Educational Services for Individuals with Exceptionalities

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Educational Services for Individuals with
Exceptionalities

• Behavior Management and Collaboration

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Behavior Management

• Teacher options
• Permit
• Tolerate
• Interfere
• Prevent

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Surface Techniques

• Planned ignoring
• Signal interference
• Proximity control
• Interest boosting
• Humor
• Hurdle helping

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Surface Techniques

• Restructuring program
• Support from routine
• Appeal to values
• Removing seductive objects
• Antiseptic bouncing

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Reflection 1

• Experiences as a student
• Experiences working with children
• Experience with techniques

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Self-Assessment

• My teaching style?
• Students understanding?
• Students disability?
• Arrangement of room?
• Out of your control?
• Classroom routines?

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Ecological Approach

• Focus of behavioral control too narrow
• Student may not be only problem
• All students have needs
• Consider the impact of relationships
• Impact may exceed student

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Systems Approach

• Incongruence between abilities and expectations
• Student is part of social system
• Routine vs. reflective action
• Technical rationality
• Practical action
• Critical reflection

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Reflection 2

• Reflect on a time in your past when you were in
  trouble
• What factors influenced your behavior
• What kind of support system was available

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Positive Behavior Support

• Function for individual
• Instructional interventions
• Individualized
• Comprehensive and long-term
• Levels
• Universal support
• Group support
• Individual support

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Key Processes of Universal Support

• Clearly defined expectations
• Explicit instruction
• Teach school-wide expectations
• Integrate with school-wide expectations
• Ongoing evaluation and adaptations

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Reflection 3

• What does it mean to be a change agent
• Describe the teacher that is willing to learn and
  implement tools for change

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FBA

• Serving a function
• Teach expectation
• Universal
• Good for all

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FBA

• Targeted behavior
• Hypotheses
• Goals
• Instructional techniques
• Monitoring
• Changes

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Setting Events

• Circumstances which alter the value of
  reinforcers or the impact of routine stimuli
• Changing existing environments to render problem
  behavior useless
• Concurrent vs. preceding events

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Reflection 4

• Consider a case example - somebody you are
  familiar with who has a history with problem
  behavior
• Describe possible setting events

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Behavior Support Plan

• Description of target behavior
• Assessment findings
• Hypothesis
• Lifestyle changes
• Environmental changes
• Positive procedures
• Alternative behaviors and instructional
  strategies
• Crisis management procedures

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Reflection 5

• Consider case example
• Describe from educator perspective
• Describe from student-centered perspective
• Which is most effective and why

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Collaboration

• Reflective practices
• Sharing of experiences
• Review of teaching practices
• Assumptions and predispositions
• Moral and ethical criteria

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General Considerations

• Partnerships
• Teacher/Student Assistance Teams
• Tools of collaboration
• Role release
• Communication

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Reflection 6

• Consider a situation where you collaborated to
  solve a problem, complete a project, or carry out
  a task
• Were there unspoken rules?
• Were roles defined?
• What was the outcome of the collaboration?