behavioral perspective. In a school setting this could be positive or negative attention seeking behavior, avoiding assignments or social situations, and FBA seeks to change the environment and the responses
My practicum classroom was a 1st grade class and it was a secular school. I would definably use a behavioral chart at this grade/age as I have used one for this grade/age and I have had great success using them. For the ED student (this is hypothetical- the only ED student in this class is also classified as LD). he does not listen to the teacher; does not sit in his seat; cannot keep his hands to himself; and cannot follow directions when told the first time. To me, since he cannot follow the classroom rules, I do feel as if he needs a behavioral management plan, especially since he cannot keep his hands to himself.
In the United States 20% of the adult population report that they are living a flourishing life (Keyes, 2002). However, a high percentage reports feeling as if they are ‘‘stuck’’ or ‘‘want more’’ and are yet not diagnosable with a mental disorder (Fredrickson, 2008). Because happiness has been found to be the source of many desirable life outcomes e.g. career success, marriage, and health, it is of importance to understand, how languishing individuals can reach this ideal state: How can well-being be enhanced and misery reduced (Lyubomirsky, King, & Diener, 2005). Over the past decade, research in the field of positive psychology has emerged to provide evidence-based methods to increase an individual’s psychological well-being, through so called positive psychology interventions (PPI’s). PPI’s are treatment methods or intentional activities used to promote positive feelings or behaviour. PPI’s vary from writing gratitude letters, practicing optimistic thinking and replaying positive experiences. A meta-analysis of 51 independent PPI studies demonstrated significant results in the effectiveness of PPI’s increasing well-being (49 studies; r = .29) (Sin & Lyubomirsky, 2009).
The purpose of this study was to demonstrate that Conjoint Behavioral Consultation (CBC) is effective when educators and parents need to address learning and behavioral problems with students. Home-school positive collaboration results in an increase on-task and compliance behavior of students as well as an increase in teacher rating of behavioral control. For this study, positive behavioral support and evidence-based interventions (EBI) was used to address the student’s off-task and noncompliance behaviors.