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Behavior Resources: Motivation, Attention, Anxiety, and Depression

Behavior Resources: Motivation, Attention, Anxiety, and Depression. Presented by Stacy Williams, Danielle Jordan, Danielle Kraus, Sharol Whyte, Michelle Powers, Monica Azzaro , and Katie Viola. Stacy.Williams@marist.edu. Presentation Goals. Resource Link.

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Behavior Resources: Motivation, Attention, Anxiety, and Depression

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  1. Behavior Resources:Motivation, Attention, Anxiety, and Depression Presented by Stacy Williams, Danielle Jordan, Danielle Kraus, Sharol Whyte, Michelle Powers, Monica Azzaro, and Katie Viola Stacy.Williams@marist.edu

  2. Presentation Goals

  3. Resource Link • https://www.dropbox.com/sh/4f3yfywcnfi1isk/AACt15PIYyRrK1GqrJgkpEUta?dl=0 • Resource Handbook • Anxiety/Depression • Attention Handbook • Motivation Handbook

  4. Presentation Overview

  5. Mystery Motivator Presented by Danielle Jordan

  6. Mystery Motivator Motivating students to do certain tasks may be difficult. Students just might not want to do the assignments. The mystery component in this intervention is based on offering an unknown reinforcer. The mystery will engage students in the academic task, even when the task is difficult.

  7. Mystery Motivator For students who can, but don’t want to do the task. Class or individual level. Mystery Motivators can be used in a variety of content areas including reading, math, social studies, science, writing, homework completion, and based on a variety of outcomes including test averages and classroom participation. Materials include: List of Reinforcers, Reinforcers, Mystery Motivator Chart, Envelopes, Note Cards

  8. Mystery Motivator • Implementation Steps • Develop reward menu with the student or class. • Select a behavior that you wish to reduce or increase and write out the concrete definition for it. • Decide on a time period during the day for which the program will be implemented. For example choose math class if a student is lacking motivation to complete homework or class assignments.

  9. Mystery Motivator • Implementation Steps • Define goal (Example: 100% homework completion, 80% accuracy on test grades in math). • Construct Motivation Chart for the student with all the days of the week.

  10. Mystery Motivator • Implementation Steps • If criterion is met, have the child remove the envelope on that particular day. If the Mystery “*” is located on that day, have them open the envelope to reveal the mystery motivator. Reinforcement should be implemented as soon as possible. • If there is not an “*,” encourage students that tomorrow will present another chance to earn the Mystery Motivator. • Define the criteria for earning a bonus Motivator. For example, if the student removes four out of five envelopes they can redeem them for a prize from the reward menu.

  11. Mystery Motivator • Comments/Tips • Place reinforcement randomly, put a lot of “*” on the calendar during the teaching phase of the intervention. • Define goal so students know what they are expected to achieve. • Reinforcement should be implemented as soon as possible. • It is important to know that the students are performing at grade level and are capable of the assigned tasks. If not, a more appropriate acquisition-level intervention should be selected in order to teach the academic skill first. • Students need to find the reinforcements appealing. Students in lower grades or with lower cognitive functioning may need more consistent reinforcement in order to understand the link between the task and the Mystery Motivator. Tangible motivators may also be more appropriate for younger ages or lower functioning students.

  12. Color in your Mystery Motivator Chart! Mystery Motivator Coping Cards Cognitive Restructuring Self-Monitoring Graduated Exposure Therapy Positive Peer Reporting

  13. Self-Monitoring Presented by Danielle Kraus

  14. Self-monitoring Why?

  15. Self-monitoring

  16. Self-monitoring

  17. Self-monitoring

  18. Color in your Mystery Motivator Chart! Mystery Motivator Coping Cards Cognitive Restructuring Self-Monitoring Graduated Exposure Therapy Positive Peer Reporting

  19. Positive Peer Reporting Presented by Sharol Whyte

  20. Positive Peer Reporting Purpose: To enhance prosocial behavior and positive peer relationships and reduce inappropriate social behaviors by systematically encouraging and reinforcing peer compliments

  21. Positive Peer ReportingMaterials

  22. Positive Peer Reporting(Collecting Baseline/Observation) • Record the number of negative and positive social interactions displayed by the entire class or a group of target students during recess, a major transition (such as packing up at the end of the day), or an instructional period that includes class wide discussions or cooperative learning activities. • Conduct these observations during the targeted period for 4 to 7 days. If desired, use these data to help set a criterion for the number of points (compliments) needed to earn the reward.

  23. Positive Peer ReportingIntroduction & Training

  24. Tell students that during “star time” (e.g. at the end of the morning instructional period, during afternoon homeroom period, during circle/advisory time), you will review the list of stars for the day and invite other students to raise their hands to offer compliments about each of those students. Explain that if you call on a student and he or she is able to offer a sincere, appropriate compliment about one of the class starts, the class will earn a point toward a group reward. Set a criterion for the number of points required to earn the reward, using data obtained during the observation period. Positive Peer ReportingIntroduction & Training

  25. Positive Peer ReportingImplementation

  26. Positive Peer ReportingProgress monitoring • Compare the number of positive and negative social interactions for the entire class or the group of target students during recess, the selected transition, or the selected instructional period before and after implementation

  27. Notes • Do not place the same names on the list every day because this may embarrass them and lead to great ostracism by the rest of the class. • If a student offers a sarcastic remark rather than a compliment, tell that individual that you will not award points for any comments that may be embarrassing or hurtful to a fellow student. • During field testing, teachers observed that some students occasionally reacted negatively (by pouting, arguing, etc) when their names were not on the daily list of stars, especially during the initial stages of implementation. To address this problem, remind students prior to the announcement of the star list that everyone will have a chance to be a star for the day and model appropriate responses during the star list posting.

  28. Color in your Mystery Motivator Chart! Mystery Motivator Coping Cards Cognitive Restructuring Self-Monitoring Graduated Exposure Therapy Positive Peer Reporting

  29. Graduated Exposure Therapy Presented by Michelle Powers

  30. Graduated Exposure Therapy

  31. Graduated Exposure Therapy: Steps to Implementation

  32. Graduated Exposure Therapy: Steps to Implementation • My List of Fears • School • People • Getting on the bus • Flying • Failing a test • People laughing at me • Getting hurt

  33. Graduated Exposure Therapy: Steps to Implementation

  34. Graduated Exposure Therapy: Steps to Implementation Goal  Anxiety rating of “1” when engaging in the activity At the start of each session, progress monitoring should be done using the ‘Facing Fears Form’ Parental involvement is critical

  35. Progress Monitoring Form

  36. Graduated Exposure Therapy Every child will have 3 initial sessions in order to identify his/her major fear, then there will be subsequent sessions until the student faces the major fear with no anxiety.

  37. Graduated Exposure Therapy: Goals, Praise, and Rewards

  38. Graduated Exposure Therapy:Tips and Comments

  39. Color in your Mystery Motivator Chart! Mystery Motivator Coping Cards Cognitive Restructuring Self-Monitoring Graduated Exposure Therapy Positive Peer Reporting

  40. What is CBT?

  41. Cognitive Restructuring What was I feeling? Presented by Monica Azzaro

  42. Cognitive Restructuring

  43. Cognitive Restructuring: Initial Sessions

  44. Cognitive Restructuring: Initial Sessions

  45. http://www.depression-help-resource.com/cesd-depression-test.pdfhttp://www.depression-help-resource.com/cesd-depression-test.pdf • This scale should be administered prior to the intervention then every week that the intervention is implemented. • The scale is appropriate for children between the ages of 6 and 17.

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