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 of this lecture.

TRAITS OF AN EFFECTIVE TEACHER-GENERAL Plan with effective behavior management in mind (groupings, transitions, engagement, etc) 80% of problems relate to the teacher! 80% of problems relate to the teacher! Make the learning fun Using behavioral, humanistic, or biophysical strategies Developing a clear system of rules, routines, rewards, and consequences Affirm positive behavior

CRITICAL MISTAKES Ignoring misbehaviors, especially little ones, with the hope they will go away Not wanting to be mean/have students like you Being inconsistent in expectations, demeanor, and behavior (“not being fair”) Create a system and stick with it unless it’s not working Create a system and stick with it unless it’s not working

Critical Mistakes - APE Allowing a student’s disability to become an excuse for their behavior for their behavior May need to modify behavioral expectations but do not let the situation become extreme. May need to modify behavioral expectations but do not let the situation become extreme. It’s hard to distinguish between learned misbehavior and the impaired behavior DUE TO the disability but you must try and will improve It’s hard to distinguish between learned misbehavior and the impaired behavior DUE TO the disability but you must try and will improve

Reinforcement Use reinforcers appropriate to the student Use reinforcers appropriate to the student Supervised free play Leader of the warm-up exercises Assist the teacher A poster of a sports’ star Distribute or collect equipment Premack Principle: for one student was being able to stare at the scoreboard for a period of time May use a puppet to demonstrate May use a puppet to demonstrate proper behavior with more severely proper behavior with more severely disabled students disabled students BM Techniques - Proactive

Unified PE - Use same age peers or older students to Enhance the learning of the student with disabilities Enhance the learning of the student with disabilities Increase the self esteem and understanding of the peer tutor Increase the self esteem and understanding of the peer tutor Aka “win win” New Britain uses students who have failed PE previously. They take regularly scheduled PE and also assist special needs students. Often, such students shine in this environment. New Britain uses students who have failed PE previously. They take regularly scheduled PE and also assist special needs students. Often, such students shine in this environment. Recruit peer tutors from students who have “free” periods. Recruit community volunteers (retired individuals, parents) BM Techniques - Proactive

Bepositive & teaching enthusiastically Bepositive & teaching enthusiastically Reinforce legitimate effort frequently Reinforce legitimate effort frequently Great try! You’re getting so close! Catching the students being good and acknowledging that behavior Catching the students being good and acknowledging that behavior BM Techniques - Proactive

Physical contact is more accepted than with students without disabilities Gently turn a student in the desired direction Gently turn a student in the desired direction Give them hugs and high fives Give them hugs and high fives Kinesthetically guide them through a motion Kinesthetically guide them through a motion Planned ignoring Non-invasive techniques: proximity, eye contact, vocal variety, name in sentence Time-out, daily report, contracts BM Techniques - Reactive

When inappropriate behavior occurs: Special needs students may exhibit unexpected behavior such as you would never suspect: Examples (stories from you) Examples (stories from you) What about a student who gets in your personal space and says he or she “likes you”? BM Techniques - Reactive

When misbehavior occurs, BE REFLECTIVE and ask 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, become stimulated, or communicate something? Is the student trying to obtain something, avoid something, become stimulated, or communicate something? BM Techniques - Reactive

Emotional/Behavioral Disorders Various terms used: Oppositional defiant disorder (ODD) Oppositional defiant disorder (ODD) Conduct disordered (more extreme) Conduct disordered (more extreme) Behaviorally defiant Behaviorally defiant May or may not be in combination with other disabilities. Must be diagnosed by a mental health professional. Medications are available Increasing percentage of school population Increasing percentage of school population

Emotional/Behavioral Disorders Possible characteristics often loses his or her temper (aggression) often loses his or her temper (aggression) frequently argues with adults frequently argues with adults often disregards adults' requests or rules often disregards adults' requests or rules deliberately tries to provoke others deliberately tries to provoke others frequently blames others for mistakes or misbehavior frequently blames others for mistakes or misbehavior is often easily irritated by others is often easily irritated by others is often angry, resentful, and/or spiteful is often angry, resentful, and/or spiteful

Emotional/Behavioral Disorders Strategies Focus on: 1) Skill building (regulate anger, actions, verbal output) 1) Skill building (regulate anger, actions, verbal output) 2) Raising their conscience and 2) Raising their conscience and 3)Improving their relationship skills. 3)Improving their relationship skills.

Emotional/Behavioral Disorders Various terms used: Oppositional defiant disorder (ODD) Oppositional defiant disorder (ODD) Conduct disordered Conduct disordered Behaviorally defiant Behaviorally defiant May or may not be in combination with other disabilities

Emotional/Behavioral Disorders Resources Understanding ODD (Suffolk SD) Understanding ODD (Suffolk SD) htm htm Association for Children’s Mental Health Association for Children’s Mental Health D.pdf D.pdf Exceptional Teacher’s Factsheet Exceptional Teacher’s Factsheet tional/Oppositional%20Defiant%20Disorder.pdf tional/Oppositional%20Defiant%20Disorder.pdf

Long-term or Reoccurring Problems If problems continue or become more difficult, other interventions may be necessary. For example: Complete a functional behavior assessment and a behavior intervention program Adding a related service, such as counseling or an instructional assistant Page 17 of the CT IEP manual lists behavior intervention and support modalities Page 17 of the CT IEP manual lists behavior intervention and support modalities Changing the child's special education placement to a different, possibly more restrictive setting, such as a self-contained classroom, special school, alternative school or residential program.

Functional Behavior Assessment If a special needs student is suspended, a functional behavioral assessment plan must be developed for that student and carried out in a school or alternative setting FBA’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-directions Example 2-directions Example 3-form

Behavior Intervention Plan From Steve From Steve

Physical Interventions Physical interventions may only be used if it is included on a student’s behavior management plan or a child is a danger to him/herself, another student, or you. Know your district Know your district pupil.asp pupil.asp pupil.asp pupil.asp strain.php strain.php strain.php strain.php

Disciplining a Student Students with disabilities may be suspended. Shorter than 10 days, not be part of a pattern of suspensions Shorter than 10 days, not be part of a pattern of suspensions Often complete a functional behavior assessment and rework IEP Often complete a functional behavior assessment and rework IEP A school district cannot suspend a student with a disability for misconduct that is a manifestation of the student's disability. The IEP team will conduct a “manifest determination.” When a district decides to suspend a student with a disability for more that ten days, it must hold an IEP meeting. 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 due process officer 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 due process officer Special needs students can be placed in interim alternative educational settings for up to 45 days. At the conclusion, they must be returned to their school unless the school requests a hearing for extreme behavior (violence, guns, etc)

An important message in the video is to not give up on students An important message in the video is to not give up on students Teachers never know what difference they may make