Behavior Management in APE

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

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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

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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

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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

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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

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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)

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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

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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

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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?

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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!
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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

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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

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Emotional/Behavioral Disorders

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

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Emotional/Behavioral Disorders

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

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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

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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.

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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

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Behavior Intervention Plan

• From Steve

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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

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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)

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• 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