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Intensive Behavior Strategies for Struggling Students

Intensive Behavior Strategies for Struggling Students. Krystal Colhoff. Agenda. Theories of Reinforcement and Punishment ABC Data Collection Building Intervention Plans Progress Monitoring. Challenging Behavior.

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Intensive Behavior Strategies for Struggling Students

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  1. Intensive Behavior Strategies for Struggling Students Krystal Colhoff

  2. Agenda • Theories of Reinforcement and Punishment • ABC Data Collection • Building Intervention Plans • Progress Monitoring

  3. Challenging Behavior • Behavior that interferes with a student’s learning or the learning of other individuals, hinders positive social interactions and relationships, or harms the student’s peers, adults, or family members (Bailey & Wolery, 1992).

  4. Opening Activity • Jot down all the responses you have given or seen given for a challenging behavior

  5. Traditional Belief System When a student doesn’t know how to drive…….. we teach him. When a child doesn’t know how to wash his hands…… we teach him. When a person doesn’t know how to read……. we teach her. But when a child doesn’t know how to behave……….. we punish her. 

  6. Reinforcement Before you plan for instruction you must make a decision… What effect do you want on behavior? • Increase or decrease the frequency of the behavior?

  7. Increasing Appropriate Behaviors Reinforcement

  8. Characteristics of Punishment • Can show immediate effect • Once used, loses effectiveness and strength must be increased • Tied to the punisher • Not effective with inconsistent use

  9. Characteristics of Reinforcement • Takes time to take effect (not always immediate) • Faster if consistent in implementation • Not tied to person giving reinforcer • Can be maintained without increase in reinforcement strength • Can fade

  10. Reinforcement • Automatic • Tangible • Social • Intrinsic

  11. Reflection Think about some different items that are reinforcing for your students that are Tangible Social intrinsic

  12. What research says Discipline does not equal punishment. Discipline = training that is expected to produce a specific character or pattern of behavior, especially training that produces moral or mental improvement. Improvement means to increase, develop, or enhance. (Maag, 2001)

  13. Reinforcement Game • Table talk • Is the scenario reinforcement (+ or -) or punishment (+ or -) • Consider all people involved in scenario • We will discuss as a group

  14. Positive Reinforcement – Giving something that causes behavior to increase • Negative Reinforcement – Taking something that causes the behavior to increase • Positive Punishment – Giving something that causes the behavior to decrease • Negative Punishment – Taking something that causes the behavior to decrease

  15. Reinforcement Trap

  16. Coke Machine Vs. Slot Machine

  17. Changes in Behavior • Remember reinforcement of behavior • If a behavior does not decrease, it is being reinforced • Increase in intensity of behavior may mean baseline has changed

  18. Closing Activity • Look at the first activity of today. • Think: • When are you a coke or slot machine when implementing your responses? • Are your responses evenly distributed, heavy on reinforcement, or heavy on punishment? • Could your responses be responsible for the change or lack of change in your classroom or school community? • What can you do to change behaviors around you?

  19. Works Cited • Butera, G. D. "Teaching Infants and Preschoolers with Disabilities(second Edition): By Donald B. Bailey & Mark Wolery. New York: Merrill, 1992. 584 Pp." Journal of Early Intervention 18.3 (1994): 325-28. Print. • Lorre, Chuck, and Bill Prady. "Big Bang Theory/The Gothowitz Deviation." Big Bang Theory. Prod. Steven Molaro. CBS. KEYE, Austin, TX, 5 Oct. 2009. Television. • Maag, John W. "Rewarded by Punishment: Reflections on the Disuse of Positive Reinforcement in Schools." Exceptional Children 67.2 (2001): 173-86. Print. • Sigler, Ellen A., and Shirley Aamidor. "From Positive Reinforcement to Positive Behaviors: An Everyday Guide for the Practitioner." Early Childhood Education Journal 32.4 (2005): 249-53. Print.

  20. Our responsibility "If a seed of a lettuce will not grow, we do not blame the lettuce. Instead, the fault lies with us for not having nourished the seed properly." - Buddhist proverb

  21. Our responsibility "If a seed of a lettuce will not grow, we do not blame the lettuce. Instead, the fault lies with us for not having nourished the seed properly." - Buddhist proverb

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