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Special Education Teacher
king.stacie@nvmcsd.org

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Behavior Management Positive Applications for Teachers by Thomas J. Zirpoli Published by Pearson

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Classroom Floor Plan Design Early Childhood Floor Plan

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Classroom Floor Plan Design Early Childhood Floor Plan

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Classroom Floor Plan Design Adolescent Floor Plan

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Classroom Floor Plan Design Adolescent Floor Plan

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Chapter 1: Behavioral Prompts and Myths of Behavior:

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Chapter 1: Behavioral Prompts and Myths of Behavior:

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Prompts:
Natural: Naturally occurring environmental stimulus prior to target behavior.
Gestural: Simple gestures used for directionality, usually pointing.
Modeling:  Demonstrating desired behavior for student to imitate or repeat quickly.
Physical: Physically guiding student to perform targeted behavior.
Myths:
1. Changing Another Person's Behavior is Coercive
2. The Use of Reinforcement to Change Behavior is a Form of Bribery
3.  Students Will Learn to Behave Appropriately Only for Reinforcement
4.  Students Should "Work" for Intrinsic Reinforcers
5. All Students Should Be Treated in the Same Way

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Chapter 2: Due Process Protections Available to  Students

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Chapter 2: Due Process Protections Available to  Students

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1. Procedural Due Process: The Right to Fair Procedures:  The right to notice and hearing when suspended or expelled.  Requires that students are presented with the charges against them and have an opportunity to state their case.
2. Substantive Due Process: The Right to Reasonableness:  School and classroom rules and consequences must not violate students' constitutional principles.

Resource:  Understanding Discipline Under the New IDEA, (1997, July), Special Issue, The Special Educator, 1.

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Terms Relevant to Diversity
1. Culture: Universally acceptable range of values, beliefs, and behaviors unique to a large group of people.
2. Ethnicity: A group classification in which members believe that they share a common origin and a unique social and cultural heritage such as language or religious beliefs.
3. Race: An anthropological concept that classifies people according to their physiological characteristics.
(Gladding, 2010)

Understanding Cultural Influences on Behavior
1. Collectivism versus Individualism
2. Verbal and Nonverbal Communication
3. Respectful Behavior
4. Child Rearing and Discipline Practices
5. Acculturation and Enculturation
6. Relationships

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Chapter 4: Early Childhood Behavior Issues

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Chapter 4: Early Childhood Behavior Issues

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Appropriate Education Setting Outline
1. Social Density: non-crowding
2. Physical Layout:  Safety and multiple learning center areas including a nap area, toileting, and eating areas.
3. Appropriate use of materials:  providing independent exploration to all children that is age-appropriate.
4. Effective scheduling:  routines that include short time segments that are depending on children's attention spans.
5. Transitions: Short easy transitional times between activities with little to no wait time.
6. Staffing qualifications and ratios:  Knowledgeable well trained staff on early childhood and the right number of staff for the number of children.

Positive Behavioral Supports
- Establish a Caring and Loving Environment
-Tell Students you Like Them
-Set Aside Individual Time
- Give Children Affection
-Build Self-Esteem
--Allow and Enable Children to be Competent
- Tell Children About Good Things They Do
-Speak Appropriately to Them
-Teach Them to Have Limited Choices
-Let Them Know to Value Their Opinion

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Changing Behaviors in Adolescents
1. Physical Changes
a. Puberty
b. Brain Development
c. Changes in Mood
2. Cognitive Changes
a. Hypothetico-Deductive Reasoning: to reason systematically
b. Abstract Thinking
c. Social Cognitive Beliefs
3. Social Changes
a. Identity
b. Autonomy
c. Peer Relations
4. Contextual Changes
a. School Transition
b. changing Legal Status
c. Entry into Employment
d. Broader Sociocultural
Factors

Resources:
www.pbis.org
www.youtube.com/watch?v=Bhv3bA_qG24
http://www.ted.com/talks/sarah-jayne-blakemore-the-mysterious-workings-of-the-adolescent-brain

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Chapter 6 and 7: Data and Single Subject Design

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Chapter 6 and 7: Data and Single Subject Design

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Data: Target Behaviors
1. Defining Target Behaviors: what is being observed or modified
2. Behavioral Objectives: describes anticipated behavior
3. Naturalistic Observation: to observe and record within natural setting and/or situations
4. Anecdotal Observation:  Observer records everything noticed about the individual's behavior including antecedents and consequences
5. Assessment Interviews: Used to identify conditions which a target behavior is likely and unlikely to occur.
Measuring and Recording Data:
1. Frequency Recording: Count how many times target behavior occurs within specific time.
2. Duration Recording: Record start and stop time for the target behavior.
3. Interval Recordings:  Specific observation time divided into equal intervals of smaller times.
4. Time Sampling:  Similar to Interval Recording, but does behavior occur at the end of time.
Single Subject Design:
1. A-B Design: one baseline and one intervention condition
2. A-B-A Design: a second baseline condition after withdrawing or terminating intervention condition
3. A-B-A-B Design:  Intervention condition reintroduced after the second baseline condition.
4. Alternative Treatments Design: Expansion of basic A-B, no withdrawal, just introduce a second intervention and reintroduce the baseline condition.  Monitoring continues.
5. Changing Criterion Design:  Used to increase or decrease the performance of a single behavior  gradually across several intervals of time.
6. Multiple Baseline Designs: retains basic A-B design while extending principles beyond a single subject.  Cause and effect relationship between intervention and behavior change.
7. Evaluating the Quality : Is this working?

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Chapter 8 and 9: Formal Behavior and Functional and Curriculum-Based Assessments

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Chapter 8 and 9: Formal Behavior and Functional and Curriculum-Based Assessments

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Formal Assessment Strategies and Tools that may Require Intervention:
- Rating Scales and Teacher Rankings : need parent, teacher, or student
- Sociometeric Techniques: general information through peers
- Interviews with Parents, Students, and Other Informants: Informal interviews, documented
-Formal Assessment Strategies and Tools for Specific Behaviors for Interventions
- Norm-Referenced Rating Scales and Checklists: compares peers and based on targeted behaviors of concern
- Observation Data: Naturalistic observations across home and school settings.
-Medical data: gathered from physicians, school nurses, mental health professionals, and parents
-Psychometric Assessment: Assessment Team obtaining academic achievement and the effects of behavior problems on student learning

Functional-Curriculum Based Assessment:
Curriculum Probes: Used to assess a student's current skill level. Few questions or exercises or they can cover a wide expanse of information. Probes communicate what students can do and at what point a teacher can begin a lesson in a particular subject.
Types of Probes:
1. Writing Probes
2. Math Probes
3. Reading Probes

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Chapter 10 and 11: Positive Behavioral Supports: Reinforcement Strategies and Cognitive Behavior Modifications

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Chapter 10 and 11: Positive Behavioral Supports: Reinforcement Strategies and Cognitive Behavior Modifications

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Effective Reinforcement:
- Immediacy of the Reinforcement
- Quantity of the Reinforcement
- Schedule of the Reinforcement
- Consistency
- Behavior-specific Praise
-Combining Behavior-specific praise with tangible Reinforcement
-Who provides the reinforcement

Cognitive Behavior Modification Procedures:
- Self-Management Training: Students manage their own behavior.
- Self-Instructional Training:  Set of verbal prompts students say to themselves when confronted with various situations.
- Problem-solving Training:  Students are able to systematically solve their own academic and interpersonal problems that arise.
- Anger Control Training;  Children taught to control anger and aggressive behavior through self-instructions.
- Alternate Response Training: Student taught an alternative response such as relaxation techniques.
- Attribution Retraining: Replace negative attributes with positive ones.

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Chapter 12 and 13: SWPBS and Individual Strategies for PBS

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Chapter 12 and 13: SWPBS and Individual Strategies for PBS

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PBS Structure:
Tier 1: Schoolwide strategies or interventions developed and applied by whole school administration, teachers, and staff to develop a positive culture of appropriate behaviors.
Tier 2: Small group strategies and interventions developed and applied within the classroom or other specific settings for students that are not responding to Tier 1.
Tier 3: Individual student strategies and interventions developed and applied for the purpose of providing an intensive individualized intervention to increase student's appropriate behavior.

Differential Reinforcement Strategies for PBS:
-Differential Reinforcement of Other Behaviors: not the target behavior
-Differential Reinforcement of Alternative Behaviors: specific alternatives to the target behavior
-Differential Reinforcement of Lower Rates of Behavior: reinforcing lower rates of the target behavior
-Differential Reinforcement of Higher Rates of Behavior: reinforcing higher rates of the target behavior.
Specific Behavior Reduction Strategies:
-Individual Social Skills Instruction:  when schoolwide PBS does not work
-Extinction: ignoring or not attending to the student
-Time-out from Positive Reinforcement:  self explanatory
-Response Cost: removal of reinforcers
-Restitution, restitutional overcorrection, and positive practice over correction: return to the environment before inappropriate behavior
-Response interruption and redirection: interrupts problem behavior by asking the student to respond to demands
-Medications: self explanatory

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-Behavior Reduction Strategies (pgs.314-330)
-PBS Strategies:
- differential reinforcement (pg. 306-314)
- individual (pg. 305 - 330)
- schoolwide (pg. 283 -301)

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Five Risk Factors for Depression:
Heredity
Age
Gender
Negative Life Events
Lack of Social Support

Rescources:
http://www.youtube.com/watch?v=8eCfnrGu5xo
http://www.youtube.com/watch?v=hVMACn2duVg

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"Teach Like A Champion:49 Techniques That Put Students on the path to College' by: Doug Lemov Published by Jossey-Bass
"Relationship-Driven Classroom Management: Strategies That Promote Student Motivation" by: John M. Vitto Published by Corwin Press
"Training Manual for Behavior Technicians Working with Individuals with Autism"  by Jonathon and Cortney Tarbox Published by Elsevier Academic Press