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Behavior Programming for Resource Room Students

Behavior Programming for Resource Room Students. Elementary Penny Williams BCBA, M.Ed. pennywilliams12@gmail.com. Have you ever thought or said……. “If you just applied yourself. . . “ “You’re so smart, why can’t you. . . “ “He’s bright but lazy. . . “ “She lives in her own world. . .”

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Behavior Programming for Resource Room Students

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  1. Behavior Programming for Resource Room Students Elementary Penny Williams BCBA, M.Ed. pennywilliams12@gmail.com

  2. Have you ever thought or said…… • “If you just applied yourself. . . “ • “You’re so smart, why can’t you. . . “ • “He’s bright but lazy. . . “ • “She lives in her own world. . .” • “She knows better….” • “He knows the rule…”

  3. Behaviors Defined

  4. Because it is PAYING OFF for the student

  5. Understanding the function of behavior Behavior is lawful When we understand why a student is demonstrating a behavior, we say that we understand the function of that behavior

  6. What does the “function” of the behavior mean?

  7. What is Positive Behavior Support?

  8. What can we change?

  9. Setting Events: Conditions that increase the likelihood that the problem behavior will occur

  10. What can we change?

  11. Environmental Interventions

  12. What can we change?

  13. Make Problem Behavior……

  14. Teaching Replacement Behaviors

  15. What Behaviors To Teach

  16. Back to the basics:

  17. Stress and ASD

  18. Handwriting!!!! Arrrgh……….

  19. Executive Functions help with • Thinking • Acting • Solving Problems • Learning new info • Remembering • Retrieving info

  20. Looks like….

  21. History of Reinforcement Students come to us with a long history of being reinforced for particular behaviors

  22. What is Reinforcement?

  23. Reinforcement is not a bribe!

  24. Choosing Reinforcers

  25. Today we are going to…… 1. Watch news show 2. Talk about news events 3. Review vocabulary words 4. Reading comprehension

  26. Listening to my Teachers My body and face are turned toward teacher I am not talking when the teacher is talking I am not fidgeting with clothes or drawing

  27. Regulating Arousal States

  28. What can we change?

  29. Consequences

  30. Types of Consequences

  31. Reinforcement!!!!Why would they want to do something hard?

  32. Punishment

  33. Escalation Cycle High Peak Acceleration De-escalation Agitation Recovery Trigger Calm Low

  34. Consider…….

  35. Avoid……

  36. Adaptations, Accommodations and Modifications

  37. Accommodations for Work Output

  38. Hand Writing Accommodations

  39. Other Strategies….

  40. “Home Base”

  41. Key Concepts

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