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Training of Grades 2 and 8 Receiving Teachers On SPED Content and Pedagogy

This document provides information from a training for teachers on special education content and behavior management of learners with disabilities. It discusses creating positive learning environments, understanding behavior functions, and implementing proactive and reactive interventions. Specific strategies are outlined for different behavior functions, such as using reinforcement for attention-seeking behaviors and teaching replacement behaviors. Challenges in behavior management are also addressed. The training aims to help teachers effectively manage classrooms and behaviors.

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Charie Enrile-Jale
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345 views25 pages

Training of Grades 2 and 8 Receiving Teachers On SPED Content and Pedagogy

This document provides information from a training for teachers on special education content and behavior management of learners with disabilities. It discusses creating positive learning environments, understanding behavior functions, and implementing proactive and reactive interventions. Specific strategies are outlined for different behavior functions, such as using reinforcement for attention-seeking behaviors and teaching replacement behaviors. Challenges in behavior management are also addressed. The training aims to help teachers effectively manage classrooms and behaviors.

Uploaded by

Charie Enrile-Jale
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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Training of Grades 2 and 8

Receiving Teachers on
SPED Content and
Pedagogy
May 21-24, 2019
Cebu Business Hotel
Behavior Management of
Learners with Disability
in the Regular
Classrooms
AS A TEACHER, DO YOU AIM TO:
 Create a positive and safe environment for
learning?
 Promote a culture based on achievement,
care and support?
 Enable learners to work in an atmosphere
of security, respect and trust?
 Have an ordered, purposeful atmosphere in
all learning contexts?
 Encourage learners to take responsibility
for their actions?
UNDERSTANDING BEHAVIOR:

Every behavior has a function

 -Function
must be determined
 -Four basic functions: attention
escape
tangible
 ABC data can often show patterns in
behavior
After function is determined, an appropriate
intervention can be put in place

Proactive Manipulating antecedent


-

events (the environment) to make


negative behavior less likely to occur

-For attention seeking behaviors:


*Catch the learner being good!
*Provide reinforcement for
desirable behavior
After function is determined, an appropriate
intervention can be put in place
Proactive -

-For escape behaviors:


*Make tasks more fun to decrease
motivation to escape
*Teach appropriate language to ask for
a break
*Schedule regular breaks
*First/Then chart or picture schedule
-For behavior that functions to access tangibles:
*Provide access to tangible reinforcement for
desirable behaviors
*Use a first/then chart

-For behaviors that serve a self-stimulatory function:


*Make sure the learner is constantly engaged
in activities
*Sensory diet
Reactive
-For attention seeking behaviors:
*Provide NO attention
*Turn away
*Neutral expression
*Monotone voice
*Replace with appropriate language if
possible
For behaviors that function as access to
-

tangibles:

*Do NOT provide tangible items after the


inappropriate behavior
*Use behavioral momentum
*Replace with appropriate language
-
For behaviors that serve a self-stimulatory
-

function:
*Replace the behavior with something
more appropriate
*Redirect to a different, appropriate
activity
Managing Classroom Behavior
 Create an effective learning
environment
 Promote productivity within the
classroom
 Identify ways to solve classroom
management issues and control problem
situations
 Communicate with parents and learners
Managing Classroom Behavior
Help learners assume responsibility
for their behavior
Enhance teaching and decrease
disruptive behavior
Identify common misbehaviors
Build relationships with learners
Create An Effective Learning Environment

 Organize, visually stimulating room


arrangement that maximizes space
 Arrange furniture to allow quick access to
learners
 Reduce noise to keep learning at an
optimal level
 Have privacy dividers or study carrels
available when needed
Create An Effective Learning Environment

Use visual or auditory prompts to


signal change in activity
Play a variety of music to calm, relax,
or stimulate thinking
Be responsive to physical needs (e.g.
food, water, bathroom, exercise)
Create An Effective Learning Environment

Provide both soft and bright light areas


in classrooms
Provide a Suggestion Box where
learners offer input on how to make
the class more interesting and
meaningful
Set room temperature at a comfortable
level
Improved Behavior Application
-Education
-Sports
-Daily Life
-Health
-Family relationship
Issues and Challenges
-Target behavior
-Immediacy
-Continuity
-Inconsistent implementation
Apply
-Important to change
-Socially relevant
-Age appropriate
-Prerequisites met
General Reinforcers for Positive Behaviors
Rules of Reinforcement:

-Rule Number 1: Catch the


individual/person being good
-Rule Number 2: Vary your reinforcement
General Reinforcers for Positive Behaviors
Rules of Reinforcement:

-Rule Number 3: Reinforcement must be


contingent on behavior
-Rule Number 4: Reinforcement must be
delivered immediately after
the desired behavior
General Reinforcers for Positive Behaviors
Rules of Reinforcement:
-RuleNumber 5: The size or amount of
reinforcement must be
appropriate
-Rule Number 6: The reinforcement must be
motivating for the learner
-
General Reinforcers for Positive Behaviors
Rules of Reinforcement:

-Rule Number 7: The value of a reinforcer


-

depends on competing
reinforcers that are
available for other
behaviors.
Behavior Management

Utilizing Behavior-management Strategies

--> Every teacher must use


appropriate behavior-
management strategies to
address specific behavior-
social concerns.
“Negative Behavior
cannot be expected to
simply stop. It needs
to be replaced with
positive
appropriate/behavior.
”
THANK YOU FOR
LISTENING ! !

NANCY C. PASCUAL
Supervising Education Program Specialist
Bureau of Learning Delivery-Student Inclusion Division
Department of Education

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