Makula; Spring 2024; SPED581 by

hannahmakula — 2024-02-28 01:37:29 UTC

hannahmakula — 2024-02-28 01:38:27 UTC

A Following Directions Freebie

hannahmakula — 2024-02-28 01:39:20 UTC

First, Then Behavior Board Example

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hannahmakula — 2024-02-28 01:40:37 UTC

Crisis Prevention Institute - Exclusive Downloads for Educators

hannahmakula — 2024-02-28 01:42:14 UTC

These articles were extremely helpful during my research. CPI formats their literature in an easy-to-read format so that educators can get the most of their reading.

hannahmakula — 2024-02-28 01:43:27 UTC

hannahmakula — 2024-02-28 01:45:41 UTC

Be Mindful

hannahmakula — 2024-03-01 01:28:11 UTC

Be mindful of your verbal and nonverbal communication. Our body language and tone of voice can be perceived as positive or negative from the child's perspective.

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References

hannahmakula — 2024-03-05 22:01:42 UTC

Crisis Prevention Institute. (2017). Address Student Behaviors Associated with Trauma and Learning Loss. Retrieved from https://www.crisisprevention.com/Blog/Address-Student-Behaviors-Trauma-Learning-Loss
Crisis Prevention Institute. (2017). How to Set Limits. Retrieved from https://www.crisisprevention.com/Blog/How-to-Set-Limits
Jones, A., Smith, B., & Johnson, C. (2015). Supporting students with behavioral needs: Strategies and interventions. Journal of Education, 24(3), 1-17.
Wilson, M.B. (2008). Understanding behavioral challenges in the classroom. In K. Smith (Ed.), Supporting Students with Behavioral Needs: Strategies and Interventions (pp. 129-135). Educational Publishers.

hannahmakula — 2024-03-07 01:25:36 UTC

hannahmakula — 2024-03-07 01:28:22 UTC

Positive Reinforcement Quote from our ABA

hannahmakula — 2024-03-07 01:29:09 UTC

"Where the reinforcement goes, the behavior flows."

Tips for Educators

hannahmakula — 2024-03-07 16:21:26 UTC

Be clear and concise with your expectations.
Use positive reinforcement with clear and related consequences.
Always listen to your students with empathy.
Be purposeful with your language and physical proximity.
Use trauma-informed practices when possible.
Seek professional development to support your students and grow your toolkit!

hannahmakula — 2024-03-07 16:22:55 UTC

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hannahmakula — 2024-03-07 16:29:31 UTC

The four main functions of behavior include:

1. Escape or delay. The child wants to get away from a situation they don’t like or avoid a task they don’t want to do (homework).

2. Access to tangibles. The child wants a specific item (candy or a toy) or activity (access to an iPad).

3. Need for attention. The child wants attention, usually from a parent or teacher, any attention will do, whether it’s positive or negative.

4. Sensory stimulation. The child does something because it feels good, provides comfort, relieves pain, helps them expend energy, or calms them down. The behavior could be aimed at getting desirable stimulation, or to stop stimulation that feels bad.

Communicating our emotions effectively requires prerequisite skills.

hannahmakula — 2024-03-07 16:32:31 UTC

Students who struggle with behavioral outbursts may need specific instruction in the skills they need to cope with feelings like frustration, anxiety and anger. We can explicitly teach and role play situations to do with:

Impulse control
Emotional self-regulation
Problem solving
Delaying gratification
Negotiating
Communicating wishes and needs to adults
Knowing what’s appropriate or expected in a given situation