logging in or signing up Behavioral Support lbejec Download Post to : URL : Related Presentations : Share Add to Flag Embed Email Send to Blogs and Networks Add to Channel Uploaded from authorPOINT lite Insert YouTube videos in PowerPont slides with aS Desktop Copy embed code: (To copy code, click on the text box) Embed: URL: Thumbnail: WordPress Embed Customize Embed The presentation is successfully added In Your Favorites. Views: 162 Category: Education License: All Rights Reserved Like it (1) Dislike it (0) Added: June 03, 2008 This Presentation is Public Favorites: 0 Presentation Description Contrast between Behavioral Management & Behavioral Support Comments Posting comment... Premium member Presentation Transcript BEHAVIORAL MANAGEMENT/BEHAVIORAL SUPPORT : BEHAVIORAL MANAGEMENT/BEHAVIORAL SUPPORT Aurora University Feb. 15, 2008 Dr. Lilia Bejec Philosophy of Behavioral Management : Philosophy of Behavioral Management Problem behavior needs to be controlled or eliminated. Positive behavior are to be expected, regardless of the environment. FOCUS : FOCUS Specifying the consequences of misbehavior and , to some extent,the consequences of acceptable behavior. Rarely attempts to understand the reasons a student misbehaved. Consequences : Consequences Delivered to students in an effort to get them to stop misbehavior. Strongly aversive so that the student would avoid the misbehavior. Strongly positive so that the student behaved in order to receive the reward. Philosophy of Behavioral Support : Philosophy of Behavioral Support Positive behavior needs to be taught—modeled, shaped, and cued in a conducive and supportive environment. FOCUS : FOCUS Understanding why the behavior occurred. Teaching & eliciting an alternative behavior that meets the student’s needs in other, more acceptable ways. This includes teaching strategies and classroom restructuring as well as student self-management to support new skills. Support : Support Understand the behavior Teach an alternative behavior that meets the student’s needs. Change the environmental conditions In an effort to help the student meet his/her needs. Identifying what is in , or missing in the environment or in the instruction that can be changes. O’Neill & Colleagues BSP : O’Neill & Colleagues BSP Be built on functional assessment results Describe the behavior Make problem behaviors irrelevant Make problem behaviors ineffective Include a replacement behavior Phases in the Functional Assessment Process : Phases in the Functional Assessment Process PHASE 1-Define the Challenging behavior. Describe in specific observable terms. PHASE 2-Collect Functional Assessment Data Informal and structured interviews, questionnaires, behavioral checklist ,as well as observations. Designing a plan continued : Designing a plan continued PHASE 3- Summarize Observable data to identify predictable patterns. PHASE 4- Develop plausible hypotheses or explanations for the behavior. Plan continued: : Plan continued: PHASE 5- Conduct a Functional Analysis Phase 6- Design an Intervention Plan PHASE &-Implement & Evaluate the Intervention Slide 12: Miriam de Rosier Slide 13: One Struggling student +One Caring Teacher ____________________________ = a World of possibilities “There is no Love more Sincere than the Love of Teaching.” References : References Artesani, A.J.(2001).Understanding the purpose of challenging behavior: A guide to conducting functional assessment , Upper Saddle River, NJ: Merrill Prentice Hall. Larrivee , B.(2005).Authentic Classroom Management, Pearson Edu. Inc. You do not have the permission to view this presentation. In order to view it, please contact the author of the presentation.
Behavioral Support lbejec Download Post to : URL : Related Presentations : Share Add to Flag Embed Email Send to Blogs and Networks Add to Channel Uploaded from authorPOINT lite Insert YouTube videos in PowerPont slides with aS Desktop Copy embed code: (To copy code, click on the text box) Embed: URL: Thumbnail: WordPress Embed Customize Embed The presentation is successfully added In Your Favorites. Views: 162 Category: Education License: All Rights Reserved Like it (1) Dislike it (0) Added: June 03, 2008 This Presentation is Public Favorites: 0 Presentation Description Contrast between Behavioral Management & Behavioral Support Comments Posting comment... Premium member Presentation Transcript BEHAVIORAL MANAGEMENT/BEHAVIORAL SUPPORT : BEHAVIORAL MANAGEMENT/BEHAVIORAL SUPPORT Aurora University Feb. 15, 2008 Dr. Lilia Bejec Philosophy of Behavioral Management : Philosophy of Behavioral Management Problem behavior needs to be controlled or eliminated. Positive behavior are to be expected, regardless of the environment. FOCUS : FOCUS Specifying the consequences of misbehavior and , to some extent,the consequences of acceptable behavior. Rarely attempts to understand the reasons a student misbehaved. Consequences : Consequences Delivered to students in an effort to get them to stop misbehavior. Strongly aversive so that the student would avoid the misbehavior. Strongly positive so that the student behaved in order to receive the reward. Philosophy of Behavioral Support : Philosophy of Behavioral Support Positive behavior needs to be taught—modeled, shaped, and cued in a conducive and supportive environment. FOCUS : FOCUS Understanding why the behavior occurred. Teaching & eliciting an alternative behavior that meets the student’s needs in other, more acceptable ways. This includes teaching strategies and classroom restructuring as well as student self-management to support new skills. Support : Support Understand the behavior Teach an alternative behavior that meets the student’s needs. Change the environmental conditions In an effort to help the student meet his/her needs. Identifying what is in , or missing in the environment or in the instruction that can be changes. O’Neill & Colleagues BSP : O’Neill & Colleagues BSP Be built on functional assessment results Describe the behavior Make problem behaviors irrelevant Make problem behaviors ineffective Include a replacement behavior Phases in the Functional Assessment Process : Phases in the Functional Assessment Process PHASE 1-Define the Challenging behavior. Describe in specific observable terms. PHASE 2-Collect Functional Assessment Data Informal and structured interviews, questionnaires, behavioral checklist ,as well as observations. Designing a plan continued : Designing a plan continued PHASE 3- Summarize Observable data to identify predictable patterns. PHASE 4- Develop plausible hypotheses or explanations for the behavior. Plan continued: : Plan continued: PHASE 5- Conduct a Functional Analysis Phase 6- Design an Intervention Plan PHASE &-Implement & Evaluate the Intervention Slide 12: Miriam de Rosier Slide 13: One Struggling student +One Caring Teacher ____________________________ = a World of possibilities “There is no Love more Sincere than the Love of Teaching.” References : References Artesani, A.J.(2001).Understanding the purpose of challenging behavior: A guide to conducting functional assessment , Upper Saddle River, NJ: Merrill Prentice Hall. Larrivee , B.(2005).Authentic Classroom Management, Pearson Edu. Inc.