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Effective Teaching Interactions: Praise, Prevention, and Correction

This teaching strategy includes initial praise, specific skill descriptions, rationales, acknowledgment, positive consequences, general praise, and quality components to effectively teach and interact with youth. It also focuses on preventive teaching and corrective teaching methods. Additionally, it covers extended management techniques for challenging situations and crisis intervention steps.

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Effective Teaching Interactions: Praise, Prevention, and Correction

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  1. TEACHING INTERACTIONS EFFECTIVE PRAISE Initial Praise Specific description of appropriate skill Rationales Acknowledgment Positive consequence General praise Quality Components

  2. TEACHING INTERACTIONS PREVENTIVE TEACHING Initial praise\Empathy Specific description of appropriate skill Rationales Acknowledgment Demonstration Youth Practice Practice feedback Positive consequence Cued practice General praise Quality Components

  3. TEACHING INTERACTIONS CORRECTIVE TEACHING Initial praise\Empathy Specific description of inappropriateConsequence Positive motivation statement Specific description of appropriate skill Rationale Acknowledgment Demonstration Youth Practice Practice feedback Positive consequence Cued practiceGeneral praise Quality Components

  4. EXTENDED MANAGEMENT • Any time you are making attempts to teach, and the youth is not allowing you to move past a teaching step For example: If you provide initial empathy and then tell a youth “when you were just given feedback you didn’t stop talking about it so you’ve earned 2000 negative points” • And they don’t get their card and write the points down. • They respond by arguing with you that they shouldn’t have earned the points • They start crying and tell you that you must not care about them.

  5. EXTENDED MANAGEMENT #1 Goals Re-establish teach-ability Nurture Provide accountability HOW?

  6. PREVENTIVE PHASE Components • Pre-Teaching / Prompting (Assess Teach-ability) • Corrective Teaching / Consequence (Provide accountability) • Original Issue • Specific, Firm Instruction (Assess Teach-ability) • Empathy (Nurture) • Specific, Firm Instruction • -5,000 (Provide accountability) • Specific, Firm Instruction • Empathy • 5-Second Rule • Specific, Firm Instruction • -10,000 • Specific, Firm Instruction • Statement of Seriousness (Nurture) • Specific, Firm Instruction • Max at 3 Corrective Teaching Attempts with negative points • ~50,000 – move to Crisis Intervention

  7. CRISIS (for youth) INTERVENTION • Describe Inappropriate Behavior • Describe Appropriate Behavior • Specific, Firm Instructions • Empathy • Positive Correction Statement • Tracking!!!

  8. TRANSITION (back to standard teaching) PHASE • Specific Instructions (Assess Teach-ability) • Praise for Compliance (Nurture) • Relaxation Techniques (Nurture) • Quiet Time (Nurture) • Voice Check (Assess Teach-ability) • Body Check (Assess Teach-ability) • Return to standard teaching intervention

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