Developmental Assets: Boundaries and Expectations, and Commitment to Learning

(b) The data for this study came from a sample of 6,988 children enrolled at 21 elementary schools that participated in a randomized trial of School-Wide Positive Behavioral Interventions and Supports (SWPBIS). This trial specifically included data on instances of

The 40 Developmental Assets are crucial characteristics and encounters an adolescent should have in order for them to be successful, responsible, and beneficial adults. Based on scientific examination, these qualities intend to prevent minors from precarious actions and to create the ability to make positive choices that will ultimately benefit them. They are divided into external and internal assets, meaning events taking place in your life and what your response is to them. One external asset is a caring school environment, which is essential to a child improving their knowledge about the world and themselves. These assets are important because they delay or restrict the use of drugs, underage drinking, gambling, and violence. However, if

There are many strategies to address behavior deficits in the classroom, and each behavior requires specific and individualized attention. The two case studies (Grand Canyon University, 2016) detailing the behavior issues of Doug and Ellie are prime examples of situations in which behavior intervention is necessary. This paper will discuss the particular behaviors involved and outline explicit plans for increasing positive behavior exhibited from each child.

The behavior intervention plan should consist of the following: operational definition of the targeted behaviors for reduction, precursor behaviors, functional assessment summary, replacement behaviors/strategies, strategies to produce/reduce behaviors, monitoring/evaluation, and crisis plan if warranted. Crisis plans are warranted when the students exhibits prevent physical harm to self or others and when intervention strategies breakdown. Seclusion and restraint procedures should be included in the crisis plan. Behavior interventions implemented in applied settings may be at a high risk for treatment inaccuracies. Clearly stated interventions steps in a treatment protocol assist with the implantation and assessment of the intervention. Providing initial training for the implementers at the onset of the behavior intervention plan to a set criterion rather than training for a set duration. Training should be conducted as an ongoing event due to aspects such as therapist drift or failure to implement the treatment as outlined (McIntyre et al.,

In addition, The Second Step program is designed to decrease aggressive behaviours and increase empathetic social behaviour. Unique to this program is that it affects all individuals within the school context even those who are not considered as at-risk (Frey, Nolen, Van & Hirchstein, 2004). To this extent, universal implementation can strengthen resilience of at-risk students without stigmatizing them. The intervention introduces three different units presented through situations, which include empathy training, impulse control and problem solving and anger management strategies (Frey, et al., 2004). This prevention program can be used in preschools and care programs in order to reduce aggression among students at an early age. Another resilience

The problem to be addressed through this is an intervention study such as targeted components that help students (Plath, Croce, Crofts, & Stuart, 2016). A school-based cognitive behavioral intervention therapy program (Bratton, Ceballos, Sheely-Moore, Meany-Walen, Pronchenko, & Jones, 2013). The call for future studies are asking for more advanced ways to implement character education programs related to young children who show disruptive behavior in the classroom (Palmer, 2005). Therefore, researching this problem is beneficial to teachers and parents who are dealing with children that have behavioral

Setting boundaries is when someone marks their limits, determining how much their friends, neighbors, family, and strangers can have access to in their life. I strongly believe that creating boundaries is a crucial to do to be respected, protected, and stay healthy. Since I can remember, my family has always instilled in me that having my own boundaries are essential because they are part of self-care. Thus, forming boundaries are fundamental for one’s life because without them, anyone can interfere and manipulate your life.

Children who consistently display behavioral problems in the home and within a social context (Dunsmore, Booker, & Ollendick, 2013) characterize oppositional defiant disorder (ODD). According to Dunsmore, Booker, and Ollendick (2013), the widespread cases for ODD are “1 percent to 13 percent in children at the age of 6-17 years” (p. 444). Children with ODD have frequent explosive episodes of opposition, disputation, and antagonist behaviors that upset intercommunications with like-aged children, their own parents, and siblings (Dunsmore, et. al., 2013). Other evidence of ODD involves rage, quick agitation, and becoming nasty or revengeful (Dunsmore, Booker, Ollendick, & Greene, 2016). Oppositional defiant disorder links these children with the incapability to express feelings, connect and manage intimate relationships, and work within a team environment (Dunsmore, et. al., 2013). Children displaying behavioral problems lack the “parental emotional communication called emotion coaching than mothers of children without conduct problems” (Dunsmore, et. al., 2013, p. 445). However, once mothers of children with ODD undertake emotion coaching, then positive connections with others appear to surface for these children (Dunsmore, et. al., 2013). Therefore, integrating methods for “parental emotion coaching with evidence-based treatment programs” for troublesome behavioral disorders are likely to ameliorate

Intervention: MS. Smalls (CSP) and Deonte discussed his interactions with peers in diverse settings. CSP and Deonte reviewed deep breathing and counting to ten slowly to reduce angry. CSP encouraged Deonte to use coping skills in all setting before getting angry. CSP redirected Deonte several times during the visit. CSP discussed Deonte appeared to have cried before coming home from school. CSP, Mr. Pringle (MHS) and Deonte review overall process made on this goal. CSP and MHS reviewed paperwork. CSP encourage MHS and Deonte to practice coping skills. CSP praised Deonte on being more constant on his behavior chart.

Boundaries enable your self-worth and carry a level of emotional protection. Personal boundaries help you decide what you believe to be true and empower you to act.

Educational /behavior Interventions – these therapist uses highly structured and intensive skill oriented training sessions to help children develop social and language skills and applied behavioral analysis. (Adehem,

The classes served 403 students, aged three to five. These children attended school an average of 24 hours a week, and the average classroom had 24 students. Again these classes were ethnically and economically diverse, and were in both urban and suburban areas. Most teachers (89%) had at least a master’s degree in education, and the average teacher had been employed at the school for eight years. Schools were randomly assigned by the researchers to either receive the intervention in their classes, or to have access to the researchers as developmental experts. Randomization was done in one school at the classroom level, with three intervention classrooms and one control classroom. There was no interaction between the students in different classrooms. Physical and relational aggression and victimization were measured at the classroom level through classroom observation, while prosocial behavior was measured by a teacher’s report. Measurements were taken immediately before the intervention and two weeks after it was completed. In this study, nine classrooms received the treatment, and nine were

Problem behavior problems in early childhood are generally distinguished into internalizing and externalizing behavior problems. Internalizing behavior problems can be explained the ways of adapting to the environment which cause internal distress which could be shown as withdrawn and depressed behaviors. In contrast, externalizing behavior problems are characterized by acting out which resulting in conflict with others, for instances aggressive and rule-breaking behaviors (Achenbach & Edelbrock, 1978; Agnes et al., 2007). Sometimes, these internalizing and externalizing behavior problems throughout in early childhood may exhibit significant maladaptive developmental problems (Agnes et al., 2007), and often show more severe and chronic symptoms

Countless studies have been organized and carried out which have examined the use of behavior modification within classrooms. In many classrooms, especially early childhood settings, behavior modifications have been used. Teachers use behavior modification in their classrooms in order to alter classroom behavior. In order to rework unwanted behaviors into acceptable behaviors, teachers may use a series of reinforcements or punishments. Some reinforcements, or positive stimulants, that teachers have

What are the key principles of developmentally-appropriate practices? Explain the importance of NAEYC and share some of its goals.