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Developing Individual Change Plans


  • pg 1
									Developing Individual
   Change Plans
ACED 4900/7900
Classroom Management
Chapter 10
Behavior Management in Perspective
Conducting An Environmental Analysis/Functional
Strategies for Helping Students Develop New
Behavioral Skills
A Team Approach to Developing a Positive
Behavior Change Plan
Teachers are increasingly asked to successfully incorporate
into their regular education classrooms students who have
difficulty behaving in ways that facilitate their own learning
and the learning of others.
During the 1990s, there occurred a shift away from a
simple focus on rewards and punishments towards an
approach termed cognitive behaviorism in which educators
emphasized helping students better understand their
behavior and take greater responsibility for changing their
   Self monitoring
   Self instruction
   Social skill training
  Behavior Management in
Basic assumptions
  Behaviorism is a scientific approach to
  changing behavior.
  Behavior is influenced by the consequences
  following the behavior.
  Behavior change programs must focus on
  specific, observable behavior.
  Data collection is necessary in order to alter
  behavior thoughtfully and systematically.
Behavior Management in
Perspective (continued)
Advantages to Behavior           Disadvantages to
Management                       Behavior management
   Some students need special
   assistance in controlling       Causes the teacher to
   their behavior.                 focus on students’
                                   behavior rather than on
   Reinforcers and response        his/her teaching
   cost can assist students in     methods.
   developing more productive
   behaviors.                      When too much external
                                   control (rewards) is
   Behavioristic intervention      used, it may have a
   may have a positive effect      negative effect on
   on other students in the        students’ ability to
   classroom, whereas              become competent and
   reprimands often create a       positive individuals.
   negative ripple effect.
 Conducting an Environmental
Analysis/Functional Assessment
 A Functional Assessment Involves 4
   A functional assessment
   A positive behavior change plan
   The implementation of this plan
   The ongoing monitoring and adjustment of
   this plan
    Conducting an Environmental
   Analysis/Functional Assessment
A Functional Behavioral Assessment Answers the
Following Questions:
  What are the antecedents and the consequences that
  cause the behavior to exist?
  What function(s) does the behavior serve for the
  What environmental changes can be made to change
  the student’s behavior?
  What behaviors can we teach the student to help him
  act more responsibly and meet his needs without using
  behaviors that violate the rights of others?
    Conducting an Environmental
   Analysis/Functional Assessment
How is it conducted:
  Can be completed by indirect methods, such as
  interviewing parents, counselors, administrators, and
  instructional assistants.
  Can be completed by direct methods, such as actual
  classroom observation by a peer teacher, an
  administrator, and the misbehaving student.
  Should be implemented by teams.
  Should be viewed as a proactive strategy rather than a
  See page 365 of our text for an example of an observation
Strategies for Helping Students
 Develop New Behavioral Skills
Self-Management               Self-Monitoring
  Help students count           Assist students in
  and record their own          establishing a system
  behavior.                     for recording their own
  Teach students new            behavior.
  social skills for meeting     This creates an
  their needs.                  internalized locus of
  Develop an agreement          control.
  or contract to help           This approach carries
  motivate students to          over to other situations
  use those new skills.         and other behaviors.
A Team Approach to Developing
a Positive Behavior Change Plan
 An effective team should be comprised of two
 classroom teachers who work with the
 student, a counselor, an administrator, a
 parent, and the student.
 The team should focus on no more than two
 The team should develop no more than three
 interventions for each behavior.
 See page 402 in our text for an example of a
 change plan.
                         The ability to help
Teachers can             these students is
dramatically influence   professionally
student behavior.        rewarding.
We increasingly we
asked to document
both student behavior
problems and the
interventions used to
alter the misbehavior.

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