OBSERVATION & MANAGEMENT OF BEHAVIOR

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					OBSERVATION & MANAGEMENT OF BEHAVIOR - KTS
Kirkwood Community College
Spring 2008
Linn Hall 203B & off campus sites
3 credits
TTh 4:00-5:20 pm
Course #: DSV-120          Section #: CRTP4                Synonym #: 076174

Instructor Information:
Name:         Doug Van Oort, Assistant Professor
Address:      Kirkwood Community College, PO Box 2068, Cedar Rapids, IA 52406
Office:       223 Cedar Hall
Office Hours: MWF 10:00-10:50, TTh 12:00-12:50
Office Phone: 319-398-4936 or 1-800-332-2055 x4936
E-mail:       doug.van.oort@kirkwood.edu
Fax:          1-319-398-1021

Contacting the Instructor:
Students are encouraged to contact the instructor immediately with concerns or questions.
      By e-mail:
            Kirkwood staff are instructed to delete suspicious-looking e-mails such as
               those without subjects. Therefore:
                   1. establish a Kirkwood student email account (it’s easy & free) and
                       use it when communicating with instructor (to establish your
                       account, go to www.kirkwood.edu, scroll to bottom of home page,
                       and click on “Student Email”), or
                   2. include a subject for each email that clearly identifies this as a
                       legitimate communication (include your first & last name and
                       course title as the subject, for example).
      If you leave a phone message, clearly state your first & last name, course title,
        message, and how and when you can best be reached.
      The instructor’s goal is to respond to student contacts within the same day
        received; if you contact the instructor and do not get a timely reply, please
        try again using a different method (phone instead of e-mail).

Course Description:
Students develop skills of observation and management of the behavior of others
individually and in groups. Students develop strategies for helping others manage their
own behavior.

Materials:
 Kaplan, Joseph, Beyond Behavior Modification, 3rd edition, Austin, TX: Pro-ED,
  1995.
 #2 lead pencil on test days
 calculator
 3 ring binder (optional)


                                                                                          1
Student Objectives:
      1.     Describe strategies that are effective in preventing many behavior
             problems.
      2.     Develop plans based on the instructional environment.
      3.     Identify behaviors objectively.
      4.     Select appropriate recording methods for various situations.
      5.     Utilize selected recording systems.
      6.     Write behavioral objectives.
      7.     Select appropriate reinforcement procedures.
      8.     Identify potential negative consequences of using reinforcement and
             describe ways to prevent these consequences when using reinforcement.
      9.     Use instructional techniques to change behavior.
      10.    Describe methods of stopping inappropriate behavior.
      11.    Develop selected self-management strategies.
      12.    Measure progress accurately.
      13.    Develop and revise a task analysis.
      14.    Use a task analysis to evaluate and chart progress.
      15.    Describe components of and uses for an individualized behavior plan.
      16.    Design an individualized behavior plan.
      17.    Describe positive behavior support.
      18.    Describe the crisis cycle and strategies for managing oneself and others in
             crisis.
      19.    Identify potential negative consequences of using physical intervention
             and restraint, describe alternatives to the use of physical intervention and
             restraint, and identify precautionary measures related to the use of
             physical intervention and restraint.

Attendance: Class discussion and activities will be integral components of this course
and important to student learning. Regular attendance and participation will be essential.

If absent, you are responsible for getting notes and any schedule changes from classmates
prior to the next class. Consider exchanging phone numbers or e-mail addresses with
classmates. If you cannot reach classmates, contact the instructor.

Respectful Class Discussions: Voicing of opinions and questions is strongly
encouraged in this course. The instructor will be respectful of your opinions and
questions and will expect you to be respectful of others’ opinions and questions as well.
We may certainly question or disagree with others’ opinions, but only respectfully.

Written Assignments:
  1. Assignments are due on the date listed in the syllabus. Late assignments will
      NOT be accepted and will result in a grade of zero (0) for that assignment.
              If absent for a legitimate reason on a due date, staple documentation
               (doctor receipt, etc.) to the front of your assignment and turn the
               assignment in no later than the next class session.




                                                                                            2
            Excuses regarding your printer or computer problems will not be
             accepted. Work ahead, use the computer lab in 131 Nielsen Hall, or
             use the computer and printer at your off campus site if not taking the
             course on main campus.
            If you know in advance that you’ll be absent on a due date, it is your
             responsibility to get the assignment to the instructor on or before the
             due date by:
                   mailing it (postmarked no later than due date);
                   giving it to a reliable classmate to turn in;
                   bringing it to instructor’s office (if instructor is not in, give
                     assignment to office staff in 205 Cedar Hall and ask that it be
                     put in instructor’s mailbox); or
                   turning it in early.

2. All written assignments must be of college quality:
            Identifying information in upper left corner (single-spaced)
                   Student Name
                   Observation & Management of Behavior
                   Doug Van Oort, Assistant Professor
                   Date
            Typed (size 12 with standard margins) unless noted otherwise by
               instructor; if not typed, the paper will receive the grade of zero.
            Stapled, not paper-clipped.
            Double-spaced.
            Stay within maximum page requirement (instructor will give a
               maximum number of pages allowed for each assignment). FYI – the
               maximum number of pages allowed will generally be about the length
               of a quality paper. For example, if there is a 4 page maximum, a paper
               that appropriately addresses the assignment (an “A” paper) will be
               about 4 pages in length, not 2 pages.
            Correct grammar, spelling, punctuation, and capitalization.
            Clear, descriptive language (no “kind of”, “sort of”, “thing”, “stuff”).
            Detailed, with specific examples when appropriate.
            Critically analyzed and clearly stated support for your opinions.
            Use of course terminology.
            Refer to student as “student”, “child”, or “learner” instead of “kid”,
               and to individual receiving community services as “individual” or
               “consumer”.

3. For support with your writing, go to the Writing Center, 115 Linn Hall.

4. For support with computer issues, go to the computer lab, 131 Nielsen Hall.

5. The instructor offers this apology for any food or beverage stains that may appear
   on your graded assignments; grading often gets done during lunch, coffee, etc. 



                                                                                        3
Extra credit: None will be given.

Tests: During tests, no billed hats, no visible cell phones or other devices, no items of
any kind on the desk other than the test and your pen/pencil, and no leaving the
classroom once the test has started until you finish. Any violations will result in the
completion of your test at that point and may result in a zero on the test depending on the
circumstances. Any instances of cheating will be reported (see section on “Student
Behavior”).

Make-up Tests: Make-up tests will NOT be permitted with the exception of
documented or verifiable emergencies.
     If you miss a test, it is your responsibility to contact the instructor immediately,
      verify the reason, and make arrangements for the make-up.
     If you know in advance that you’ll miss a test, make arrangements with the
      instructor to take the test prior to your absence.

Americans with Disabilities Act: Students with disabilities who need accommodations
to achieve course objectives should file an accommodation application with Learning
Services, Linn Hall 133, during the first week of classes. Application forms are available
at other Kirkwood locations as well, including all county centers and all deans’ offices.
Students should discuss needed accommodations with instructor immediately. Without
an Accommodations Plan, a student is not entitled to receive accommodations.

If you have learning needs but do not have a documented disability, discuss your needs
with the instructor as early as possible in the semester.

Student Behavior:
   1. All cell phones, music devices, and other electronics will be kept out of sight and
      will be turned off during class. Inform the instructor at the beginning of class if
      there is a legitimate need to keep your phone on during a class.

   2. Cheating and plagiarism are very serious issues. In cases of cheating or
      plagiarism, Kirkwood’s policy will be enforced. Note that offenses are
      cumulative during a student’s Kirkwood career.
                            1st Offense: Score of zero on test or assignment.
                            2nd Offense: Fail course.
                            3rd Offense: Suspension from Kirkwood for 1 semester.

       According to Webster, to plagiarize is “to steal or pass off the ideas or words of another as one’s
      own…to use created productions without crediting the source…to commit literary theft…to present
      as new or original an idea or product derived from an existing source.”

      Kirkwood students are responsible for authenticating any assignment submitted to an instructor. If
      asked, you must be able to produce proof that the assignment you submit is actually your own
      work. Therefore,
                 keep copies of all drafts of your work,
                 make photocopies of research materials,



                                                                                                             4
                   write summaries of research materials,
                   hang on to Writing Center receipts,
                   keep logs or journals of your work on assignments, and
                   save drafts under individual file names on computer or diskette.

       The inability to authenticate your work, should an instructor request it, is a sufficient ground for
       failing the assignment.

       Do your own work!

   3. Respectful, professional behavior will be expected. If your learning is being
      disrupted by a classmate or other circumstances, tell the instructor immediately;
      the instructor will correct the problem.

       The following steps will be followed in cases of disrespectful behavior:
                Offending student will receive a written warning from the instructor.
                Subsequent offenses by a previously-warned student will result in the
                  loss of one letter grade from the final grade for each offense.
                The instructor may require that the offending student meet with the
                  department dean. The dean may choose to expel.

Academic Calendar:
The course will follow the Kirkwood Community College academic calendar as well
as weather-related closings. Listen to local media for weather-related closings/delays.

Last day to drop this course:               April 11.

Study Tips
   1. Complete the Checkpoints in each chapter and the Assessments at the end of each
      chapter (unless noted otherwise). Write down questions you have and bring them
      to class.
   2. Read assigned material prior to class and be prepared to discuss the reading (and
      perhaps complete an activity in class based on the reading).
   3. Get a study partner or form a study group that meets before or after class.
   4. Study right before going to sleep or during the first two hours after waking. Brain
      research indicates that doing so results in more information being stored in long-
      term memory.
   5. Start studying early; study several days leading up to a test rather than waiting
      until the night before to cram.
   6. Review your notes for 5-10 minutes as soon as possible after each class. Write
      down questions you have and bring them to class (or your study group). (This tip
      partly addresses the tip above.)
   7. Take notes every day. Even if the information seems straightforward, taking
      notes keeps you active in your learning. Research indicates more positive results
      for those who take notes in class.




                                                                                                              5
   8. Take what you have read about and learned in class and apply it to your daily life
       – students you work with, situations you’ve observed in the past, family, friends,
       etc.
   9. Refer to the test reviews provided elsewhere in this syllabus, and make flashcards
       of terminology, lists, steps, etc. Begin memorizing and studying these early.
   10. Ask your study partner, study group, family member, etc. to quiz you over your
       flashcards, the test review, your notes, etc.
   11. Quiz yourself from multiple angles. For example, if studying terminology and
       definitions, first quiz yourself by looking at the terms and then producing the
       matching definitions. Then, look at the definitions and produce the matching
       terms.
   12. In addition to rote memorization of information, quiz yourself by putting
       information into your own words. This will result in a deeper conceptualization
       of the information.
   13. Get a tutor through Kirkwood’s Tutoring Center in 133 Linn Hall (398-5425) if
       you feel this course will be particularly difficult for you. Each Kirkwood student
       is eligible for up to two hours per week of tutoring, free of charge.

For a more extensive list of study tips, go to the following website:
       http://www.kirkwood.edu/site/index.php?d=3&p=7120&t=2


To Access Grades Online
1. Go to www.kirkwood.edu & click “Current Students” box along right side of screen.
2. Click “CE6 Login” & login w/your “K” number (User Name) & Eaglenet password.
3. Click course, then scroll down and click “My Grades” along left side of screen.




                                                                                        6
                                           GRADING
      1. Your grade will be based solely on points you earn on assignments listed in the
          table below. Percentages will convert to letter grades based on the scale below.
      2. In the handy table below, keep a record of points you earn.
      3. Keep ALL graded papers and tests until receipt of your final grade in the event
          there is disagreement regarding that grade.
      4. To compute your percentage at any time during or after the course, divide your
          points by total points possible up to that point in time (Your Points/Total Points).
                            Assignment or Test                                 Possible Your
                                                                                Points Points
Define, Judge & Replace Assignment                                                 5
Observation Assignment                                                            20
Diagnose Behavior Assignment                                                       8
Strengthen Behavior Assignment                                                     8
Weaken Behavior Assignment                                                         8
Cognitive Behavior Modification Assignment                                         8
Individualized Behavior Plan (in class)                                           20
Self-Management Plan Assignment                                                   40
Test 1                                                                            50
Test 2                                                                            50
Test 3                                                                            50
Test 4                                                                            30
Random Assessments - 3 pts each; done in class on random days; NO make-ups!:
        RA #1                                                                     3
        RA #2                                                                     3
        RA #3                                                                     3
        RA #4                                                                     3
        RA #5                                                                     3
        RA #6                                                                     3
        RA #7                                                                     3
        RA #8                                                                     3
        RA #9                                                                     3
        RA #10                                                                    3
        RA #11                                                                    3
        RA #12                                                                    3
        RA #13                                                                    3
Total Points                                                                     336
  A       =       93-100%         B-     =       80-82           D+     =       67-69
  A-      =       90-92           C+     =       77-79           D      =       63-66
  B+      =       87-89           C      =       73-76           D-     =       60-62
  B       =       83-86           C-     =       70-72           F      =       Below 60%
  Note: If taking course for Iowa Paraeducator Certification, you must earn at least a C.
                                           Course Schedule
Date/Day                           Topic                       Required        End of     Tests & Due
                                                               Reading        Chapter        Dates
                                                                             Activities
                                                                             (optional)
Jan 10 - Th      Introductions
                 Syllabus overview
                 Your greatest concerns about behavior
                 Fundamental beliefs about behavior
                 Positive behavior support
Jan 15 – T       Prevention/proactive behavior management     Ch 1        p. 19-23
                 Questions about syllabus??                   Remainder
                                                                of syllabus
Jan 17 – Th      Building relationships                       Ch 1        19-23
                 Conceptual models of behavior management
                 Update your greatest concerns
Jan 22 – T       Defining & judging behavior                  Ch 3 (53-   73-81
                 Discuss Observation Assignment                62)
Jan 24 – Th      Selecting replacement behaviors              Ch 3 (62-   73-81         Bring/email
                 Questions about Observation Assignment??      68)                       Proposal A
                 Update your greatest concerns                                           for Obs
                                                                                          Assign
Jan 29 – T     Monitoring & recording behavior                Ch 7 (223- 251-253        Define,
               Anecdotal records                               242)                      Judge &
                                                                                          Replace
                                                                                          Assignment,
                                                                                          Bring
                                                                                          calculator
Jan 31 – Th  Summarizing data                                 Ch 7 (243- 251-253        Bring/email
             Work on Observation Assignment – identify         249)                      Proposal B.
              dimension, sample, summarization method &                                   Bring
              recording system                                                            calculator!
             Update your greatest concerns
Feb 5 – T    Charting & analyzing data                        Ch 8 (257- None           Calculator!
             Work on Observation Assignment                    261, 280-                 Ch 7
                                                                309)                      homework
Feb 7 – Th     Charting & analyzing data practice            None         None           Calculator!
               Questions about test??                                                    Ch 8
               Work on Observation Assignment                                            homework
               Update your greatest concerns
Feb 12 – T    Test 1 (Ch 1, 3, 7, 8, Fundamental Beliefs,                                 Test 1
              Positive Behavior Supports, Anecdotal Records                               Calculator!
Feb 14 –       Behavior modification                          Ch 2        45-51
Th             Update your greatest concerns
Feb 19 – T     Questions about behavior modification??        Ch 4 (89-   None
               Diagnosing behavior (functional analysis)       96)

                                                                                           8
              Work on Observation Assignment

Feb 21 –        Diagnosing behavior (pre-mod analysis)           Ch 4 (96-    None      Observation
Th              Discuss Observation Assignment results            122)                   Assignment
                Update your greatest concerns
Feb 26 – T      Strengthening behaviors (positive reinforcers    Ch 5 (133-             Diagnose
                 and schedules of reinforcement)                   151)                   Behavior
                                                                                          Assignment
Feb 28 –      Strengthening behaviors (strategies for            Ch 5 (152- 179
Th             modeling, teaching & maintaining positive           178)
               behaviors)
              Update your greatest concerns
Mar 4 – T     Weakening behaviors (positive & benign             Ch 6 (185- 215-219     Strengthen
               strategies)                                         196)                   Behavior
                                                                                          Assignment
Mar 6 – Th    Weakening behaviors (negative strategies &         Ch 6 (197- 215-219
               hierarchy of escalating consequences)               212)
              Update your greatest concerns
Mar 11 – T   Test 2 (Ch 2, 4, 5, 6)                                                       Test 2
Mar 13 –      Self-management                                    Ch 9         357-359   Weaken
Th            Discuss Self-Management Assignment                 Self-mgmt              Behavior
                                                                   assign                 Assignment
                                                                   directions
Mar 18&20 No Classes! Spring Break.
Mar 25 – T  Performance objectives                               Ch 3 (68-    82-83     Bring/email
            Behavior contracts                                    72)                    subject &
            Review replacement behaviors and monitoring,         Review                 behavior for
             recording, summarizing, charting & analyzing          info on                Self-Mgmt
             data                                                  behavior               Assignment
            Share subject & behavior you’ve chosen for            contracts
             Self-Management Assignment
            Update your greatest concerns
Mar 27 –    Social skills training                               Ch 10        377-379
Th          Task analysis
            Update your greatest concerns
Apr 1 – T   Changing irrational beliefs & thinking               Ch 11        421-422   Be prepared
            Share self-assessment phase of Self-                                         to describe
             Management Assignment                                                        self-assess-
            Update your greatest concerns                                                ment phase
                                                                                          in class.
Apr 3 – Th    More cognitive strategies                          Ch 12        443-445
              Individualized behavior plans                      Review
              Discuss Individualized Behavior Plan                Ind. Beh.
               assessment to be done in class                      Plan form
              Update your greatest concerns
Apr 8 – T     Stress management                                  Ch 13        467-469   Cognitive

                                                                                           9
              Apply cognitive behavior modification                       Behavior
               strategies to your cases                                    Modification
              Questions about Individualized Behavior Plan                Assignment
               or Self-Management Assignment??
              Update your greatest concerns
Apr 10 –      Individualized Behavior Plan (done in class)
Th
Apr 15 – T   Test 3 (Ch 3 – 68-72, Ch 9-13, Task Analysis,                 Test 3
             Behavior Contracts)
Apr 17 –      Potential negative consequences of using
Th             reinforcement
              Update your greatest concerns
Apr 22 – T    Follow-up on potential negative consequences
               discussion
              Discuss personal examples from work, home,
               etc.
              Praising effort vs praising talent/intelligence
Apr 24 –      Discuss results of Self-Mgmt Assignment                     Self-Mgmt
Th            Dealing with people in crisis: violent,                     Assignment
               dangerous, threatening or self-injurious
               behaviors
              Update your greatest concerns
Apr 29 – T    Discuss your crisis cases                          Ch 14   Be prepared
              Changing our own behavior                                   to discuss
                                                                           changes
                                                                           you’d like to
                                                                           make in
                                                                           your own
                                                                           behavior.
May 1 – Th  Open discussion of behavior & how to address
              it (bring your own difficult cases from work,
              home, etc.; bring your questions & ideas
              regarding behavior)
May 6 - T  Test 4 (Individualized Behavior Plans, Potential                Test 4
           Negative Consequences of Using Reinforcement,
           Praising Effort vs Talent, Crisis, Ch 14)




                                                                           10
                                Test Reviews

Test 1
     Fundamental Beliefs about behavior – describe them

     Positive Behavior Support (PBS)
      define PBS
      describe what this means, “all behavior is communication”
      how people “use” behavior
      goal of PBS
      professional who uses PBS will:
      key ingredients of PBS plan

     Ch 1
      Define behavior management
      Rules/guidelines for behavior mgmt.
      difference between reactive vs proactive
      What can educators do to prevent behavior problems? Good job of _____
      2 ways to increase on task behavior & prevent beh prob:
      How can we make curriculum intrinsically rewarding? Make task so
        rewarding that… (stimulating, relevant, easy/effective instruction)
      How make stimulating?
      How convince students of relevance?
      Effective teaching practices (make easy to learn)
      Difference between behavior mgmt & Classroom mgmt
      Effective teacher behaviors/practices – Withitness, desist, overlapping, etc.
      Importance/benefits of building relationships with students? How do we build
        them?

     Ch 3
      Observe behavior objectively – behavior or conclusion?
      Define behavior precisely – Stranger Test
      Judge behavior – change it? So What Test
      define maladaptive behavior
      Pick replacement behavior – Dead Person’s Test
      If we get rid of maladaptive beh. w/out replacing, what usually happens?
      Fair Pair
      Student’s Best Interest, not ours
      Ecological considerations

     Ch 7 & Ch 8
      Why measure progress? Shows effectiveness; accountability
      Formative vs summative
      Define monitor
      If able to monitor only one, …

                                                                                  11
   Dimensions of measurement – Fr, Dur, Int, Top, Lat
   3 methods of monitoring – continuous, int. & momentary time sample
   Record immediately
   Countoon
   4 methods of summarizing data – raw, %, avg, rate
   be able to take raw data & decide how to summarize it (raw, %, avg, or rate)
   Ethics in monitoring
   Why collect data? Measure student progress
   Best way to analyze data = chart
   Should Do Line
   be able to Create a chart, label chart, plot baseline data, & make Should Do
    Line

Anecdotal record
 define anecdotal record
 when is it used
 why is it used
 A-B-C method




                                                                                   12
Test 2
     Ch 2
      what is behavior modification?
      definition of reinforcement
      within behavior modification, 2 kinds of reinforcers
      positive reinforcement
      negative reinforcement
      within behavior modification, 2 ways to weaken behavior
      punishment
      extinction
      reciprocal relationships
      make sure we do not reinforce maladaptive behavior

     Ch 4
      what is the problem with behavioral approach (beh mod)
      why is diagnosis usually necessary when misbehavior occurs?
      Functional Analysis:
           Focus of
           Steps
           Be able to apply FA to a case study (hypothesize, manipulate
               variables, evaluate)
      Pre-Mod Analysis
           Premise of PMA
           The 6 pre-requisites
           Steps in PMA
           Be able to apply to a case study
           advantages and disadvantages of each method

     Ch 5
      Discuss relevance or importance. Why?
      2 ways to strengthen behavior
      Reinforcement Rules – be able to identify which is NOT one of these rules
      List and describe types of reinforcers
      What are naturally occurring reinforcers & their advantages?
      How to choose reinforcers.
      2 reasons we should use schedules of reinforcement if we are reinforcing
         students
      Schedules of reinforcement, when to use each, & how to move from one to
         the next
      Define shaping, know when to use it & how to use it (steps), be able to apply
         it
      Define fading & be able to apply it to a case
      Define chaining & know steps
      Define modeling & know how to select a model
      Define contingency contracting
      Define token economy & how it is used

                                                                                  13
   define level system
   Know when it’s appropriate to use negative reinforcement
   define generalization & know how to increase probability of generalization
   When & How to use praise & encouragement appropriately (what is
    encouragement)

Ch 6
 What are BRPs?
 Discuss relevance or importance. Why?
 guidelines for using BRPs
 Define, recognize & apply positive & benign strategies: RI, RA, RO,
    extinction, & redirection
 define, recognize & apply negative BRPs: reprimands, response cost,
    overcorrection, time-out
 2 situations in which punishment is warranted; rules for using punishment
 Define reprimands, response cost, overcorrection, & time-out
     How to use each
     Time Out Rules
 Understand purpose of hierarchy of escalating consequences & how it is used




                                                                                 14
Test 3
     Ch 9
      reasons for teaching self-management
      when is SM appropriate to use?
      3 basic skills of SM
      How to convince student to get “on board” or participate in S-M plan
      Keys to success in self-reinforcement: frequent reinforcement & bonus at
         end if overall goal reached
      How to design SM plan
      How to teach SM – small amounts, chaining, request feedback
      ways to keep honest

     Ch 10
      negative consequences for social incompetence
      impact of social skills on inclusion
      definition of social skills
      use same methods to teach social skills as academics
      how do we know what social skills our students need?
      steps of the teaching plan
      difference between acquisition & performance deficits; strategy for each
      how to improve generalization
      task analysis definition, purpose & steps
      Examples of cognitive skills & social skills that can be task analyzed.
      Be able to Task Analyze a skill

     Ch 11
      define Cognitive Behavior Modification & know its characteristics
      define cognitive restructuring (CR)
      “Not the event, but…”
      rational vs irrational beliefs;
      C. restructuring designed to replace irrational with _______________
      focus on _______________________, not events or behaviors
      advantages of CR
      competencies needed for CR
      understand steps in CR
      Roush’s Core Irrational Beliefs
      strategies for internalizing new belief – listen to tape, index card, etc.
      long-term strategy/takes time
      when is CR needed?

     Ch 12
      define & apply to cases:
               i. self-instruction
              ii. verbal mediation
             iii. mediation essay
             iv. problem solving

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   how do we get students to use these?

Ch 13
 how stress management relates to behavior management
 basic concepts about stress to teach
 definitions & types of strategies
   o somatic – breathing, progressive relaxation, exercise
   o cognitive – CR & PS
   o social – social skills, time mgmt, goal setting, prioritization inoculation –
      combination

Ch 3 (68-72)
 3 components of a behavioral objective or performance objective
 be able to write a behavioral obj. that contains all 3 components

Task Analysis
 Define it
 Steps in TA
 Be able to write a TA for a social skill

Behavior Contracts
 Purpose and benefits of behavior contracts
 criteria for developing behavior contracts




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Test 4
     Individualized Behavior Plans & Team Approach
      purpose
      components
      who develops?
      Advantages

     Potential Negative Consequences of Rewards
      explain short-term & long-term effects of using rewards & punishment &
         follow that up with discussion of what we truly must change in students if we
         are to see long-term changes in behavior
      Instead of using rewards & punishment, Kohn suggests ______ when
         students misbehave, fail to complete school work, etc.
      What does “punished by rewards” mean? What can be the negative
         consequences of using rewards
      5 core reasons rewards have detrimental effect
      How can we minimize the damage of rewards?
      what about using rewards with those who have little or no intrinsic
         motivation??
      How can we minimize the damage caused by praising?


     Ch 14
      apply interventions same way on ourselves
      irrational thinking by us causes many of our problems
      what are some specific ways professionals think irrationally?

     Crisis Intervention
      # of deaths each year
      no such thing as …
      ways to avoid restraint
      de-escalation skills – define & understand
      only 2 reasons to restrain
      when faced with person in crisis:
      guidelines when restraint IS required:
      what to do after restraint:
      understand liability




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  My Greatest Concerns or Needs Regarding Behavior (in my job, family, etc.)

Concern or Need     Strategies or Ideas From Class That Address This Need (include page
                              numbers, etc. to help locate this information later)




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