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BEHAVIOR MANAGEMENT AT THE ELEMENTARY LEVEL

Courtney Stockton. BEHAVIOR MANAGEMENT AT THE ELEMENTARY LEVEL. Developed in Conjunction With the Ventura County Special Education Local Plan Area (SELPA). 1) Acting out may be a student’s way of expressing a lack of healthy coping mechanisms in relation to his or her environment 1

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BEHAVIOR MANAGEMENT AT THE ELEMENTARY LEVEL

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  1. Courtney Stockton BEHAVIOR MANAGEMENT AT THE ELEMENTARY LEVEL Developed in Conjunction With the Ventura County Special Education Local Plan Area (SELPA)

  2. 1) Acting out may be a student’s way of expressing a lack of healthy coping mechanisms in relation to his or her environment1 2) Three main functions for behavior; want something, want to get out of something, or are looking for sensory input2 3) Behavior has two main characteristics: it is observable and it is measurable3. A FEW THOUGHTS ON BEHAVIOR 1 Mea, M. L. (2013) 2 McKenney , E. L. W., Waldron, N., Conroy, M. (2013) 3 Taylor, S. S. (2011)

  3. 1) Students with disabilities are trying their best 2) They may not be able to control behaviors 3) Be specific in the behavior being addressed A) What does ‘off task’ mean? i) Do not start when told to? ii) Stops often to engage in other behaviors? B) Make it measurable and observable 4) Work closely with case manager IN GENERAL…

  4. SOME SUGGESTIONS 1) Always give choices A) Should still be targeted towards desired behavior 2) Assign consequences 3) Decide what behaviors are important A)Teach them B) Be consistent C)Reward attempts towards these (P.B.S) 4) Evaluate the ABC’s Antecedent-What was happening just prior to the behavior? Behavior-What is the measureable and observable behavior? Consequence-What does the student get from the behavior?

  5. 5) Teach replacement strategies for unwanted behaviors A) Students are “getting” something from the behavior B) Figure out what “it” is C) Teach appropriate ways to still get “it” D) Use scheduled reinforcement to give “it” regularly 6) Use data more Suggestions

  6. 7) Be aware of cultural differences 8) Use a “buddy” system A) Check for understanding B) Periodic checks on progress C) May only talk about assignment 9) Use technology whenever possible 10) Allow frequent breaks A) Pre-determined amount of time B) Pre-determined allowable behaviors C) Must start work again immediately 11) Reward effort by spending more time with student 12) Have an established routine/schedule FINAL SUGGESTIONS

  7. Bing Images. “Buddies” (Picture Slide 6). Retrieved from http://ts1.mm.bing.net/th?id=H.4577817748439196&pid=1.9&w=300&h=300&p=0 6/20/2013 Bing Images. “Data” (Picture Slide 5). Retrieved from http://www.resourcesgraphics.com/images/Data-analysis-one-vector-material2.jpg 6/20/13 Bing Images. “Good Behavior ” (Picture Slide 2). Retrieved from http://www.pazzles.net/wordpress/wp-content/uploads/Good_Behavior.jpg 6/20/13 Bing Images. “Happy Face ” (Picture Slide 4). Retrieved from http://img.wikinut.com/img/2xwlya3foriicgza/jpeg/0/Suggestions-with-Smile%21.jpeg6/20/13 Bing Images. “Off Task ” (Picture Slide 3). Retrieved from http://ts1.mm.bing.net/th?id=H.4603265407191327&pid=1.9&w=300&h=300&p=0 6/20/13 References

  8. Mea, M. L. (2013). Implementing Applied Behavior Analysis for Effective Orientation and Mobility Instruction of Students with Multiple Disabilities. Journal Of Visual Impairment & Blindness, 107(1), 65-70. McKenney , E. L. W., Waldron, N., Conroy, M. (2013): The Effects of Training and Performance Feedback During Behavioral Consultation on General Education Middle School Teachers' Integrity to Functional Analysis Procedures, Journal of Educational and Psychological Consultation. 23(1), 63-85. Taylor, S. S. (2011). Behavior Basics: Quick Behavior Analysis and Implementation of Interventions for Classroom Teachers. Clearing House: A Journal Of Educational Strategies, Issues And Ideas, 84(5), 197-203. Tomlin, M., & Reed, P. (2012). Effects of Fixed-Time Reinforcement Delivered by Teachers for Reducing Problem Behavior in Special Education Classrooms. Journal Of Behavioral Education, 21(2), 150-162. REFERENCES

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