04:352 Children With Behavioral Problems - PowerPoint PPT Presentation

1 / 46
About This Presentation
Title:

04:352 Children With Behavioral Problems

Description:

Remember- Behavioral expectations change over time, situation and across culture. ... Constructivism. Behavioral approach. Classical conditioning. Operant conditioning ... – PowerPoint PPT presentation

Number of Views:74
Avg rating:3.0/5.0
Slides: 47
Provided by: admi1130
Category:

less

Transcript and Presenter's Notes

Title: 04:352 Children With Behavioral Problems


1
04352Children With Behavioral Problems
  • Your Learning Will Be Enhanced If You
  • Share Your Experience and Knowledge
  • Listen With Understanding to What Others Say
  • Ask Questions
  • Respect Confidences
  • Participate in the Discussions and Exercises
  • Give and Receive Constructive Feedback
  • Start on Time

2
What does Atypical and Harmful behavior look
like?
  • Remember- Behavioral expectations change over
    time, situation and across culture. It is
    reflected by ones culture, age, gender, and
    Socio-economic status.

3
Behavioral Indicators of Disorders
  • Extremes in frequency and intensity of behavior
  • Behavioral difficulty persists over time
  • Abrupt change in behavior
  • Behavior inappropriate to the situation
  • Several problem behaviors
  • Behavior qualitatively different from normal

4
Risk Factors
  • Emotional and interpersonal
  • Low self, immature
  • Difficult temperament
  • Social incompetence
  • Peer rejection
  • Intellectual and academic
  • Below average intelligence
  • Ld
  • Academic failure
  • Ecological
  • Neighbourhood disorganization
  • Crime
  • Racial, ethnic and gender injustice
  • Life events
  • Early death of parent
  • Childhood trauma/illness
  • Constitutional factors
  • Heredity factors
  • Gene Abnormailities
  • Inadequete health care, nutrition
  • Family
  • Poverty
  • Abuse, neglect
  • Conflict
  • Disorganization
  • Stress
  • Pyschopathology
  • Large family

5
Building Resiliency- Individual
  • Good IQ
  • Appealing, Easygoing, Personable
  • Self-efficacy, Self-confidence, Self-control,
    Talents
  • Faith, Positive Outlook

6
Building Resiliency- Family
  • Close Relationship to Family
  • Authoritative Parenting, Warmth, Structure, High
    Expectations
  • Socioeconomic Advantages
  • Connections to Extended Family
  • Connections to Networks of Support

7
Building Resiliency- Extrafamilial
  • Bonds to prosocial Adults Outside Family
  • Connections to prosocial Organizations
  • Attending Effective Schools

8
Some Theories, Concepts and Approaches to
Construct As We Examine Our Knowledge Base for
Working With Students Who Have Emotional
Behavioral Disorders
  • Basic tendencies in thinking- Piaget
  • Brain-based learning
  • Choice theory
  • Humanistic theories
  • Maslows hierarchy of needs
  • Constructivism
  • Behavioral approach
  • Classical conditioning
  • Operant conditioning
  • Social learning theory
  • Applied behavior analysis
  • Metacognition
  • Self-management
  • Self-regulation
  • Executive functioning
  • Motivation
  • Weiners Attribution Theory
  • Expectancy X Value Theory
  • Goals
  • Arousal
  • Curiosity
  • Anxiety
  • The Self
  • Beliefs About Ability
  • Entity or Incremental View of Self
  • Self-Efficacy
  • Self-Esteem
  • Self-Concept

9
Basic Tendencies in Thinking -piaget
  • Organization
  • Schemes / schema
  • Adaptation
  • Assimilation
  • Accommodation
  • Resistance???
  • Equilibration
  • Equilibrium
  • Disequilibrium

10
Glasser
  • Thinking managing feelings vs. Feelings managing
    thinking
  • People seek and want to maintain meaningful
    relationships

11
(No Transcript)
12
Classical Conditioning
Unconditioned Stimulus
Unconditioned Response
Neutral Stimulus
Unconditioned Response
Unconditioned Stimulus
Repeat pairing US with NS
Conditioned Stimulus
Conditioned Response
13
Operant Conditioning
  • Operate on our environment (deliberate actions)
  • Law of effect
  • Premack Principle
  • ABC
  • ABA
  • Baseline behavior
  • Target behavior
  • Classroom application
  • - Specify the desired behavior
  • - Plan a specific intervention
  • - Keep track of the results
  • Social Learning Theory (Al)
  • We learn through observing others
  • Humanism
  • Cognitive approach

14
Behavioral Approach
  • Rewards are consequences of behaviors
  • Incentives encourage or discourage behaviors

15
Kinds of Reinforcement Punishment
Behavior encouraged
Behavior suppressed
Presentation Punishment Detention/extra work
Positive Reinforcement Praise/reward
Something Given
Removal Punishment Loss of recess/ grounded!
Negative Reinforcement Avoid losing points
Something Taken Away
16
  • Self-management- using behavioral principles to
    change ones own behavior
  • Set goals and make the goals public
  • Evaluate record performance
  • Promote self-reinforcement
  • Cognitive Behavior Modification
    Self-Instruction
  • PRISM (extension of self-management)
  • Thinking errors
  • Relaxation therapy
  • Teaching self-talk
  • Demonstrate supervise
  • Talk out loud while practicing,
  • student imitates
  • Whisper while practicing, student imitates
  • Work toward private speech while practicing

17
Metacognitive Knowledge
  • Awareness of your own thinking processes
  • Knowing what you know (declarative knowledge)
  • Knowing how to use what you know (procedural
    knowledge)
  • Knowing when and why to use what you know
    (conditional knowledge)
  • Planning
  • Monitoring
  • Evaluation

18
Differences in Metacognition
  • Developmental (maturational) differences
  • Capacity
  • Strategy
  • Organization
  • Individual differences
  • Efficiency
  • Differences in ability

19
Expert Students
  • Are cognitively engaged
  • Focus attention effort
  • Process information deeply
  • Monitor understanding

20
Humanistic Approaches
  • Third force psychology
  • Emphasis on personal choice
  • Needs
  • Self-actualization/Self-determination
  • Maslows hierarchy

21
Maslows Hierarchy
Self- Actualization Need
Being (growth) Needs
Motivation increases as needs are met
Aesthetic Needs
Need to know and Understand
Esteem Needs
Deficiency Needs
Motivation decreases as needs are met
Belongingness and Love Needs
Safety Needs
Physiological Needs
22
Cognitive Perspective
  • Focus on thinking
  • Emphasizes intrinsic motivation
  • People are active and curious
  • Plans, goals, schemas, and expectations

23
Cognitive Perspective
  • Attribution theory
  • Perceived cause of successes or failures
  • Locus
  • Stability
  • Responsibility
  • Attributions in the classroom
  • Teacher actions influence student attributions
  • Expectancy X Value Theory

24
Weiners Attribution Theory
  • Locus
  • The location of the cause of success or failure
    as internal or external to the person
  • Stability
  • Whether the cause of success or failure stays the
    same or can change with context
  • Controllability
  • Whether the person can control the cause of
    success or failure

25
Sociocultural Conceptions of Motivation
  • Emphasizes participation in communities of
    practice
  • Relate to authentic tasks

26
Common Elements of Constructivist Perspectives
  • Complex, challenging learning environments and
    authentic tasks
  • Social negotiation
  • Multiple representations of content
  • Making students aware of the knowledge
    construction process
  • Student-centered instruction

27
Why Goals Improve Performance
  • Direct attention to the task at hand
  • Mobilize effort
  • Increase persistence
  • Promote development of new strategies

28
Motivation
  • Motivation defined
  • Internal state
  • Arouses, directs, maintains behavior
  • Intrinsic/Extrinsic
  • Locus of causality

29
Four Kinds of Goals
  • Learning goals/task-involved
  • Performance goals/ego-involved
  • Work-avoidance goals
  • Social goals
  • The need for relatedness

30
Effective Goals Are
  • Specific
  • Challenging
  • Attainable
  • Focused on the task
  • Supported by social relationships
  • Reinforced with feedback
  • Accepted by the student

31
Interests and Emotions Lessons for Teachers
  • Keep level of arousal right for learners
  • Sleepy students?
  • Introduce variety
  • Arouse curiosity
  • Surprise them
  • Wiggle break

32
Beliefs about Ability
  • Entity view
  • Incremental view
  • Developmental differences
  • Effects on types of goals

33
Beliefs about Self-Efficacy
  • Self-efficacy, self-concept, and self-esteem
  • Sources of self-efficacy
  • Mastery experiences
  • Vicarious experiences
  • Social persuasion
  • Efficacy and motivation

34
Beliefs about Self
  • Self-determination or other-determination
  • Classroom environment and self-determination
  • Learned helplessness
  • Self-worth (dignity)
  • Mastery-oriented (incremental improvable)
    value achievement and see ability as improvable
  • Failure-avoiding- (entity set) performance
    goals. stick to what they know, dont take risks
  • Failure-accepting- (entity set) performance or
    no goals, give up, depressing

35
Lessons for Teachers
  • Emphasize students progress
  • Make specific suggestions for improvement
  • Stress connection between effort and
    accomplishment
  • Set learning goals for your students
  • Model mastery orientation

36
Strategies to Encourage Motivation
  • Necessary Classroom Conditions
  • Organized classroom
  • Free from interruptions
  • Safe-to-fail environment
  • Challenging but reasonable work
  • Authentic, worthwhile tasks

37
Interest and Emotions
  • Student interests linked with success in school
  • Fantasy helps to stimulate, challenge and
    interest
  • Ensure that interesting details are
    legitimately tied to learning

38
Arousal Excitement and Anxiety in Learning
  • Arousal excitement, alertness, attention
  • Curiosity novelty and complexity
  • Anxiety uneasiness, tension, stress
  • Anxiety and effects on achievement
  • Coping with anxiety
  • Problem solving
  • Emotional management
  • Avoidance

39
Interests and Emotions Lessons for Teachers
  • Keep level of arousal right for learners
  • Sleepy students?
  • Introduce variety
  • Arouse curiosity
  • Surprise them
  • Wiggle break

40
Special Education Review Initiative- Summary
  • Students with EBD are often misdiagnosed and
    their behaviour misunderstood. Integrating these
    students into regular classes presents a
    significant, and sometimes inappropriate
    challenge. It is important that school staff
    receive information on detecting and addressing
    EBD. A collaborative approach is again warranted
    in order to meet the individual needs of these
    students. (144)

41
  • Issues around disruptive or violent student
    behaviour pose considerable challenges for
    schools. Resorting to zero tolerance policies,
    while intended to protect other children, may
    increase the risk for students with behaviour
    disorders and/or place increased strain on other
    systems (e.g., day care). (19)

42
  • The research literature clearly supports the
    benefits of inclusion, bolstered by the continuum
    of supports and services, for both students with
    exceptionalities and their peers. The research
    supports the concept of progressive inclusion
    which allows for alternative placements (for all
    or portions of the day) in certain cases for
    students with particular exceptionalities for
    example, students with severe emotional/behaviour
    disorders. (16)

43
  • The emerging literature on best practice for
    students with Emotional Behaviour Disorders (EBD)
    suggests that these students may require
    placement outside the regular classroom setting.
    Decisions regarding placement and instruction of
    students with EBD must be made on a more
    individual basis For students who engage in
    highly disruptive behaviour, regular pull-out
    services are essential . . . . When problem
    behaviour becomes too severe, even effective
    collaborative partnerships or expert consultation
    approaches likely will fail and a more
    restrictive classroom placement is justified
    (Gable et al, 1998). Specialized and appropriate
    programming of this nature for students with
    severe behaviour disorders has been developed in
    some Manitoba school divisions/districts. In
    other cases, zero tolerance policies for
    violent behaviour restrict student access to
    school attendance. (18)

44
  • As previously discussed, the research literature
    identifies the importance of an inclusive
    philosophy where the first choice placement for
    exceptional students is in the neighbourhood
    school with same age peers. While the emerging
    literature on EBD suggests that alternate
    placements may sometimes be in the best interests
    of some children (e.g. those with severe
    emotional behaviour disorders), this is not
    viewed as being in conflict with the over-riding
    philosophy of inclusion. Manitobas policy is
    consistent with this philosophy of inclusion.
    (26)

45
  • Concerns were most likely to surface regarding
    the integration of students with severe
    emotional/behavioural disorders where the safety
    and/or learning environment of other students
    might be compromised. (62)

46
Think/Pair/Share
  • Record one thing that made you Mad/Sad/Glad about
    the presented information
  • Pair up and tell your partner
  • Lets share together
Write a Comment
User Comments (0)
About PowerShow.com