Basic Concepts I

Basic Concepts

• Reinforcement – type of stimulus that affects preceding behaviors and may:
• Maintain rate, duration, or intensity of a response
• Raise probability a new response will occur
• Increase future rate, duration, or intensity of a response
• Strengthen a weak response

Basic Concepts IV

Basic Assumptions

Most behavior(s):

1. Are learned

2. Are stimulus-specific

3. Can be taught, changed or modified

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Behavior change programs should:

1. Be specific and clearly defined

2. Be individualized

3. Focus on the here and now

4. Focus on the child’s environment

5. Focus on reinforcement strategies and other positive behavior supports

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True or False?

Legal Considerations

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• In locus parentis
• All students have rights in disciplinary matters based on the due process clause of the Fifth and Fourteenth Amendments.

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Students’ Due Process Protection

Two general areas of due process rights afforded to students

Procedural due process

• The Right to Fair Procedures

Substantive due process

• The Right to Reasonableness
• Protection of students from violation of rights
• Reasonableness of disciplinary procedures

(Valente & Valente, 2005)

Summary of Due Process Protections

• Two fundamentals in developing rules and disciplinary procedures:
• Rules must be clear -- Rules must have a school-based rationale
• Consequences clearly stated -- Applied in a fair and consistent manner

Disciplinary Provisions of I D E A 1997 and 2004 (1 of 2)

Suspensions and Expulsions

• Short-term and suspensions
• Serial suspensions
• Long-term suspensions and expulsions

The Manifestation Determination

• Review of the relationship between a student’s disability and misconduct

The interim alternative educational setting

Disciplinary Provisions of I D E A 1997 and 2004 (2 of 2)

Proactively addressing behavior problems of students with disabilities

Summary of disciplining students with disabilities

• I D E A 1997 and I D E A 2004 have been the subject of much controversy
• Both emphasize proactive, positive behavioral supports and interventions

Schoolwide Discipline

• Focusing on teaching appropriate behavior while preventing misbehavior from occurring
• Developing schoolwide discipline policies
• Rules and consequences
• Programming for students with serious behavior problems

Summary

• School districts and personnel have…
• A legal responsibility to ensure safe, orderly learning environment.
• To develop school-wide discipline plans.
• To define, teaching, and reinforce appropriate behaviors.
• To focus on positive, proactive models.
• Programming for students with serious behavior problems.

Understanding Student Behavior

Und://www.youtube.com/watch?v=AZ-pU7ozt3g

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Analyzing Behavior

• Traumatized students often have difficulty communicating effectively.
• Behavior is an attempt to communicate
• Unmet needs
• Unregulated affect
• These difficulties may be global, or situation-specific
• Teachers often respond to the most distressing symptom or behavior, rather than the underlying emotion or need.

How Attunement Happens

• Become a “feelings detective”
• When the students acts, consider what he/she might need or feel
• Consider basic needs: hot, cold, tired, hungry, thirsty...
• Consider the fight/flight response
• Consider the client’s attachment style and possible triggers
• Use reflective listening skills
• Practice responding to feelings/needs and not to behavior

Consistent Response

• Predictability in teacher response helps students feel safe, and reduces their need to exert control
• Limit-setting and praise are common triggers: they are often associated with powerlessness and vulnerability.
• Where possible, reduce the need for limits
• Adapt response to the individual needs of the client
• Build on successes

Routines and Rituals

• Trauma is often associated with chaos and unpredictability
• Routines enable students to feel safe, anticipate and evaluate their experience, and learn reliability
• It is important to be selective in developing routines/rituals, build-in flexibility
• Routines/rituals are often subtle

Implications for Teachers and Administrators