1. As presented by : Michael and Becca

2. both the common and the unique Common Warning Signs As defined by U.S. National Library of Medicine Harming or threatening themselves or others Damaging property or objects Dishonest Few friends, or antisocial Complain Frequent temper tantrums An attitude of hostility towards authority figures Working towards or below grade level Unique As outlined by W. L. Heward in Exceptional Children Suicidal thoughts and behavior Early drug use Early sexual activity Yelling and/or cursing Deceptive Delinquent behavior resulting in arrest Dying young due to lifestyle Lack of feeling or guilt Works Cited: Heward, William (2005). Expectional Children: An Introduction to Special Education: Prentice Hall. U.S. National Library of Medicine (2011). Child Behavior Disorders:www.nlm.nih.gov

3. and how they affect educators Also known as Conduct Disorder (not a misconception but rather FYI) Students with behavioral outbursts are going through “phase” Observing behavior over time and in comparison to peers will help to establish whether behavior is developmentally appropriate Isn’t a blanket diagnosis but rather an over arching category to include: Attention Deficit Hyperactivity Disorder, Autism, Asperger’s Syndrome, alcoholism, Anorexia Nervosa, depression, addictions, Post-Traumatic Stress Disorder, phobias, Tourette Syndrome, etc. Pinpointing a specific diagnosis will deepening the understanding of what may trigger behavior and which strategies will be a best-fit That one strategy will be the end-all be-all for a student Having a bag of strategies for multiple settings and situations References: Behavior Disorder (2008) Child Behavior Disorders: behavriodisorder.org

4. for at home and at school Reference previous educators and professional for effective strategies Direct and explicit instruction Having pre-established positive and negative consequences for behavior such as a student contract or reward system (may need to change frequently) and allows for student success within the Zone of Proximal Development Consistency and immediate feedback Praise and encouragement TONS to address self-esteem Structured environment Modeled behavior- consistent, mature, and controlled actions Provide student choice Least-restrictive environment Strategies for self-monitoring A quiet or independent place More time One-on-one support/instruction Referenced: Positive Behavioral Interventions and Supports (2011). Evaluating Students for Emotional/Behavioral Disorders: pbis.org

5. for additional information http://connected.waldenu.edu/special-education/emotional-and-behavioral- disorders/item/812-teaching-children-behavior-problems Teaching Children & Behavior Issues is an article found the Connected website, a great website for teachers. This very short source is packed with valuable information that will help any classroom run smoother. http://www.as.wvu.edu/~scidis/behavior.html STRATEGIES FOR TEACHING STUDENTS WITH BEHAVIORAL DISORDERS is part of the teacher preparation program at West Virginia University. This resource starts by addressing how important it is to address behavior issues because students that misbehave are far more likely to have serious problems in the future. Then the rest is basically a bullet list with hundreds of tips to address and prevent behavioral issues.

6. for additional information http://www.ibe.unesco.org/publications/EducationalPracticesSeriesPdf/prac08e.pdf Preventing Behavior Problems: What Works is a book published by the International Bureau of Education. This piece is basically divided into two parts; the first part explains the developing mind of child and why they are acting out. The second part gives ideas how to accommodate children with various problems. http://helpguide.org/mental/adhd_add_teaching_strategies.htm ADD/ADHD and School: Helping Children with ADHD Succeed at School is an article aimed at parents but is full of useful information for teachers. It starts by explaining how children with attention disorders think and why traditional educational practices are ineffective. Then goes on to give lots of great tips that are just as beneficial to teachers as parents like behavior management plans, open communication between teachers and parents, and parent involvement.

7. as seen in our classrooms I personally believe prevention is the best accommodation and if you make learning fun there will far less opportunities for problems Make expectations clear about what kinds of behavior are expected and the punishments/rewards that will follow Always be consistent! We provide lots of positive reinforcement to encourage good choices. Parent involvement is crucial because the parents know their child better than anyone else. Also the actions in the classroom need to have repercussions at home.

8. individual behavior management plans There is a boy named Gavin in my class who has severe emotional issues, he is either really happy or really upset there is no middle ground. My CT thinks he is autistic but I think that he is bipolar. His meltdowns were interfering with his education along with the rest of the class. We had a meeting for Gavin with his mother to come up with a plan. My CT came up with the idea of a daily chart and the mother added that he likes to use checklists. My job was to put this technique into practice. So a couple of times every day Gavin and I sit down and reflect on the day and how his behavior has been and Gavin is responsible for completing the chart. This has lead to huge improvements!

9. Gavin’s daily chart