Theoretical Frameworks of Behavior Management Characteristics and Classroom Application

Theoretical Frameworks of Behavior Management

Characteristics and Classroom Application

Characteristics of Psychodynamic Framework – 3 characteristics

Characteristic #1-what is the focus?

• The inner life of the child is most important in determining the cause of behavior.


Characteristic #2-major theory attached=developmental2. Based on Freudian principles: psychosexual stepsa) oral- child’s first experience with environment where s/he

is developing trust/mistrustb) Anal stage-child is learning to have conventional control

over his body and environment where child is learning autonomy/shame & doubt

c) Phallic stage – child can derive pleasure through senses and is developing own personality/identity

d) Latency-elementary years-development of academic interests

e) Genital Stage-all development of identity comes into one package


Characteristic #3-What is the most important for the teacher?

To understand the inner life of the child, the teacher needs to understand psychological development of the child and how this acts in the development of a healthy/disturbed child

Classroom Applications of Psychodynamic Theory

• Emotional First Aid-each time the child acts out, he is removed, let to vent, provided teacher support, and a plan is made (time out)

• Circle of Courage-everyone is connected/contributor,encouragement/modeling used for assistance, each person is an individual with choices, child is worthy and accountable for choices made (models)

• Bibliotherapy-social stories-by reading, the child gains insight into appropriate behavior for that particular situation (self management-you write story to identify behaviors, ss instructs the student, have him monitor behavior while providing a recording device).

Characteristics of Biobehavioral Framework – 3 characteristics

Characteristic #1-what is the focus?The child’s behavior comes from some

sort of defect/organic cause within and must be treated.


Characteristic #2-major theory attached=deficit/developmental

1. Deficit due to structural defect-body doesn’t work optimally (clubfoot; missing limb)

2. Deficit due to functional defect-body part looks normal but isn’t optimally functional (eyesight, hearing aid-cochlear implant)

3. Metabolism-chemical issues with body (Tay Sachs disease)

4. Blood-blood doesn’t function normally (hemophelia, AIDS)



To understand the child, the teacher needs to understand the disability and accommodate (order, routine, repetition, simplified environment)

Classroom Applications of Biobehavioral Theory

1. Diet-Decrease the sugar/artificial ingredients, salicylates, decrease the behavior

2. Drugs-put a hyperactive child on stimulant meds (such as ritalin) b/c it has the opposite effect

3. Modify the curriculum-individualize curriculum such as giving the child fewer problems to do/more simplified steps to follow

Characteristics of Environmental/Ecological

Framework – 3 characteristicsCharacteristic #1-what

is the focus?

The child is a product of the environment that he is in. Environment includes community, neighborhood, school, family

DouglasCreek Estates

Lakota East

West Chester


Framework – 3 characteristicsCharacteristic #2-major theory attached=Society’s

definition of disabled• Social Disorganization-Communities/Society

doesn’t have the right “equipment” to deal with differences.

• Labeling theory-Child doesn’t fit the societal mold so society labels as a deviant and is then expected to perform at a lower performance rate.


Framework – 3 characteristicsCharacteristic #3-What is the most

important for the teacher?

• The child is OK, therefore it’s the teacher who needs to accommodate by trying interventions from across the spectrum and monitoring the effects to obtain an intervention that works!

Classroom Applications of Environmental/Ecological Theory

1. Therapeutic Discussion Groups-regular meetings with adult (teacher & therapeutic consultant ideal) to discuss child centered topics that focus on feelings and remediating ineffective behaviors

2. Antecedent of Effective Management-Teacher organizes the classroom environment to promote desired behaviors (procedures, schedules, cues, prompts.

3. Expulsion/suspension-in school or out of school, no more than 10 days under most circumstance, with children with disabilities can be used with appropriate implementation of procedure, according to PL94-142 (also known as IDEA), with reasonable access to continued school services.

Characteristics of Behavioral Framework – 3 characteristics

Characteristic #1-what is the focus?Behavior is the product of the child’s

reaction to the environment and the environment’s reaction to the child (display of behavior-reinforcement to make it happen again/consequence that makes it unlikely to happen again); data must be taken (FBA) to determine causes and interventions


Characteristic #2-major theory attached=behavioral theory

Every child can learn something; we just need to identify what is impeding learning and remediate. We also need to employ the correct incremental steps that will lead to a learning goal.



Teacher needs to identify a target behavior, present a reinforcer that s/he thinks will work at the right time, apply the intervention with consistency, monitor and determine if the intervention is effective (data).

Classroom Applications of Behavioral Theory

1. Antiseptic Bouncing-when agitation starts, provide the student with time away to get themselves together which avoids embarrassment and provides the distancing to calm down and start over again.

2. Removal of Seductive Objects-kind, firm removal of objects that distract from learning.

3. Program restructuring (monitor and adjust)-teacher being responsive to students’ interest and engagement in learning and willingness to ditch a lesson and retry at a different time.

Documents

Theoretical Frameworks of Behavior Management Characteristics and Classroom Application