Classroom Behavioral Intervention PPT Slides

7/28/2019 Classroom Behavioral Intervention PPT Slides

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Terri L. Meadows Armstrong

Azusa Pacific University


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classified as a psychotic disorder delusions

(beliefs that arent true)

hallucinations(seeing things not there)

Disorganized speech and behavior

The National Dissemination Center for Children withDisabilities(June 2010) Emotional Disturbance. The Iris Center. Retrievedfromhttp://iris.peabody.vanderbilt.edu/resource_infoBrief/info_brief_files/nichcy_org_wp_content_uploads_docs_fs5_pdf.html


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Typically strikes the genders at different ages:

Males: 15-25 years of age

Females: 25-35 years of age

However, 39% of males and 23% of femaleswill experience their first episode by age 19.

Gearing, PhD, Robin Edward (February 2008)Evidence-Based Family PsychoeducationalInterventions for Children and Adolescentswith Psychotic DisordersJournal of the

Canadian Academy of Child and AdolescentPsychiatry. 2008 February; 17(1)2


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Fall 2008

4.1 million students diagnosed

with a mental disorder (not

specifically Schizophrenia)

Two years later,

the increase in

students

diagnosed with

mental disorders

has almostdoubled.

Fall 2010, 8.3 million

students identified with

a mental illness (notspecifically

Schizophrenia)

Gearing, PhD, Robin Edward (February 2008)Evidence-Based Family PsychoeducationalInterventions for Children and Adolescentswith Psychotic DisordersJournal of theCanadian Academy of Child and AdolescentPsychiatry. 2008 February; 17(1)2

Turnbull, A., Turnbull R., Wehmeyer, M. &Shogren, K. (2013). Exceptional lives: Specialeducation in todays schools (7th ed.), UpperSaddle River, NJ: Merrill/Prentice Hall.

*Mental disorder does

not specifySchizophrenia, norSpecial Education.


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PrognosisThe earlier the diagnosis, the poorer theprognosis. The cycle of hospitalizations,

releases and readmissions are higher.

Classroom Behavior

Often erratic because of poor coping skills.

Li, Huijun, Pearrow, Melissa, andJimerson, Shane R. (September 2010)Identifying, Assessing, and TreatingEarly Onset Schizophrenia at School(Developmental Psychopathology atSchool), (1st ed.). Springer

Publications


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When a student returns to the classroom

from time in a medical facility, how can theclassroom teacher facilitate a smoothtransition and support the student makinggood behavior choices?


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Create a classroom atmosphere that is free ofchaos and disruptive behaviors.

Encourage the class to keep calm andorganized.

Do this is a way that utilizes positive

reinforcements and allows the child returningto the room the maximum benefit of a calmroom.


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Please ensure that a behavior plan is writteninto the IEP. Work with the parents anddevelop a positive reinforcement plan thatwill support the student both at home and at

school.


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Set the student up for success

Graphic Organizer

- Develop a Gameplan- Organize thoughts- Own behavior plan

Someone

bothering me

Walk away

Go someplace

else

Find a different

friend

Tell an adult

Turnbull, A., Turnbull, R., Erwin, E.J.,Soodak, L.C. (2010). Families,Professionals, and Exceptionality:Positive outcomes through partnershipand trust, (6th ed.). Prentice Hall VideoPresentation Supplemental Supports:Behavior Management Plans: Using theDecision Making Model Pt. II


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Good Behavior Game First developed in 1969

Goal: limit disruptive behavior Schedule throughout the day in short time

segments

Highlighed unwanted behaviors with class

Barrish, Harriet H., Saunders, Muriel and Wolf Montrose M. (1969)Good behavior game: effects of individual contingencies for groupconsequences on disruptive behavior in a classroom.Journal ofApplied Behavior Analysis. Summer 1969; 2(2)119

Wright, Jim (2013) The Good Behavior Game. Intervention Central.Retrieved from http://www.interventioncentral.org/behavioral-interventions/schoolwide-classroommgmt/good-behavior-game


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This is NOT what you want.


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Goal is to get a classroom full ofchildren to minimize disruptive behavior

Class is split into two teams

A point is given when a student chooseto behave in a disruptive manner

The team with the fewest points win a

reward

Any team with fewer than the minimumset points can win the reward


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Write a clear behavior goal in a prominent place

Divide class into teams (two or more)

Provide plenty of redirection to ensure higherrates of success

Provide specific praise for good behaviors

Give instant rewards (stickers, tokens) for thosemodeling good behaviors


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Pros Cons

Students can help oneanother make good behaviorchoices

Constant specific praise tellsstudents instantly what is tobe expected

Those who struggle more canstill be rewarded

Can be used in a SDC or in aGenEd room with Inclusion

A bullying atmosphere canbe created if not carefullymonitored

Teacher has carefully

create teams so bullyinggroups will be minimized

If a student refuses, thiscan hurt the team.

Teacher can put student in

their own team.


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If a student is struggling with remaining calmor suffering from a psychotic break, you willinstantly know because the rest of the roomis calm.


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http://youtu.be/_vYQ6pbJt2k?t=44s

http://youtu.be/VuBps0Fnawg


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Barrish, Harriet H., Saunders, Muriel and Wolf Montrose M. (1969) Good behavior game: effects of individualcontingencies for group consequences on disruptive behavior in a classroom.Journal of Applied BehaviorAnalysis. Summer 1969; 2(2)119

Gearing, PhD, Robin Edward (February 2008) Evidence-Based Family Psychoeducational Interventions for

Children and Adolescents with Psychotic DisordersJournal of the Canadian Academy of Child and AdolescentPsychiatry. 2008 February; 17(1)2

Li, Huijun, Pearrow, Melissa, and Jimerson, Shane R. (September 2010) Identifying, Assessing, and Treating EarlyOnset Schizophrenia at School (Developmental Psychopathology at School), (1st ed.). Springer Publications

The National Dissemination Center for Children with Disabilities (June 2010) Emotional Disturbance. The IrisCenter. Retrieved fromhttp://iris.peabody.vanderbilt.edu/resource_infoBrief/info_brief_files/nichcy_org_wp_content_uploads_docs_fs5_pdf.html

Turnbull, A., Turnbull, R., Erwin, E.J., Soodak, L.C. (2010). Families, Professionals, and Exceptionality: Positiveoutcomes through partnership and trust, (6th ed.). Prentice Hall Video Presentation Supplemental Supports:Behavior Management Plans: Using the Decision Making Model Pt. II

Turnbull, A., Turnbull R., Wehmeyer, M. & Shogren, K. (2013). Exceptional lives: Special education in todaysschools (7th ed.), Upper Saddle River, NJ: Merrill/Prentice Hall.

Wright, Jim (2013) The Good Behavior Game. Intervention Central. Retrieved fromhttp://www.interventioncentral.org/behavioral-interventions/schoolwide-classroommgmt/good-behavior-game

Classroom Behavioral Intervention PPT Slides

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