educational approaches to emotionally and behaviorally disturbed children

EDUCATIONAL APPROACHES

EMOTIONAL & BEHAVIORAL DISORDERS

MAS, Pamela Bianca E.

SOCIAL SKILLS

OGetting along with others

OSkillstreaming the Adolescent

OTaking part

OPrepare curriculum

OWalker social skills curriculum

OWorking together

CURRICULUM GOALS

MAS

ACADEMIC SKILLS

OReading, writing, and arithmetic

OExcellent progress when

provided with explicit,

systematic instruction

CURRICULUM GOALS

MAS

DISCIPLINE & SYSTEM OF BEHAVIOR SUPPORT

TRADITIONAL

LY

Punishment to

control

misbehavior

BEHAVIOR MANAGEMENT

MAS

ADVANCES IN

DISCIPLINE

School-wide

behavior

support system

CONTINUUM OF EFFECTIVE BEHAVIOR SUPPORT

BEHAVIOR MANAGEMENT

MAS

TERTIARY PREVENTION

SECONDARY

PREVENTION

PRIMARY

PREVENTION

Individual student system

At-risk system

School-wide system, classroom system

With chronic/intense behavior problem

At risk for behaviorproblem

Without serious behavior problem

1. Behavioral expectations are stated

2. Behavioral expectations are

defined and taught

3. Appropriate behaviors are

acknowledged

BEHAVIOR MANAGEMENT

MAS

CHARACTERISTICS OF SYSTEM OF BEHAVIOR

SUPPORT

4. Behavioral errors are corrected

proactively

5. Program evaluations & adaptations

are data-driven and made by a

team

6. Individual student support systems

are integrated with school-wide

discipline systems

BEHAVIOR MANAGEMENT

MAS

CLASSROOM MANAGEMENT

Proactive Strategies

pre-planned interventions that

anticipate behavior problems

and stop them before they

occur.

BEHAVIOR MANAGEMENT

MAS

PROACTIVE STRATEGIES

OStructuring physical

environment

OEstablishing clear rules &

expectations

OScheduling and sequencing

lesson activities

OKeep students actively

engaged

BEHAVIOR MANAGEMENT

MAS

OPresent instructions in ways

that increase probability of

compliance

OUse praise and positive

reinforcement

BEHAVIOR MANAGEMENT

MAS


OShaping, contingency

contracting, extiction

ODifferential reinforcement of

other behavior

OResponse cost, time out

BEHAVIOR MANAGEMENT

MAS


OOvercorrection

OLevel system

COERCION

BEHAVIOR MANAGEMENT

MAS

SELF MANAGEMENT

OSelf-monitoring – students

observe and record occurrence

of his own behavior

OSelf-evaluation – comparison of

one’s behavior against a

standard or goal.

BEHAVIOR MANAGEMENT

MAS

PEER MEDIATION AND SUPPORT

OPeer monitoring

OPositive peer reporting

OPeer tutoring

OPeer confrontation

BEHAVIOR MANAGEMENT

MAS

OKey dimension of curriculum and

instruction

OSequence of activities within

overall lessons

OPacing of instructions

OFrequency with which students

actively respond to instruction

A FOCUS ON ALTERABLE VARIABLES

MAS

OHow, and when students receive

praise or other forms of

reinforcement for their efforts

OManner in which errors are

corrected

A FOCUS ON ALTERABLE VARIABLES

MAS

SERVING ALL STUDENTS WITH

EMOTIONAL & BEHAVIORAL DISORDERS

CURRENT ISSUES & FUTURE TRENDS

MAS

PREVENTING EMOTIONAL & BEHAVIORAL DISORDERS


MAS

OMisguided optimism that children

with antisocial behavior at a young

age will grow out of it


MAS

Factors that Obstruct the Prevention of Emotional and

Behavioral Disorders

OWorry that identifying and

labelling a child as at-risk might

cause stigma for the child and

his family

OConcern that because no

screening is perfect, some

children will be misidentified


MAS

OUnwillingness to spend the

money needed to pay for a

comprehensive program of

screening, identification, and

early intervention


MAS

DISCIPLINING STUDENTS WITH DISABILITIES

Manifestation Determination

review relationship between the

student’s misconduct and his

disability.


MAS

IMPROVING SERVICE FOR YOUTH IN JUVENILE

CORRECTIONS SYSTEM


MAS

DEVELOPING WRAPAROUND SYSTEM

OF COMPREHENSIVE CARE


MAS

OChild- and family-centered

interventions and supports

OInteragency cooperation, with

shared goals

OIndividualized care that fits

programs around a child’s

needs


MAS

Characteristic of most effective Wraparound Programs

OEmphasize school-wide prevention

OPersonnel advocate for and

empower families to be partners in

the services designed to help their

children


MAS

Features of a Successful School-based Wraparound

Program

OProfessionals from community

agencies serve the child in the school

as well as in the community

OSchool-based case manager

coordinates the services to ensure

that they support the student’s

learning at school, home and

community


MAS

CHALLENGES, ACHIEVEMENTS, AND

ADVOCACY


MAS

educational approaches to emotionally and behaviorally disturbed children

Education