Behavior Management
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An ESBOCES Mentor Program
Presentation
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Session Objectives
Participants will be able to:
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Definition of Behavior
Anything a person does that is observable and measurable.
Behavior can be obvious physical actions:
Behavior also includes subtle actions:
Let’s Discuss !!
Why Do Students Have a Difficult Time in the Classroom?
Section 2
How would you describe the boy in this video?
Section 2
How did your view of the boy change during the video?
How did your view of the boy’s behavior change during the video?
Behavior Occurs in an Environment Context
Antecedent What happened before the behavior?
Behavior
What specifically occurred?
Consequence What happened after the behavior?
Section 2
Can you identify the ABCs of the behavior in this video?
Behavior Occurs in an Environment Context
Antecedent What happened before the behavior?
Behavior
What specifically occurred?
Consequence
What happened after the behavior?
Let’s Discuss !!
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Turn and Talk:
Every student and their personal circumstances is different. That being said, what can we do as educators to help them learn and manage difficult behaviors/emotions?
Be prepared to share
Understanding the Diagnosis
EMOTIONAL DISTURBANCE
A child with challenging behaviors demonstrates a wide range of ways of dealing with the world including “withdrawing” from it and “acting out” upon it.
Children with severe emotional disturbance have difficulty monitoring, controlling or changing their patterns of behavior.
AUTISM SPECTRUM DISORDER
(ASD) a neurological impairment characterized by impaired social interactions and communication skills. It is a developmental disability that affects a person’s communication and language development and his/her ability to interact with others. Some characteristics may include restricted and repetitive behavior.
LEARNING DISABILITIES
A person who has a learning disability may have: difficulty with visual perception, auditory perception, motor movements, and cognitive learning.
Students with learning disabilities may have average or above average intelligence. They may also display a wide range of behaviors that may include: difficulty in monitoring and maintaining control of the behavior, hyperactivity, distractibility and impulsiveness.
Understanding the Diagnosis
OTHER HEALTH IMPAIRMENTS
(OHI) means limited strength, vitality or alertness that is due to chronic or acute health problems and adversely affects a child’s educational performance. Included with OHI are health problems such as a heart condition, nephritis (kidney failure), asthma, sickle cell anemia, epilepsy, attention deficit disorder, leukemia or diabetes, etc.
MULTIPLE DISABILITIES
Along with multiple disabilities, they can also exhibit sensory losses and behavior and/or social problems. Children with multiple disabilities will vary in severity and characteristics. Physical mobility will often be an area of need. There are often medical implications with some of the more severe multiple disabilities which could include students with cerebral palsy and severe autism and brain injuries.
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TRAUMATIC BRAIN INJURY
A traumatic brain injury (TBI) is caused by a bump, blow, or jolt to the head or a penetrating head injury that disrupts the normal function of the brain. Those who live with a TBI can face effects lasting a few days to disabilities which may last the rest of their lives. Effects of TBI can include impaired thinking or memory, movement, sensation (i.e. vision or hearing), or emotional functioning (i.e. personality changes, depression).
Managing Behavior
Many programs within BOCES have building-wide systems to help manage students’ behaviors.
Teachers may have classroom-wide systems to manage behaviors.
Students struggling to manage with such supports may have personalized behavior plans. These are created after a Functional Behavior Analysis (FBA) was conducted.
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The Functional Behavioral Assessment is a procedure in which a student’s inappropriate behavior is assessed to determine its function or purpose.
FBA’s are conducted by either the school’s psychologist or a behavioral specialist. Parents must provide consent for an FBA to be conducted.
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The development of a Behavior Intervention Plan (BIP) provides specific intervention for individuals to teach and reinforce appropriate alternative behavior. A BIP is a plan to help a student to develop appropriate behaviors and assist all staff who work with the student in order to ensure intervention is consistent across all settings.
Behavior Intervention Plan
Environmental Supports are materials to use and changes to the physical setting. (a list of rules, visual aids, seating)
Positive Reinforcements are strategies used when a student performs a targeted replacement behavior
Instructional Supports which indicate the supports a student will need to experience academic success.
Reactive Procedures are used when a student exhibits a targeted problem behavior to decrease the likelihood of recurrence
Behavior Management Techniques
Behavior Management Techniques
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Let’s Discuss!
Every student and their personal circumstances is different.
How can we apply the techniques we just learned to help them learn and manage difficult behaviors/emotions?
Be prepared to share
Session Feedback
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