Behavior, Social/Emotional Learning SPED 780 Class 8 Behavior, Social/Emotional Learning Judith Mack, MSEd, MSW Adjunct Lecturer Department of Special Education

Agenda Presentations Discussion: Social-emotional development of students with learning disabilities Key points about social, emotional, and behavioral problems Case Study: Small group activity

Discussion Bender article In small groups, discuss the following: Why study social-emotional development? What are key components of social-emotional development? What problems with these components do students with LD have? How can we address these issues as teachers? Specifically, what steps will you take to ensure a safe classroom culture for all your students?

What Is the Link between Learning Disabilities and Social, Emotional, and Behavioral Problems? A majority of students with learning disabilities present behavior management problems for teachers. But not all individuals with learning disabilities exhibit social or behavioral problems.

Social Competence Social competence has four components: Effective use of social skills Absence of maladaptive behavior Positive relations with others Accurate, age-appropriate social cognition Teachers should be concerned about the complex self-concepts of students with learning disabilities. They perceive themselves in more negative terms.

How Should We Assess the Characteristics of Social, Emotional, and Behavioral Problems? Types of social, emotional, and behavioral problems are often classified in two categories: Internalizing behavior Externalizing behavior Assessment should guide writing IEPs and BIPs. Data should come from a variety of sources, and a variety of settings Pre-referral behavior plans should be documented

Functional Behavioral Assessment (FBA) and Behavior Intervention Plans (BIPs) The purpose of a FBA is: Finding the specific purposes or goals of a student’s behavior Suggesting alternative ways the student might achieve the same goal with more appropriate behavior The BIP must be proactive and delineate: Expected behaviors Inappropriate behaviors Positive and negative consequences Disciplinary procedures Procedures for handling behavioral crises FBA-assessment of antecedents and consequences

Other Possible Legal Aspects of Dealing with Behavior Teachers may be called to participate in a manifestation determination. This is a procedure designed to determine whether a student’s behavior is or is not a manifestation of a disability. A student with a disability may be placed in an interim alternative educational setting (IAES).

What Are the Main Educational Methods Used for Social, Emotional, and Behavioral Problems? The focus of behavior management should be on proactive plans for teaching appropriate behavior Not reacting to misbehavior The teacher should: Ensure competent academic instruction Teach social skills and reward appropriate behavior Decrease the student’s socially inappropriate behavior

Modifying the Learning Environment for Proactive Management Precorrection plan: Evaluate the context State the expected behavior Modify the context Involve the student in rehearsal Reinforce correct performance Use prompts and signals Establish a monitoring plan

Proactive Management Early intervention Instructions Models Choices Positive reinforcement Response cost

Activity: Case Study: Form groups of 4 Review 3 cases and do the assignment for each Your group will be assigned one behavior strategy and you related it to your case to present to the class

For Monday Class will be held online Monday-More information will be posted on the website Readings: For Tues: Gerzel, NJCLD For Weds: Learning Disabilities and Life Stories Hallahan, Chapter 14 Math Learning Disabilities - Garnett