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

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

3. 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?

4. 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.

5. 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.

6. 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

7. 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

8. 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).

9. 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

10. 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

11. Proactive Management Early intervention Instructions Models Choices
Positive reinforcement
Response cost

12. 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

13. 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