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Behavior Management in APE

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Title: Behavior Management in APE


1
Behavior Management in APE
Chapter 6
2
  • Many of the concepts you learned in PE 299 still
    apply. However, there are some differences that
    underlie to focus of this lecture.

3
TRAITS OF AN EFFECTIVE TEACHER-GENERAL
  • Plan with effective behavior management in mind
    (groupings, transitions, engagement, etc)
  • 80 of problems relate to the teacher!
  • Make the learning fun
  • Using behavioral, humanistic, or biophysical
    strategies
  • Developing a clear system of rules, routines,
    rewards, and consequences
  • Affirm positive behavior

4
CRITICAL MISTAKES
  • Ignoring misbehaviors, especially little ones,
    with the hope they will go away
  • Not wanting to be mean/have students like you
  • Being inconsistent in expectations, demeanor, and
    behavior (not being fair)
  • Create a system and stick with it unless its not
    working

5
Critical Mistakes - APE
  • Allowing a students disability to become an
    excuse
  • for their behavior
  • May need to modify behavioral expectations but do
    not let the situation become extreme.
  • Its hard to distinguish between learned
    misbehavior and the impaired behavior DUE TO the
    disability but you must try and will improve

6
BM Techniques - Proactive
  • Reinforcement
  • Use reinforcers appropriate to the student
  • Supervised free play
  • Leader of the warm-up exercises
  • Assist the teacher
  • A poster of a sports star
  • Distribute or collect equipment
  • Premack Principle for one student was being able
    to stare at the scoreboard for a period of time
  • May use a puppet to demonstrate
  • proper behavior with more severely
  • disabled students

7
BM Techniques - Proactive
  • Unified PE - Use same age peers or older students
    to
  • Enhance the learning of the student with
    disabilities
  • Increase the self esteem and understanding of the
    peer tutor
  • Aka win win
  • New Britain uses students who have failed PE
    previously. They take regularly scheduled PE and
    also assist special needs students. Often, such
    students shine in this environment.
  • Recruit peer tutors from students who have free
    periods.
  • Recruit community volunteers (retired
    individuals, parents)

8
BM Techniques - Proactive
  • Bepositive teaching enthusiastically
  • Reinforce legitimate effort frequently
  • Great try!
  • Youre getting so close!
  • Catching the students being good and
    acknowledging that behavior

9
BM Techniques - Reactive
  • Physical contact is more accepted than with
    students without disabilities
  • Gently turn a student in the desired direction
  • Give them hugs and high fives
  • Kinesthetically guide them through a motion
  • Planned ignoring
  • Non-invasive techniques proximity, eye contact,
    vocal variety, name in sentence
  • Time-out, daily report, contracts

10
BM Techniques - Reactive
  • When inappropriate behavior occurs
  • Special needs students may exhibit unexpected
    behavior such as you would never suspect
  • Examples (stories from you)
  • What about a student who gets in your personal
    space and says he or she likes you?

11
BM Techniques - Reactive
  • When misbehavior occurs, BE REFLECTIVE and ask
    yourself some questions
  • Does the student understand the task?
  • Was the demonstration sufficient?
  • Does the student need more help?
  • Does the student have the lead up skills?
  • Is the student trying to obtain something, avoid
    something, become stimulated, or communicate
    something?

Look for patterns!
12
Emotional/Behavioral Disorders
  • Various terms used
  • Oppositional defiant disorder (ODD)
  • Conduct disordered (more extreme)
  • Behaviorally defiant
  • May or may not be in combination with other
    disabilities. Must be diagnosed by a mental
    health professional. Medications are available
  • Increasing percentage of school population

13
Emotional/Behavioral Disorders
  • Possible characteristics
  • often loses his or her temper (aggression)
  • frequently argues with adults
  • often disregards adults' requests or rules
  • deliberately tries to provoke others
  • frequently blames others for mistakes or
    misbehavior
  • is often easily irritated by others
  • is often angry, resentful, and/or spiteful

14
Emotional/Behavioral Disorders
  • Strategies
  • Focus on
  • 1) Skill building (regulate anger, actions,
    verbal output)
  • 2) Raising their conscience and
  • 3)Improving their relationship skills.

15
Emotional/Behavioral Disorders
  • Various terms used
  • Oppositional defiant disorder (ODD)
  • Conduct disordered
  • Behaviorally defiant
  • May or may not be in combination with other
    disabilities

16
Emotional/Behavioral Disorders
  • Resources
  • Understanding ODD (Suffolk SD)
  • http//www.spsk12.net/departments/specialed/odd.ht
    m
  • Association for Childrens Mental Health
  • http//www.esu1.org/dept/sped/psych/PDFFiles/ODD.p
    df
  • Exceptional Teachers Factsheet
  • http//www.brandonu.ca/academic/education/exceptio
    nal/Oppositional20Defiant20Disorder.pdf

17
Long-term or Reoccurring Problems
  • If problems continue or become more difficult,
    other interventions may be necessary. For
    example
  • Complete a functional behavior assessment and a
    behavior intervention program
  • Adding a related service, such as counseling or
    an instructional assistant
  • Page 17 of the CT IEP manual lists behavior
    intervention and support modalities
  • Changing the child's special education placement
    to a different, possibly more restrictive
    setting, such as a self-contained classroom,
    special school, alternative school or residential
    program.

18
Functional Behavior Assessment
  • If a special needs student is suspended, a
    functional behavioral assessment plan must be
    developed for that student and carried out in a
    school or alternative setting
  • FBAs
  • Examine the antecedents that occur before a child
    misbehaves to determine what triggers the
    misbehavior.
  • Change the consequences that come after a
    behavior occurs so that the consequences are more
    likely to reinforce a child for performing
    appropriate behavior.
  • Most importantly, teach the child a replacement
    behavior. A replacement behavior is an
    appropriate behavior that the child can perform
    that accomplishes the same goal as the
    inappropriate behavior. Without teaching a child
    a replacement behavior, meaningful, positive
    changes in behavior will be difficult, if not
    impossible, to obtain.
  • Example 1-directions
  • Example 2-directions
  • Example 3-form

19
Behavior Intervention Plan
  • From Steve

20
Physical Interventions
  • Physical interventions may only be used if it is
    included on a students behavior management plan
    or a child is a danger to him/herself, another
    student, or you.
  • Know your district
  • http//www.atl.org.uk/atl_en/help/FAQs/restraining
    _a_pupil.asp
  • http//www.angmeringschool.co.uk/policies_controlR
    estrain.php

21
Disciplining a Student
  • Students with disabilities may be suspended.
  • Shorter than 10 days, not be part of a pattern of
    suspensions
  • Often complete a functional behavior assessment
    and rework IEP
  • A school district cannot suspend a student with a
    disability for misconduct that is a manifestation
    of the student's disability. The IEP team will
    conduct a manifest determination. When a
    district decides to suspend a student with a
    disability for more that ten days, it must hold
    an IEP meeting.
  • As part of IDEA, parents may request a stay put
    and the student will remain in his/her current
    placement until a hearing before the due process
    officer
  • Special needs students can be placed in interim
    alternative educational settings for up to 45
    days. At the conclusion, they must be returned
    to their school unless the school requests a
    hearing for extreme behavior (violence, guns,
    etc)

22
  • http//www.makeadifferencemovie.com/
  • An important message in the video is to not give
    up on students
  • Teachers never know what difference they may make
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