Teaching Students with Mild and Moderate Disabilities: Research-Based Practices Second Edition © 2009 Pearson Education, Inc. All rights reserved. PROMOTING POSITIVE BEHAVIOR Chapter 10

Teaching Students with Mild and Moderate Disabilities, Second Edition Cohen and Spenciner © 2009 Pearson Education, Inc. All Rights Reserved. 2 Chapter objectives Describe problem and challenging behaviors. Compare and contrast various approaches to assessing problem and challenging behaviors.

Teaching Students with Mild and Moderate Disabilities, Second Edition Cohen and Spenciner © 2009 Pearson Education, Inc. All Rights Reserved. 3 Chapter objectives continued Discuss planning and implementing instruction that matches student needs in promoting positive behaviors. Describe how educators can strengthen school and community capacity to promote positive behaviors.

Teaching Students with Mild and Moderate Disabilities, Second Edition Cohen and Spenciner © 2009 Pearson Education, Inc. All Rights Reserved. 4 Problem and challenging behaviors Extremely aggressive and oppositional behaviors What student behaviors might we see in the classroom? Extremely withdrawn and anxious behaviors. What student behaviors might we see in the classroom?

Teaching Students with Mild and Moderate Disabilities, Second Edition Cohen and Spenciner © 2009 Pearson Education, Inc. All Rights Reserved. 5 Assessing problem behaviors: Functional behavior assessment Identifies specific areas that may be associated with the behavior including: Social Affective Cognitive and/or Environmental factors

Teaching Students with Mild and Moderate Disabilities, Second Edition Cohen and Spenciner © 2009 Pearson Education, Inc. All Rights Reserved. 6 Functional behavior assessment (FBA) includes: Description of the problem behavior in observable terms. Consideration of what function(s) the behavior may be serving. Assessment information collected using various approaches.

Teaching Students with Mild and Moderate Disabilities, Second Edition Cohen and Spenciner © 2009 Pearson Education, Inc. All Rights Reserved. 7 FBA continued Hypothesis developed from analyzing the assessment information. Leading to: Development of the intervention plan by the IEP team.

Teaching Students with Mild and Moderate Disabilities, Second Edition Cohen and Spenciner © 2009 Pearson Education, Inc. All Rights Reserved. 8 Behavioral intervention plan Addresses the function of the problem behavior by teaching the student more acceptable behaviors. Describes the skills that students need. Identifies the instruction that will be provided. States how the plan will be evaluated.

Teaching Students with Mild and Moderate Disabilities, Second Edition Cohen and Spenciner © 2009 Pearson Education, Inc. All Rights Reserved. 9 Planning classroom instruction Why should you consider the following: Setting events Motivation behind behavior(s) Assuming ownership in improving one’s behaviors Positive classroom environments Clear expectations

Teaching Students with Mild and Moderate Disabilities, Second Edition Cohen and Spenciner © 2009 Pearson Education, Inc. All Rights Reserved. 10 Planning classroom instruction continued Strategies that encourage active student responses Choral responding What does the research say? Whiteboards and response cards What does the research say? Guided notes What does the research say?

Teaching Students with Mild and Moderate Disabilities, Second Edition Cohen and Spenciner © 2009 Pearson Education, Inc. All Rights Reserved. 11 Planning classroom instruction continued Teaching compliance Describe an example from a classroom Teaching conflict resolution Describe an example from a classroom

Teaching Students with Mild and Moderate Disabilities, Second Edition Cohen and Spenciner © 2009 Pearson Education, Inc. All Rights Reserved. 12 Strengthening school and community capacity School-wide behavior support systems Codes of conduct Professionals in community agencies Community mentors Extended families

Teaching Students with Mild and Moderate Disabilities, Second Edition Cohen and Spenciner © 2009 Pearson Education, Inc. All Rights Reserved. 13 Promoting positive behaviors Teachers and other IEP team members can make a difference by: Conducting a functional behavior assessment. Following the behavioral intervention plan. Planning, implementing, and evaluating effective classroom instruction. Strengthening school and community capacity.