04:352 Children With Behavioral Problems

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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

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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.

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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

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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

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Building Resiliency- Individual

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

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Building Resiliency- Family

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

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Building Resiliency- Extrafamilial

• Bonds to prosocial Adults Outside Family
• Connections to prosocial Organizations
• Attending Effective Schools

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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

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Basic Tendencies in Thinking -piaget

• Organization
• Schemes / schema
• Adaptation
• Assimilation
• Accommodation
• Resistance???
• Equilibration
• Equilibrium
• Disequilibrium

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Glasser

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

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Classical Conditioning
Unconditioned Stimulus
Unconditioned Response
Neutral Stimulus
Unconditioned Response
Unconditioned Stimulus
Repeat pairing US with NS
Conditioned Stimulus
Conditioned Response
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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

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Behavioral Approach

• Rewards are consequences of behaviors
• Incentives encourage or discourage behaviors

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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
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• 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

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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

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Differences in Metacognition

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

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Expert Students

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

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Humanistic Approaches

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

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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
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Cognitive Perspective

• Focus on thinking
• Emphasizes intrinsic motivation
• People are active and curious
• Plans, goals, schemas, and expectations

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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

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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

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Sociocultural Conceptions of Motivation

• Emphasizes participation in communities of
  practice
• Relate to authentic tasks

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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

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Why Goals Improve Performance

• Direct attention to the task at hand
• Mobilize effort
• Increase persistence
• Promote development of new strategies

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Motivation

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

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Four Kinds of Goals

• Learning goals/task-involved
• Performance goals/ego-involved
• Work-avoidance goals
• Social goals
• The need for relatedness

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Effective Goals Are

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

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Interests and Emotions Lessons for Teachers

• Keep level of arousal right for learners
• Sleepy students?
• Introduce variety
• Arouse curiosity
• Surprise them
• Wiggle break

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Beliefs about Ability

• Entity view
• Incremental view
• Developmental differences
• Effects on types of goals

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Beliefs about Self-Efficacy

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

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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

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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

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Strategies to Encourage Motivation

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

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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

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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

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Interests and Emotions Lessons for Teachers

• Keep level of arousal right for learners
• Sleepy students?
• Introduce variety
• Arouse curiosity
• Surprise them
• Wiggle break

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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)

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• 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)

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• 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)

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• 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)

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• 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)

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• 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)

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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