Developing Individual Change Plans ACED 4900/7900 Classroom Management Chapter 10 Topics Introduction Behavior Management in Perspective Conducting An Environmental Analysis/Functional Assessment Strategies for Helping Students Develop New Behavioral Skills A Team Approach to Developing a Positive Behavior Change Plan Conclusion Introduction 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 behavior. Self monitoring Self instruction Social skill training Behavior Management in Perspective 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 Components 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 (Continued) 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 student? 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 (Continued) 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 reactive. See page 365 of our text for an example of an observation form. 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 behaviors. 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. Conclusion 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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