# data[].attributes.body
A learning disabilitity is

"  A disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, which may manifest itself in the imperfect ability to listen, think, speak, write, spell, or do mathematical calculations. "

A learning disability IS NOT
•  visual, hearing, or motor handicaps.

•  emotional disturbance.

•  environmental, cultural, or economic disadvantage.
• second language learning

Learning Disability can include:

-Gross sensory- motor and fine sensory- motor difficulties

-Cognitive disorders, including:
•  Trouble organizing thoughts or processing information logically.

•  Abstract thought is difficult.

• Poor memory.

• Problems with generalizing information.

-Visual & Auditory perception problems
-Language & social skills delays

-----------------------------------------------
A behaviorial disroder is

" Emotional or behavioral disorder means a disability characterized by behavioral or emotional responses in school so different from appropriate age, cultural, or ethnic norms that they adversely affect educational performance. "

-Can co-exist with other disabilities
-Depression & anxiety are common
-1% of school age children are identified with behavioral/emotional disorders

Examples of  behavior disorders:

1. Attention Deficit Hyperactivity Disorder (ADHD)

3 patterns of behavior
*Predominantly hyperactive- impulsive type

*Predominantly inattentive type

*Combined type

-No absolute cause of ADHD
-Possible causes can be genetics, druge/alcohol use during pregnancy
-A combination of medication, special diet, and behavior management have the best outcomes

2. Autism Spectrum Disorder (ASD)

-Usually present by age three and more prevalent in boys than girls

-Deficits in social communication and social interaction

-Restricted repetitive behaviors, interests and activities

3. Eating & Elimination Disorders
-Pica: craving non- food items
-Soiling & Wetting

(Allen & Cowdery)

4. Dysthymic Disorder
-Mild, but long term form of depression

5. Eating Disorders

6. Generalized Anxiety Disorder

7. Obsessive-Compulsive Disorder

8. Panic Disorder

(Children’s National Hospital)

# data[].attributes.body
Allen, E. K., & Cowdery, G. E. (2014). The Exceptional Child: Inclusion in Early Childhood Education (8th ed.). Cengage Learning.

IRIS | Challenge. (n.d.). IRIS Center. Retrieved May 3, 2021, from https://iris.peabody.vanderbilt.edu/module/ecbm/challenge/#content

IRIS | Page 3: Applying Behavior Principles. (n.d.). IRIS Center. Retrieved May 3, 2021, from https://iris.peabody.vanderbilt.edu/module/fba/cresource/q1/p03/#content

Meeting Students’ Behavioral Needs. (2014, October 22). Edutopia. https://www.edutopia.org/practice/supporting-behavioral-needs-multi-tiered-approach#:%7E:text=Multi%2DTiered%20System%20of%20Supports%20(MTSS)%20is%20an%20umbrella,instruction%2C%20known%20as%20Tier%20One.

Mental Health & Behavioral Disorders | Children’s National Hospital. (n.d.). Children’s National. Retrieved May 3, 2021, from https://childrensnational.org/visit/conditions-and-treatments/mental-health-behavioral-disorders

# data[].attributes.headline
What is Multi-tiered System of Support Relevant to Behavior Management Skills?

# data[].attributes.subject
What is Multi-tiered System of Support Relevant to Behavior Management Skills?

# data[].attributes.body
It is a system of supports in an educational setting that assist students that need intervention.

Examples of these interventions include:

1. Response to Intervention (RTI) and Positive Behavioral Intervention

2. Positive Behavioral Intervention and Supports (PBIS)

MTSS 3 Tiers
Tier 1: Universal Instruction
*Differentiated instruction for ALL learners
*School wide interventions for all learners to PREVENT behavior challenges
*Social skills instruction
*Behavior expectations

Tier 2: Specialized Interventions
*For learners who are at risk for academic and social problems due to classroom behavioral challenges
*Small group counseling
*Check in
*Conflic resolution practice
*Rapid response

Tier 3: Individualized Interventions
*Individual Therapy
*Functional Behavior Assessment (FBA)
*Behavior Intervention Plan (BIP)
*Crisis support

MTSS sets out to:
•Building positive relationships

•Set up preventative classroom interventions

•Include social/ emotional teaching strategies in classroom

•Planning intensive individualized interventions

# data[].attributes.headline
How can this tool/strategy improve my classroom management skills/techniques as well as understanding of DAP child behaviors?

# data[].attributes.subject
How can this tool/strategy improve my classroom management skills/techniques as well as understanding of DAP child behaviors?

# data[].attributes.body
*Can help understand preventative behavior measures
*Include PBIS in the classroom for all students
*Include reward systems in the classroom
*Develop classroom rules & expectations and display them
*Have behavior expectations
*Include positive behavior role play in morning meetings/ social circles
*Teach mindfulness
*Understand descalation techniques
*Class schedules
*Individual student checklists
*Understand ABC data
*Collect data
*Track behaviors--frequency, duration, etc
*Track progress
*Provide choices
*Focus on transitions
*Make requests and give directions clearly and briefly.
*Be consistent

# data[].attributes.body
DAP behavior problems predominant in ECSE settings. 

# data[].attributes.body
1. Aggressiveness

2. Disruptive and destructive behaviors

3. Noncompliance

4. Temper tantrums

5. Separation Problems

6. Overdependance

7. Withdrawl

8. Inability to share

# data[].attributes.body
"An FBA is used to determine the function of the behavior and the factors that maintain it. It helps teachers to understand the reason(s) (i.e., the function or functions) for a student’s behavior and then to use this information to design an intervention that will help the student learn a new, more acceptable method of getting what he or she wants."

*Decrease task avoidance in ELL students
*Reduces problem behaviors as well as to increase desired behaviors, such as academic engagement and participation

1. Determine funcition (what is the cause of the behavior) by:
-Identifying and defining problem behavior/ identifying replacement behaviors
-collect data

ABC Data

A- Antecedent (what happens immediatley before the behavior)

B-Behavior (what is the behavior the child is exhibiting--must be observable)

C-Consequence (response, action, or event that immediately follows a behavior)

*Use interviews, rating scales, direct observations
*Need baseline data
*Look at the frequency, duration, latency, event of behavior

2. Develop and implement intervention

*Create FUNCTION based intervention
*Adjust the antecedents to provide opportunities for the replacement behavior to occur
*Modify the consequences to reinforce the replacement behavior and not reinforce the problem behavior (i.e., extinction)
*Use if, then statements

3. Evaluate the effectivness of the intervention

*Is the intervention working OR should it be adjusted
*Review data!

(IRIS Center)