Behavior Management in APE Chapter 6. Many of the concepts you learned in PE 299 still apply. However, there are some differences that underlie to focus

Behavior Management Behavior Management in APEin APE

Chapter 6Chapter 6

Many of the concepts you learned in PE Many of the concepts you learned in PE 299 still apply. However, there are some 299 still apply. However, there are some differences that underlie to focus of this differences that underlie to focus of this lecture.lecture.

TRAITS OF AN EFFECTIVE TRAITS OF AN EFFECTIVE TEACHER-GENERALTEACHER-GENERAL

Plan with effective behavior management in Plan with effective behavior management in mind (groupings, transitions, engagement, etc)mind (groupings, transitions, engagement, etc) 80% of problems relate to the 80% of problems relate to the teacher!teacher!

Make the learning funMake the learning funUsing behavioral, humanistic, or biophysical Using behavioral, humanistic, or biophysical strategiesstrategiesDeveloping a clear system of rules, routines, Developing a clear system of rules, routines, rewards, and consequencesrewards, and consequencesAffirm positive behaviorAffirm positive behavior

CRITICAL MISTAKESCRITICAL MISTAKES

Ignoring misbehaviors, especially little ones, Ignoring misbehaviors, especially little ones, with the hope they will go awaywith the hope they will go away

Not wanting to be mean/have students like Not wanting to be mean/have students like youyou

Being inconsistent in expectations, Being inconsistent in expectations, demeanor, and behavior (“not being fair”)demeanor, and behavior (“not being fair”)

Create a system and stick with it unless it’s not Create a system and stick with it unless it’s not workingworking

Critical Mistakes - APECritical Mistakes - APE

Allowing a student’s disability to become an excuse Allowing a student’s disability to become an excuse for their behaviorfor their behavior

May need to modify behavioral expectations but do May need to modify behavioral expectations but do not let the situation become extreme.not let the situation become extreme.

It’s hard to distinguish between learned misbehavior It’s hard to distinguish between learned misbehavior and the impaired behavior DUE TO the disability but and the impaired behavior DUE TO the disability but you must try and will improveyou must try and will improve

ReinforcementReinforcement Use reinforcers appropriate to the studentUse reinforcers appropriate to the student

Supervised free playSupervised free playLeader of the warm-up exercisesLeader of the warm-up exercisesAssist the teacherAssist the teacherA poster of a sports’ starA poster of a sports’ starDistribute or collect equipmentDistribute or collect equipmentPremack Principle: for one student was being able to Premack Principle: for one student was being able to stare at the scoreboard for a period of timestare at the scoreboard for a period of time

May use a puppet to demonstrate May use a puppet to demonstrate proper behavior with more severelyproper behavior with more severely disabled students disabled students

BM Techniques - ProactiveBM Techniques - Proactive

Unified PE - Use same age peers or older students toUnified PE - Use same age peers or older students to Enhance the learning of the student with disabilitiesEnhance the learning of the student with disabilities Increase the self esteem and understanding of the peer tutorIncrease the self esteem and understanding of the peer tutor

Aka “win win”Aka “win win” New Britain uses students who have failed PE previously. They New Britain uses students who have failed PE previously. They

take regularly scheduled PE and also assist special needs take regularly scheduled PE and also assist special needs students. Often, such students shine in this environment. students. Often, such students shine in this environment.

Recruit peer tutors from students who have “free” Recruit peer tutors from students who have “free” periods.periods.Recruit community volunteers (retired individuals, Recruit community volunteers (retired individuals, parents)parents)


Bepositive & teaching enthusiasticallyBepositive & teaching enthusiastically Reinforce legitimate effort frequentlyReinforce legitimate effort frequently

Great try!Great try!

You’re getting so close!You’re getting so close! Catching the students being good and Catching the students being good and

acknowledging that behavioracknowledging that behavior


Physical contact is more accepted than Physical contact is more accepted than with students without disabilitieswith students without disabilities

Gently turn a student in the desired directionGently turn a student in the desired direction Give them hugs and high fivesGive them hugs and high fives Kinesthetically guide them through a motionKinesthetically guide them through a motion

Planned ignoringPlanned ignoring

Non-invasive techniques: proximity, eye Non-invasive techniques: proximity, eye contact, vocal variety, name in sentencecontact, vocal variety, name in sentence

Time-out, daily report, contracts Time-out, daily report, contracts

BM Techniques - ReactiveBM Techniques - Reactive

When inappropriate behavior occurs:When inappropriate behavior occurs:Special needs students may exhibit Special needs students may exhibit unexpected behavior such as you unexpected behavior such as you would never suspect:would never suspect: Examples (stories from you)Examples (stories from you)

What about a student who gets in What about a student who gets in your personal space and says he or your personal space and says he or she “likes you”? she “likes you”?


When misbehavior occurs, BE REFLECTIVE and ask When misbehavior occurs, BE REFLECTIVE and ask yourself some questions: yourself some questions:

Does the student understand the task?Does the student understand the task? Was the demonstration sufficient?Was the demonstration sufficient? Does the student need more help?Does the student need more help? Does the student have the lead up skills?Does the student have the lead up skills? Is the student trying to obtain something, avoid something, Is the student trying to obtain something, avoid something,

become stimulated, or communicate something?become stimulated, or communicate something?


Emotional/Behavioral DisordersEmotional/Behavioral Disorders

Various terms used:Various terms used: Oppositional defiant disorder (ODD)Oppositional defiant disorder (ODD) Conduct disordered (more extreme)Conduct disordered (more extreme) Behaviorally defiantBehaviorally defiant

May or may not be in combination with May or may not be in combination with other disabilities. Must be diagnosed by a other disabilities. Must be diagnosed by a mental health professional. Medications mental health professional. Medications are availableare available Increasing percentage of school populationIncreasing percentage of school population


Possible characteristicsPossible characteristics often loses his or her temper (aggression) often loses his or her temper (aggression) frequently argues with adultsfrequently argues with adults often disregards adults' requests or rulesoften disregards adults' requests or rules deliberately tries to provoke othersdeliberately tries to provoke others frequently blames others for mistakes or misbehaviorfrequently blames others for mistakes or misbehavior is often easily irritated by othersis often easily irritated by others is often angry, resentful, and/or spitefulis often angry, resentful, and/or spiteful


Strategies

Focus on:Focus on: 1) Skill building (regulate anger, actions, 1) Skill building (regulate anger, actions,

verbal output) verbal output) 2) Raising their conscience and 2) Raising their conscience and 3)Improving their relationship skills. 3)Improving their relationship skills.


Various terms used:Various terms used: Oppositional defiant disorder (ODD)Oppositional defiant disorder (ODD) Conduct disorderedConduct disordered Behaviorally defiantBehaviorally defiant

May or may not be in combination with May or may not be in combination with other disabilitiesother disabilities


ResourcesResources Understanding ODD (Suffolk SD)Understanding ODD (Suffolk SD)

http://www.spsk12.net/departments/specialed/odd.htm

Association for Children’s Mental HealthAssociation for Children’s Mental Healthhttp://www.esu1.org/dept/sped/psych/PDFFiles/ODD.pdf

Exceptional Teacher’s FactsheetExceptional Teacher’s Factsheethttp://www.brandonu.ca/academic/education/http://www.brandonu.ca/academic/education/exceptional/Oppositional%20Defiantexceptional/Oppositional%20Defiant%20Disorder.pdf %20Disorder.pdf

Long-term or Reoccurring ProblemsLong-term or Reoccurring Problems

If problems continue or become more difficult, other interventions may If problems continue or become more difficult, other interventions may be necessary. For example: be necessary. For example: Complete a functional behavior assessment and a behavior Complete a functional behavior assessment and a behavior intervention program intervention program Adding a related service, such as counseling or an instructional Adding a related service, such as counseling or an instructional assistant assistant

Page 17 of the CT IEP manual lists behavior intervention and support Page 17 of the CT IEP manual lists behavior intervention and support modalities modalities

Changing the child's special education placement to a different, Changing the child's special education placement to a different, possibly more restrictive setting, such as a self-contained possibly more restrictive setting, such as a self-contained classroom, special school, alternative school or residential program. classroom, special school, alternative school or residential program.

Functional Behavior Functional Behavior AssessmentAssessment

If a special needs student is suspended, a functional behavioral If a special needs student is suspended, a functional behavioral assessment plan must be developed for that student and carried out assessment plan must be developed for that student and carried out in a school or alternative settingin a school or alternative settingFBA’s

Examine the antecedents that occur before a child misbehaves to determine what triggers the misbehavior. Change the consequences that come after a behavior occurs so that the consequences are more likely to reinforce a child for performing appropriate behavior. Most importantly, teach the child a replacement behavior. A replacement behavior is an appropriate behavior that the child can perform that accomplishes the same goal as the inappropriate behavior. Without teaching a child a replacement behavior, meaningful, positive changes in behavior will be difficult, if not impossible, to obtain.

Example 1-directionsExample 2-directionsExample 3-form

Behavior Intervention PlanBehavior Intervention Plan

From SteveFrom Steve

Physical InterventionsPhysical Interventions

Physical interventions may only be used if Physical interventions may only be used if it is included on a student’s behavior it is included on a student’s behavior management plan management plan oror a child is a danger to a child is a danger to him/herself, another student, or you.him/herself, another student, or you. Know your districtKnow your district http://www.atl.org.uk/atl_en/help/FAQs/http://www.atl.org.uk/atl_en/help/FAQs/

restraining_a_pupil.asprestraining_a_pupil.asp http://www.angmeringschool.co.uk/http://www.angmeringschool.co.uk/

policies_controlRestrain.phppolicies_controlRestrain.php

Disciplining a StudentDisciplining a StudentStudents with disabilities may be suspended.Students with disabilities may be suspended.

Shorter than 10 days, not be part of a pattern of suspensionsShorter than 10 days, not be part of a pattern of suspensions Often complete a functional behavior assessment and rework IEPOften complete a functional behavior assessment and rework IEP

A school district A school district cannotcannot suspend a student with a suspend a student with a disability for misconduct that is a disability for misconduct that is a manifestation of the manifestation of the student's disabilitystudent's disability. The IEP team will conduct a . The IEP team will conduct a “manifest determination.” When a district decides to “manifest determination.” When a district decides to suspend a student with a disability for more that ten suspend a student with a disability for more that ten days, it must hold an IEP meeting.days, it must hold an IEP meeting.

As part of IDEA, parents may request a “stay put” and the student As part of IDEA, parents may request a “stay put” and the student will remain in his/her current placement until a hearing before the will remain in his/her current placement until a hearing before the due process officerdue process officer

Special needs students can be placed in interim Special needs students can be placed in interim alternative educational settings for up to 45 days.alternative educational settings for up to 45 days. At the At the conclusion, they must be returned to their school unless the conclusion, they must be returned to their school unless the school requests a hearing for extreme behavior (violence, school requests a hearing for extreme behavior (violence, guns, etc) guns, etc)

http://www.makeadifferencemovie.com/http://www.makeadifferencemovie.com/

An important message in the video is to not An important message in the video is to not give up on studentsgive up on students

Teachers never know what difference they may Teachers never know what difference they may make make

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Behavior Management in APE Chapter 6. Many of the concepts you learned in PE 299 still apply. However, there are some differences that underlie to focus