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    Examining Student Behavior: Determining Intervention Through Deeper Understanding

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    gryphon688
    The document discusses examining student behavior to better understand it and determine appropriate interventions. It provides the following key points: 1) Behavior is a form of communication that results from a student's interactions with their environment and aims to meet a need. 2) To manage behavior effectively, one must understand what triggers and maintains it, then teach replacement skills to meet the underlying need in a constructive way. 3) Creating a positive support plan involves understanding behaviors in detail, hypothesizing their functions, and structuring the environment to support appropriate behavior through reinforcement. The goal is developing student self-regulation rather than traditional behavior management focused on eliminating problems.

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    Examining Student Behavior: Determining Intervention Through Deeper Understanding

    Uploaded by

    gryphon688
    175 views17 pages
    The document discusses examining student behavior to better understand it and determine appropriate interventions. It provides the following key points: 1) Behavior is a form of communication that results from a student's interactions with their environment and aims to meet a need. 2) To manage behavior effectively, one must understand what triggers and maintains it, then teach replacement skills to meet the underlying need in a constructive way. 3) Creating a positive support plan involves understanding behaviors in detail, hypothesizing their functions, and structuring the environment to support appropriate behavior through reinforcement. The goal is developing student self-regulation rather than traditional behavior management focused on eliminating problems.

    Original Title

    Behavior Intervention

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    © Attribution Non-Commercial (BY-NC)

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    The document discusses examining student behavior to better understand it and determine appropriate interventions. It provides the following key points: 1) Behavior is a form of communication that results from a student's interactions with their environment and aims to meet a need. 2) To manage behavior effectively, one must understand what triggers and maintains it, then teach replacement skills to meet the underlying need in a constructive way. 3) Creating a positive support plan involves understanding behaviors in detail, hypothesizing their functions, and structuring the environment to support appropriate behavior through reinforcement. The goal is developing student self-regulation rather than traditional behavior management focused on eliminating problems.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as PPT, PDF, TXT or read online from Scribd
    Download as ppt, pdf, or txt
    175 views17 pages

    Examining Student Behavior: Determining Intervention Through Deeper Understanding

    Uploaded by

    gryphon688
    The document discusses examining student behavior to better understand it and determine appropriate interventions. It provides the following key points: 1) Behavior is a form of communication that results from a student's interactions with their environment and aims to meet a need. 2) To manage behavior effectively, one must understand what triggers and maintains it, then teach replacement skills to meet the underlying need in a constructive way. 3) Creating a positive support plan involves understanding behaviors in detail, hypothesizing their functions, and structuring the environment to support appropriate behavior through reinforcement. The goal is developing student self-regulation rather than traditional behavior management focused on eliminating problems.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as PPT, PDF, TXT or read online from Scribd
    Download as ppt, pdf, or txt
    of 17
    At a glance
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    The key takeaways are that behavior is a form of communication and needs to be examined functionally to understand its causes and how to best support the student.

    Some techniques for examining student behavior include describing the behavior, identifying antecedents and consequences, and considering other environmental stimuli that could be influencing the behavior.

    Traditional management views the student as the problem and focuses on reducing negative behavior through consequences, while positive support plans view the environment/skills as the issue and focus on teaching replacement skills, reinforcing positive behavior, and involving a collaborative team approach.

    Examining Student Behavior:

    Determining Intervention
    Through Deeper Understanding
    Garner
    Spring, 2010
    Michigan Diagnosis
    R 340.1706 Emotional impairment; determination; evaluation report.
    Rule 6. (1) Emotional impairment shall be determined through manifestation of
    behavioral problems primarily in the affective domain, over an extended period of time,
    which adversely affect the student’s education to the extent that the student cannot profit
    from learning experiences without special education support. The problems result in
    behaviors manifested by 1 or more of the following characteristics:
    (a) Inability to build or maintain satisfactory interpersonal relationships within the
    school environment.
    (b) Inappropriate types of behavior or feelings under normal circumstances.
    (c) General pervasive mood of unhappiness or depression.
    (d) Tendency to develop physical symptoms or fears associated with personal or
    school problems.
    (2) Emotional impairment also includes students who, in addition to the characteristics
    specified in subrule (1) of this rule, exhibit maladaptive behaviors related to schizophrenia or
    similar disorders. The term “emotional impairment” does not include persons who are
    socially maladjusted, unless it is determined that the persons have an emotional impairment.
    (3) Emotional impairment does not include students whose behaviors are primarily the
    result of intellectual, sensory, or health factors.
    Significance
    Understanding Student Behavior

    Behavior is
    communication!
    Examining Student Behavior
     Behavior is functional
     Behavior is a learned exchange communicating a message student cannot
    otherwise express
     A child learns from every social interaction
     Behavior is determined by “functional relationships” between the student
    and the environment: when x happens, y is likely to result
     Appropriate behavior is a collection of learned skills
     Behavior management is assisting a person in gaining control over his/her
    behavior by replacing ineffective behaviors with appropriate, effective skills
     Behavioral Control: a student’s ability to make choices appropriate to the
    setting and circumstances (cause and effect a necessary skill)
    Examining Student Behavior: The
    Failure Set

     Anger-Frustration leads to
     Helplessness “I can’t do it”
     Hopelessness “I’ll never get it”
     Apathy “I don’t really care if I do”
     Anger-Rage-Depression
     Withdrawal
    Student feels a lack of control over and is unable
    to see the outcomes of his/her choices.
    Examining Student Behavior: Management
    Techniques

    1. Follow through with directives/consequences


    2. Slow down, allow for processing time
    3. Be specific/explicit with directives/instructions
    4. The less you say, the better
    5. Ask no more than twice
    6. No bargaining/Stick with established consequences
    7. Limit the negative statements: State directives by describing what
    you want them to do
    Examining Student Behavior: Design
    for Success
    ∞ Teach and reinforce skills and behavioral
    expectations
    ∞ Teach functional routines to increase
    predictability
    ∞ Structure the environment for success
    ∞ Design for maximum independence
    ∞ Reinforce model behavior of students in
    classroom. Catch them being good!!
    ∞ Provide an alternative to inappropriate behavior
    before behavior begins
    ∞ Use proactive strategies to anticipate and
    interfere with problem behavior before it starts
    ∞ Pre-mack situations that may present a problem
    ∞ Allow for approximations toward targeted
    behavior
    Examining Student Behavior: Management Techniques:
    Situational tips

     Ignoring behavior (not child): Give child specific directives of


    what is expected without attending to the behavior
     Ignoring Completely: Effective if student is not given to
    physical displays of frustration
     Give a choice: Contingency statement
    – Positive: If you complete task, you may make a choice
    – Negative: When you do not complete your work in class, you
    must finish it during free time
     Discuss anything in class BUT the behavior. Call as little
    attention to the behavior as possible
     Wait out the student. Offer choices/contingencies and
    allow as much time as needed to comply
     Follow Through Student respect is based upon whether you
    are true to your word. Contingencies that do not come to
    full fruition are ineffective.
    Examining Student Behavior: Creating a Positive
    Support Plan

    Traditional Management
    1. Views the person as a problem
    2. Attempts to “fix” the problem
    3. Emphasizes reducing or eliminating behavior
    4. Relies frequently on negative consequences
    5. Has quick fix expectations
    6. Is designed by “expert”
    7. Objective is Management of students by administrators/teachers

    Source: MDE:Office of Special Educ


    ation & Early Intervention Services
    Positive Support Plan

    Positive Behavior Support


    1. Views system, setting or skill deficiency as
    the problem
    2. Adjusts systems and settings and improves
    skills
    3. Identifies and teaches replacement skills and
    builds relationships
    4. Relies primarily on positive approaches
    5. Has a goal of sustained results over time
    6. Developed by a collaborative team
    7. Objective is student self-regulation of
    behavior and greater functional control of
    own life
    8. Improved student skills lead to better quality
    of life
    Examining Student Behavior: Creating a Positive
    Support Plan

     Describe behavior
     Frequency
     Location
     Time of day
     Activity
     Duration
     Intensity
     What happened prior to the behavior?
    (precedent)
     What was the result/reinforcement of
    the behavior?
    Examining Student Behavior: Creating a Positive
    Support Plan

     Other Stimuli to consider:


     Adults present
     Peer reaction/presence
     Task student was attempting
     Temperature
     Food?
     Density of Students

     Does the behavior occur in other settings?


     What does the student want?
     What would motivate the student?
     What academic difficulties could be interfering with
    student’s ability to function?
    Examining Student Behavior: Creating a Positive
    Support Plan

     Create a hypothesis
    1. What predicts behavior?
    2. What triggers behavior?
    3. What maintains behavior?
    • Teach replacement behaviors that result in
    similar outcome
    • Structure environment to not facilitate previous
    behavior
    • Reinforce when replacement behavior occurs
    • Modify tasks to promote higher rates of success
    • Do not allow students to escape tasks unless
    they utilize a pro-social behavior
    Consequences

     Consequence should always fit


    the behavioral action.
     Academic work as consequence?
     Consequence should be evaluated
    for effectiveness.
     What do you want to achieve by
    utilizing a consequence?
     Is loss of recess effective?
     Is the consequence achieving an
    objective for the student?
    Final Thoughts

     Consistency is KEY!!
     Positive reinforcement
    ALWAYS trumps
    negative feedback
     10/1 ratio :10 positive for
    every 1 negative
     Ask for help
    – from student
    – from family
    – from administration
    And now, your moment of zen:

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