Behavior Management in APE

1. Behavior Management in APE Chapter 6

2. Many of the concepts you learned in PE 299 still apply. However, there are some differences that underlie to focus of this lecture.

3. TRAITS OF AN EFFECTIVE TEACHER-GENERAL • Plan with effective behavior management in mind (groupings, transitions, engagement, etc) • 80% of problems relate to the teacher! • Make the learning fun • Using behavioral, humanistic, or biophysical strategies • Developing a clear system of rules, routines, rewards, and consequences • Affirm positive behavior

4. CRITICAL MISTAKES • Ignoring misbehaviors, especially little ones, with the hope they will go away • Not wanting to be mean/have students like you • Being inconsistent in expectations, demeanor, and behavior (“not being fair”) • Create a system and stick with it unless it’s not working

5. Critical Mistakes - APE • Allowing a student’s disability to become an excuse for their behavior • May need to modify behavioral expectations but do not let the situation become extreme. • It’s hard to distinguish between learned misbehavior and the impaired behavior DUE TO the disability but you must try and will improve

6. BM Techniques - Proactive • Reinforcement • Use reinforcers appropriate to the student • Supervised free play • Leader of the warm-up exercises • Assist the teacher • A poster of a sports’ star • Distribute or collect equipment • Premack Principle: for one student was being able to stare at the scoreboard for a period of time • May use a puppet to demonstrate proper behavior with more severely disabled students

7. BM Techniques - Proactive • Unified PE - Use same age peers or older students to • Enhance the learning of the student with disabilities • Increase the self esteem and understanding of the peer tutor • Aka “win win” • New Britain uses students who have failed PE previously. They take regularly scheduled PE and also assist special needs students. Often, such students shine in this environment. • Recruit peer tutors from students who have “free” periods. • Recruit community volunteers (retired individuals, parents)

8. BM Techniques - Proactive • Bepositive & teaching enthusiastically • Reinforce legitimate effort frequently • Great try! • You’re getting so close! • Catching the students being good and acknowledging that behavior

9. BM Techniques - Reactive • Physical contact is more accepted than with students without disabilities • Gently turn a student in the desired direction • Give them hugs and high fives • Kinesthetically guide them through a motion • Planned ignoring • Non-invasive techniques: proximity, eye contact, vocal variety, name in sentence • Time-out, daily report, contracts

10. BM Techniques - Reactive When inappropriate behavior occurs: • Special needs students may exhibit unexpected behavior such as you would never suspect: • Examples (stories from you) • What about a student who gets in your personal space and says he or she “likes you”?

11. BM Techniques - Reactive • When misbehavior occurs, BE REFLECTIVE and ask yourself some questions: • Does the student understand the task? • Was the demonstration sufficient? • Does the student need more help? • Does the student have the lead up skills? • Is the student trying to obtain something, avoid something, become stimulated, or communicate something? Look for patterns!

12. Emotional/Behavioral Disorders • Various terms used: • Oppositional defiant disorder (ODD) • Conduct disordered (more extreme) • Behaviorally defiant • May or may not be in combination with other disabilities. Must be diagnosed by a mental health professional. Medications are available • Increasing percentage of school population

13. Emotional/Behavioral Disorders • Possible characteristics • often loses his or her temper (aggression) • frequently argues with adults • often disregards adults' requests or rules • deliberately tries to provoke others • frequently blames others for mistakes or misbehavior • is often easily irritated by others • is often angry, resentful, and/or spiteful

14. Emotional/Behavioral Disorders • Strategies • Focus on: • 1) Skill building (regulate anger, actions, verbal output) • 2) Raising their conscience and • 3)Improving their relationship skills.

15. Emotional/Behavioral Disorders • Various terms used: • Oppositional defiant disorder (ODD) • Conduct disordered • Behaviorally defiant • May or may not be in combination with other disabilities

16. Emotional/Behavioral Disorders • Resources • Understanding ODD (Suffolk SD) • http://www.spsk12.net/departments/specialed/odd.htm • Association for Children’s Mental Health • http://www.esu1.org/dept/sped/psych/PDFFiles/ODD.pdf • Exceptional Teacher’s Factsheet • http://www.brandonu.ca/academic/education/exceptional/Oppositional%20Defiant%20Disorder.pdf

17. Long-term or Reoccurring Problems If problems continue or become more difficult, other interventions may be necessary. For example: • Complete a functional behavior assessment and a behavior intervention program • Adding a related service, such as counseling or an instructional assistant • Page 17 of the CT IEP manual lists behavior intervention and support modalities • Changing the child's special education placement to a different, possibly more restrictive setting, such as a self-contained classroom, special school, alternative school or residential program.

18. Functional Behavior Assessment • If a special needs student is suspended, a functional behavioral assessment plan must be developed for that student and carried out in a school or alternative setting • FBA’s • Examine the antecedents that occur before a child misbehaves to determine what triggers the misbehavior. • Change the consequences that come after a behavior occurs so that the consequences are more likely to reinforce a child for performing appropriate behavior. • Most importantly, teach the child a replacement behavior. A replacement behavior is an appropriate behavior that the child can perform that accomplishes the same goal as the inappropriate behavior. Without teaching a child a replacement behavior, meaningful, positive changes in behavior will be difficult, if not impossible, to obtain. • Example 1-directions • Example 2-directions • Example 3-form

19. Behavior Intervention Plan From Steve

20. Physical Interventions • Physical interventions may only be used if it is included on a student’s behavior management plan or a child is a danger to him/herself, another student, or you. • Know your district • http://www.atl.org.uk/atl_en/help/FAQs/restraining_a_pupil.asp • http://www.angmeringschool.co.uk/policies_controlRestrain.php

21. Disciplining a Student • Students with disabilities may be suspended. • Shorter than 10 days, not be part of a pattern of suspensions • Often complete a functional behavior assessment and rework IEP • A school district cannot suspend a student with a disability for misconduct that is a manifestation of the student's disability. The IEP team will conduct a “manifest determination.” When a district decides to suspend a student with a disability for more that ten days, it must hold an IEP meeting. • As part of IDEA, parents may request a “stay put” and the student will remain in his/her current placement until a hearing before the due process officer • Special needs students can be placed in interim alternative educational settings for up to 45 days. At the conclusion, they must be returned to their school unless the school requests a hearing for extreme behavior (violence, guns, etc)

22. http://www.makeadifferencemovie.com/ • An important message in the video is to not give up on students • Teachers never know what difference they may make