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SPED 562: C 5 Promoting Social, Emotional, and Behavioral Development

SPED 562: C 5 Promoting Social, Emotional, and Behavioral Development. Witzel. Theoretical Perspectives- Behavioral etiologies:. Learned Purposeful Communicative. Itinerary. Chapter 5 Assessment Techniques for Behavior Management Motivation Interventions. Assessment.

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SPED 562: C 5 Promoting Social, Emotional, and Behavioral Development

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  1. SPED 562: C 5Promoting Social, Emotional, and Behavioral Development Witzel

  2. Theoretical Perspectives- Behavioral etiologies: • Learned • Purposeful • Communicative

  3. Itinerary • Chapter 5 • Assessment • Techniques for Behavior Management • Motivation • Interventions

  4. Assessment • What does the behavior look like? • Is this a class concern or truly an individual one? • Setting up triangulation • ABC • Collecting data on frequency, duration, and latency • Interviews • Anecdotal and medical records

  5. Identifying a behavior • Does the behavior differ significantly from classmates? • Does it negatively impact learning? • Have past efforts to address been unsuccessful? • Is it cultural? • Is it a safety threat? • If it persists, will it result in disciplinary action?

  6. Severity of Disruptive Behavior • Behavior confined to observed student. • Behavior disrupts others in immediate area. • Behavior disrupts entire class. • Behavior disrupts additional classrooms or common areas of school. • Behavior causes or threatens to cause injury to student or others.(CECP)

  7. ABC charting • When behaviors go beyond our immediate firefighting skills • Determine what actions surround the behavior • The goal is to determine the function of the behavior

  8. Functional Recordings Frequency measures -what behaviors and how? Duration measures -what behaviors and how? Latency measures -what behaviors and how? Different intervals used.

  9. Record a person’s behavior • Choose a behavior • Define this behavior against others • Decide how you will record it • Select a time frame and intervals within • Record the behavior individually

  10. Techniques for Behavior Management and Modification Early Stage Misbehaviors For chronic misbehaviors Think about positive behavior support and how to deal with the possible function of the behavior Is the student trying to gain something? Is the student trying to avoid something? Is there a sensory issue that goes with this behavior? Do not contend with the behavior but rather work with it. • proximity • gentle verbal reprimands • discussion • family contact • praise • restitution

  11. Praise Linked to improved outcomes and motivation Should be specific Should be saved for mastery or difficult situations Careful about the “I” 3:1 positive/negative Encouragement Process oriented Specific to action and not the person Meant to set examples of on-task (Motivation) Praise v. Encouragement

  12. Interventions • Design student specific interventions based on the function of the behavior • Review these options • Social skill training (All students need some) • Social Development Games • Moral Development options from Kohlberg • Bibliotherapy • Attribution training • Work towards incremental success

  13. Summation • How is behavior “handled” currently in your school? • What could be more effective? • What PBS measures are being implemented?

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