Childhood Education Settings : Behavior Management

Challenging inappropriate behaviour posed by children nowadays is one of the most daunting issued faced by teachers. Few matters affect teachers more directly and persistently than managing classroom behaviour (Jim Docking, 2000). Being able to manage a classroom I found is one of the most fundamental aspects in being able to teach today. Through this critique I will investigate the different studies relating to behaviour management within a classroom, looking pacifically at several behavioural issues within a classroom and where they stem from, as well as looking into studies based on the praise system and how it is used in schools. I want to look at fundamental theorists and give a brief insight into their studies through my own experience and research I have looked into.

Functional behavioral assessments have two major components, identifying and defining target behaviors as well as conducting behavior observations. The assessment should begin with indentifying and defining targeted behaviors and the best way to do that is to conduct a formal interview of the student. The interview should include family who are directly connected to the student's home life as well as the staff involved with the student. The interview should reveal important things like when does the behavior occur during the day, how frequently, what the behavior is receded by, what

Many teachers are faced with the difficult task of managing their student’s behavior. Even if we

This report detailing issues in behavior intervention first reviews information regarding the use of functional behavior assessments and then explains intervention strategies which may be effective in dealing with behavior issues in schools. In addition, issues that impede treatment are discussed. This source appears to be objectively written with the goal to inform the reader of functional behavior assessments, treatment for problem behavior and issues which may cause treatment to fail. This source may be useful when researching Behavior Intervention Plans because team members and

The goal of this program is to 1. Change a student’s behavior, 2. Change the behavior of the teacher, 3. Or a combinations of both. The behavior modification approaches are directed toward helping a teacher manage the behaviors in the children in the classroom.

Wheeler, John C, Richey, David Dean (2010). Understanding behavior in children and youth. Behavior Management Principles and Practices of Positive Behavior Suppo

In regards to behavior management, I use a combination of positive discipline and discipline with dignity. As defined by Fredric Jones, positive discipline emphasizes that teachers can help students to support their self-control (Gage, 2015). This management theory aligns with behaviorism and is carried out in my classroom through strong classroom structure where the rules and routines are clearly defined. Additionally, there is a leveled behavior chart hanging on the front wall where each student can visually see and monitor their behavior for that

One of the most crucial parts of successfully managing a classroom does not only have to do with providing a child with a great education, but also having the ability to successfully manage behavior in order to have a strongest learning environment possible. There are two important questions a teacher needs to try to answer when collecting data on a behavior. The first is "does the target behavior happen frequently enough to warrant a formal intervention program?" (Lee, 2011) , as well as "Has the intervention changed the target behavior to a more acceptable level?" (Lee, 2011). These questions can be answered by knowing how to successfully track and monitor behavior with the use of tracking behavior through data summarizing sheets and graphs,

As a future educator, I found this assignment beneficial because I was able to interview two educators who have gained a lot of experience in behavioral management through their years of teaching. I interviewed a school administrator and a teacher from my former high school. Mr. Gonzales is a Spanish teacher; he has been teaching for nine years. I also interviewed Mrs. Staha, an administrator at the school, who has had position for six years and was a teacher for twelve years. After, interviewing Mr. Gonzales and Mrs. Staha, I gained a lot of information regarding behavioral management. Some of the information they discussed, correlated with the information I have been learning in this course. Their information regarding behavioral management will benefit me as a future educator.

D professors, McCrary, Brown, and Dyer-Sennette. This method uses direct observation on children’s behavior to assess the classroom. It helps teachers assess a child’s behavior in the problematic contexts where unusual behaviors could occur. Then they can teach or practice the skills the child needed to overcome their unusual behavior when facing with the problem. Through this, the teachers to help the students based on their individual needs and challenging behaviors.

Functional Behavior Assessments Many students with exceptionalities exhibit undesirable behaviors that are a result of a disability. In order to ensure that students are successful in their education, an important component present in special education is behavior modification. The functional behavior assessment is an effective tool used to identify problem behaviors, the reason behind them, and propose action plans to modify the behavior. There are many observational methods used to complete a functional behavior assessment.

Functional Behavior Assessment (FBA) is a systematic process for gathering information that helps determine the relationship between a student’s problem behavior and his or her environment. It is possible identify events in the environment that maintain problem behavior and, subsequently, to design a support plan for student or students. Functional Behavioral Assessment methods include reviewing student records, interviewing students and teachers, and conducting direct observations of student behaviors. Functional Behavior Assessment methods range from highly precise techniques to relatively informal one. Precise techniques can be conducted by support personnel; informal ones can be conducted by teachers.

“The goals are to maximize an individual’s functional independence and quality of the life through development and learning improvements in social skills and communications, reductions in disability and comorbidity promotion of independence, and provision of support to families”(Lai, 2014). We are looking for the child’s weaknesses and strengths. What behaviors need to be targeted and how the change will come. William or Will for short refuses to comply with staff. When asked to stop talking or to finish his work and get in trouble with other students. Monthly behavior incidents average about 10 per month.

The likely percentage of those whose needs will be met in Tier 3 is 5%. These students are located at the very top of the pyramid because they are individuals who exhibited patterns of severe or extreme problem behaviors. The supports that are given during this Tier should involve the behavior support team (BST) because these are individuals who know him/her best. A functional behavior assessment (FBA) is given to investigate why a behavior is occurring in more detail. Then a Behavior Implementation plan (BIP) is developed that includes more intensive research-based interventions, more detailed progress monitoring , and more staff involvement to discover the problem for individual students. Students with the most severe needs may require wraparound services which include processes for identifying and coordinating family and community services. The difference between Tier 3 and the other levels of positive behavior supports are the focus and intensity of the interventions. The defining features of a students are in a more comprehensive manner. Tier 3 interventions are implemented in a more flexible, but systematic process of functional behavioral assessment and behavioral intervention planning. The problem-solving process gives a step by step of how the problem is handled. The first step is identifying the problem, second is figuring out why the problem is occurring, third is what steps are we going to take to handle the problem, and the fourth is asking yourself whether or not the response to intervention is working. The data that is collected during Tier 3 is the BIP, RTI, and the FBA. The progress monitoring is daily and intervention is given weekly. Adjustments are made when appropriate for the individual student with the problem

Working with children with challenging behaviors, it can be stressful and drain for teachers. It requires skills and understanding challenging behavior to deal effectively with difficult behavior. When dealing with difficult behavior is not like solving a math problem, “One problem, on solution”, but it may need strategies and resources that meet needs of difficult students. I remember thinking back then that being fair was treating everyone the same. I was raised in different culture that children were showing respect and listening to authority adults. My beliefs and values influenced on the expectations of the children. I learned that challenging behaviors are often determined by our beliefs, values, and cultures. Some of the behaviors of