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Zirpoli, T. J. (2016). Behavior management: Positive applications for teachers. Boston: Pearson. (pg 163)

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Chapter 7. Single-Subject Designs. Purpose of Single-Subject Designs. to demonstrate experimental control and intervention effects. ideal for teachers who wish to examine a behavior change for a single child or small group. Baseline and Intervention Conditions.

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Chapter 7. Single-Subject Designs. Purpose of Single-Subject Designs. to demonstrate experimental control and intervention effects. ideal for teachers who wish to examine a behavior change for a single child or small group. Baseline and Intervention Conditions. Slideshow 6232544 by...

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baseline condition and intervention condition - Google Search

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Zirpoli, T. J. (2016). Behavior management: Positive applications for teachers. Boston: Pearson. (pg 129-134
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An ABC data form is an assessment tool used to gather information that should evolve into a positive behavior support plan.

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Page 1: Self-Directed Versus Teacher-Directed Strategies

There are many ways to manage student behavior. These strategies can be broadly categorized as either self-directed or teacher-directed.

In order to implement either a self-directed behavior strategy or a teacher-directed behavior strategy, a teacher should follow the steps below. Keep in mind that though the teacher can participate in most of the self-directed steps, her or his involvement is substantially less than it would be in teacher-directed interventions. And in teacher-directed interventions, although the teacher plays the central role in each step, students are frequently involved in formulating parts of teacher-directed behavior strategies.

Key

Student involvement

Teacher involvement

For an illustration of how these two strategies would differ in a classroom setting, view the example below. Note that the way the steps are implemented differs for each behavior strategy.

Scenario: A middle-school social studies teacher has a student named Bob who does not consistently bring his textbook and other materials to class.

Identifies the problem behavior

The teacher determines that Bob does not bring his textbook and other materials to class.

Collects baseline data

The teacher makes certain that Bob has the necessary materials and skills for compliance. She collects two weeks of baseline data on whether he brings the book and other necessary materials to class. She determines that he came prepared to class on 2 out of 10 days.

Selects a replacement behavior and determines the criterion

The teacher discusses the goal with Bob, and they decide that Bob will bring the book and other materials to class on at least 4 out of 5 days each week.

The teacher decides that Bob will bring the book and other materials to class at least 4 out of 5 days each week.

Identifies possible strategies

The teacher gains Bob's cooperation in implementing self-monitoring and self-reinforcement strategies.

The teacher decides to implement a positive reinforcement strategy. She will monitor the behavior and reinforce Bob when he brings the required materials to class.

Implements strategy

After the teacher shows Bob how to monitor his own behavior, he tracks his progress. For his reinforcement, Bob chooses 15 minutes of extra computer time on Fridays.

The teacher monitors Bob's behavior. For his reinforcement, Bob chooses 15 minutes of extra computer time on Fridays.

Monitors and evaluates progress

Bob is responsible for monitoring his success at bringing the supplies to class and showing the completed chart to the teacher each Friday before rewarding himself with extra computer time.

The teacher prepares a simple monitoring chart and places it in her planning book. She tells Bob that she will review his compliance for the week and let him know whether he has earned extra computer time.

Benefits of Self-Directed Behavior Strategies

Although both self-directed and teacher-directed behavior strategies have proved effective in changing student behavior, the self-directed strategies have a number of additional benefits for less serious behavior infractions.

Self-directed behavior strategies not only free up the teacher's time by directly involving the student in the more time-intensive step of monitoring his or her behavior but also have the benefits described below.

Benefits for Students

Provide immediate feedback for the student

Encourage student responsibility

Empower the student

Encourage self-control

Teach valuable life skills

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IRIS | Page 1: Self-Directed Versus Teacher-Directed Strategies

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There are many ways to manage student behavior. These strategies can be broadly categorized as either self-directed or teacher-directed. In order to implement either a self-directed behavior strategy or a teacher-directed behavior strategy, a teacher should follow the steps below.

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Zirpoli, T. J. (2016). Behavior management: Positive applications for teachers. Boston: Pearson. (pg 123)

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Conceptboard is an online visual collaboration platform for teams and enterprises. Discuss, present, and evolve your products and services.

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Positive Behavioral Interventions and Supports

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Positive Behavioral Interventions and Supports

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The home of Positive Behavioral Interventions and Supports (PBIS). FInd more information on PBIS, how to implement PBIS, get resources and materials, and how to get support. Funded by the U.S.

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Mysterious workings of the brain

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The mysterious workings of the adolescent brain

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Why do teenagers seem so much more impulsive, so much less self-aware than grown-ups? Cognitive neuroscientist Sarah-Jayne Blakemore compares the prefrontal cortex in adolescents to that of adults, to show us how typically “teenage” behavior is caused by the growing and developing brain.

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Inside The Teenage Brain | FRONTLINE | PBS

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FRONTLINE reports on new neuroscience research indicating that teenagers brains are stlll developing, especially in the frontal cortex. They also need more sleep than previously believed

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What fMRI Scans tell us about the Adolescent Brain

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These are suggested for the prevention of inappropriate behaviors.
Zirpoli, T. J. (2016). Behavior management: Positive applications for teachers. Boston: Pearson. (pg 94)

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Positive Behavioral Supports for Young Children

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Positive Behavioral Supports for Young Children

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Zirpoli, T. J. (2016). Behavior management: Positive applications for teachers. Boston: Pearson. (pg 85-88)

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Understanding development in order to have  safe but engaging environment

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Understanding development in order to have  safe but engaging environment

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Promoting English language for students who are speakers of other languages.

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Promoting English language for students who are speakers of other languages.

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This website uses cookies. A cookie is a small piece of code that gives your computer a unique identity, but it does not contain any information that allows us to identify you personally. For more information on how TESOL International Association uses cookies, please read our privacy policy. Most browsers automatically accept cookies, but if you prefer, you can opt out by changing your browser settings.

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Explore our Resources for Professionals in English Language Teaching

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Enhancing multicultural education at all levels.

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Enhancing multicultural education at all levels.

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National Association for Multicultural Education

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th Annual International Conference. The conference is a time to engage in dialogue, share research, best practices, and collaborate across contexts locally and globally to take action that disrupts injustices and inequities in education and resists attacks to diminish public education disproportionately affecting the most vulnerable rural and urban communities.

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Connecting Young people around the world for collaborative projects related to social and global issues.

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Connecting Young people around the world for collaborative projects related to social and global issues.

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The world of tomorrow or I would say today, it is no more geographical boundaries ... We really need to know each other, to be tolerant of each other, to be understanding each other's practices, and respect the differences. So I see iEARN is going to play a pivotal role in making this happen.

Farah Kamal/ iEARN-Pakistan

It's impressive how my life has changed after meeting iEARN!...I can say that iEARN divided my professional career in two parts: before and after working with online projects in a collaborative and interactive way.

Almerinda Garibaldi/ iEARN-Brasil

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iEARN (International Education and Resource Network) is the world's largest non-profit global network that enables teachers and youth to use the Internet and other technologies to collaborate on projects that enhance learning and make a difference in the world.

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Information about bilingual, multicultural, and cross cultural  education.

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Information about bilingual, multicultural, and cross cultural  education.

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Center for Multilingual, Multicultural Research | USC Rossier School of Education

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The Center is an organized research unit at the University of Southern California, facilitating the research collaboration, dissemination and professional development activities of faculty, students, and others across the School of Education, university community and outside organizations.

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The Eight Characteristics of Multicultural Schools | InTime

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The assessment and testing procedures used in the school are culturally sensitive and result in students of color being represented proportionately in classes for the gifted and talented.

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8 Types of Nonverbal Communication   YouTube

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The IRIS Center Peabody College Vanderbilt University Nashville, TN 37203 [email protected]. The IRIS Center is funded through a cooperative agreement with the U.S. Department of Education, Office of Special Education Programs (OSEP) Grant #H325E220001. The contents of this website do not necessarily represent the policy of the U.S. Department of Education, and you should not assume endorsement by the Federal Government. Project Officer, Sarah Allen.

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The IRIS Center Peabody College Vanderbilt University Nashville, TN 37203 [email protected]. The IRIS Center is funded through a cooperative agreement with the U.S. Department of Education, Office of Special Education Programs (OSEP) Grant #H325E220001. The contents of this website do not necessarily represent the policy of the U.S.

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Zirpoli, T. J. (2016). Behavior management: Positive applications for teachers. Boston: Pearson. (pg 51-52)

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The IDEA Data Center (IDC)

Since 2013, the IDEA Data Center (IDC) has helped states collect, report, analyze, and use high-quality data as required by the Individuals with Disabilities Education Act (IDEA). We build strong relationships with state and local education agencies to deliver direct technical assistance and other services. We also create innovative online tools that our visitors can use to stay current with the IDEA data landscape and better prepare to address their existing or emerging IDEA data quality needs.

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The IDEA Data Center (IDC) Since 2013, the IDEA Data Center (IDC) has helped states collect, report, analyze, and use high-quality data as required by the Individuals with Disabilities Education Act (IDEA). We build strong relationships with state and local education agencies to deliver direct technical assistance and other services.

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Zirpoli, T. J. (2016). Behavior management: Positive applications for teachers. Boston: Pearson. (pg 18-19)

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Zirpoli, T. J. (2016). Behavior management: Positive applications for teachers. Boston: Pearson. (pg 16)

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General Theoretical Streams of Behavior Management

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General Theoretical Streams of Behavior Management

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Zirpoli, T. J. (2016). Behavior management: Positive applications for teachers. Boston: Pearson. (pg 11)

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General Theoretical Stream of Behavior Management

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Positive Behavior Support Ideas for the district

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Positive Behavior Support Ideas for the district

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Positive Behavior Supports in Chicago's Schools

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School and classroom rules and consequences must not violate students' constitutional principles. Generally, rules and consequences will not violate students' constitutional rights when they are reasonable. Reasonable rules and consequences have a carefully considered rationale and a school-related purpose. (Zirpoli, pg.41)

Zirpoli, T. J. (2016). Behavior management: Positive applications for teachers. Boston: Pearson.

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Starts on pg. 137

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Rights of Special Education Students: Discipline

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Whole Brain Teaching by Chris Biffle

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The Motivated Student: Unlocking the Enthusiasm for Learning

By Bob Sullo

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emily.munk@wpcnvadmin.com

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The importance of education to a student's future certainly requires that disciplinary actions that result in the student being deprived of an education be subjected to the standards of due process. The right to procedural protections includes the right to notice and hearing when suspended or expelled. These protections require that students are presented with the charges against them and have an opportunity to state their case. (Zirpoli, pg.41)

Zirpoli, T. J. (2016). Behavior management: Positive applications for teachers. Boston: Pearson.