Essay On Eagle Tickets

Several of the students in my classroom have disruptive, out of control behaviors. One of the paraeducators in my classroom is new to being a paraeducator and has struggled to provide positive replacement behaviors for the student she is primarily responsible for. She is constantly overwhelmed and becoming frustrated with the student, which is making the situation worse. My teacher asked to provide instruction on this for this particular paraeducator.

The behaviors that are followed by my positive reinforcement are likely to be strengthened and repeated. When a child is expressing unfitting behaviors I use the redirection method. Once an issue arises, it is sometimes beneficial to avoid a struggle with the child by directing their attention elsewhere. I listen to the child to hear his or her point of view. Then I give children acceptable alternatives rather than telling them what they cannot choose. I also use reminders to guide the toddlers. They include walking feet when in the hallways and the classroom, inside voices, nice touches, and listening

This encourages the child to continue the positive behaviour and they will be rewarded with positive attention and something for example as a toy or treat.

Verbal prompts, redirection to remain focused on a given task, minimize outdoor play, reduced iPad games and parent meeting. The results of interventions are diverse. Adriel would respond to previous intervention such as less outdoor play and parent meeting by behaving in class and follow directions for outdoor play for the first two days of the week and then the behavior occurs again. Verbal prompting often works for the first 2 minutes and then the behavior occurs again. The support and one-to-one attention given from the staff during transitions decreased the incidents of noncompliance, pushing and yelling. The staff will model, role play, practice and discuss all these intervention strategies to support Adriel. He will be given attention when he shows replacement behaviors.

The article “Reducing Behavior Problems Through Functional Communication Training” by Edward G. Carr and V. Mark Durand addresses the issues of choosing replacement behaviors. The research consisted of two experiments. The first experiment considered when problem behaviors are more likely to take place. The problem behaviors were aggression, tantrums, and self-injury. The results disclosed lack of adult attention and the difficultly of the task both activated behavioral problems. The second experiment used the assessment data collected from the first experiment to select a replacement behavior. The children were taught to verbally seek help, attention, or both from adults. The purpose of the study was to provide more direction when choosing a functionally appropriate replacement behavior in order to decrease inappropriate behaviors.

Multiple treatments have been established to treat escape maintained behavior. Escape extinction is often utilized in the treatment of behaviors that are maintained through the removal of demands. Escape extinction involves no longer allowing the delay, removal, or avoidance of demands contingent on the occurrence of the problem behavior (Iwata, Pace, Kalsher, Cowdery, & Cataldo, 1990). Escape extinction provides some advantages as it is easily compatible with other treatments, increasing the effectiveness of those treatments. However, escape extinction may have some disadvantages including that it may be difficult for those providing treatment to do so with high levels of integrity due to the effort involved in doing so. If treatment is not implemented consistently it may make it more difficult to implement extinction in the future (McConnachi & Carr, 1997). There may also be an increase in the targeted response and aggression following extinction (Lerman, Iwata, & Wallace, 1999). While extinction is effective there are associated side effects that are incompatible with wide spread use in many public settings such as classrooms. There is a need for

It is also evident that family is very important to these students, one threat from the teacher to call home to mom or dad usually invoked a positive behavioral adjustment. I was almost positive one of the students was about to cry, but the teacher gave him redemption and told him she wouldn't call home if he could answer one of the questions she was asking correct. He was ready to answer all of the questions, but of course I noticed he was using his cheat sheet, which the teacher standing on the opposite side of the room did not

Emotions, thoughts, and behaviors share a communal correlation; thoughts can produce emotional responses; emotional responses can then produce positive and negative behaviors. As a result, a student’s emotions and behaviors have a direct correlation to their thoughts and vice versa (Stonecipher, 2012). In instances where a student is unable to self-manage their behaviors while presented with an issue, a probable outcome would be that the student will then act out inappropriately. As a result, cognitive behavioral interventions often encompass problem solving and anger management strategies (Robinson, 2007). Conducive to effectually self-managing behavior, students must be trained to exercise constructive thinking and reduce the pervasiveness of participating in destructive behavior acquired from an emotional response. Students may obtain this by acknowledging the problem, defining it, producing and assessing resolutions, applying a plan and lastly observing the resolution (Yell, Meadows, Drasgow, & Shriner, 2009). Students should also learn to recognize specific elements including triggers, reminders, and reducers, while trying to self-manage. Teachers must retain patience during this process as students must build these skills up before positive results transpire (Yell, Meadows, Drasgow, & Shriner, 2009).

Mrs.Fulenwider has 3 students who are PST’d’ for behavior she does not have a behavior plan that she use for them. She only had one student that need to cool-down time because he has a hard time handling emotions. He steps out in the hall when he needs to, it is self-paced.

One of the greatest bands has been put into the Rock and Roll Hall of Fame and they are soaring! The Eagles didn't just get introduced to the hall of fame they also won 13 Grammy awards, but there was a few bumps in between. They broke up during an album. They said “ we would get back together if Hell froze over”. The Eagles had some of the best musicians. They also won many awards. This is why The Eagles are one of the best bands.

Using negative reinforcements the teacher can alleviate children’s adverse feelings. The teacher would take the anxious child and show him/her the different activities that he/she would be doing in class. If the crying persists the teacher would gather all the students sitting on the floor forming a circle and would start reading a storybook.

According to Kaiser and Rasminsky, it’s important for children to understand the difference between feelings and actions (Kaiser and Rasminsky, 2012). When children learn to recognize feelings of anger or frustration, they can also learn that having that feeling is a signal to stop and think, not stop and act (Kaiser and Rasminsky, 2012). The purposes of the scenarios are for students to practice dealing with their own anger and reinforce. pro-social behaviors. The scenarios may involve student(s) feeling anger towards another person or something, such as a particular task. As Kaiser and rasminsky state, once a child’s skills are firmly established, one can gradually decrease reinforcement because the natural rewards, such as better peer relationships, will be enough (Kaiser and Rasminksy, 2012). Better peer relationships are an example of a pro-social skill that can be increased as students learn to deal with their own

Every year people complain that kids get awards they didn’t earn simply for participating in an event. This is damaging to their future perspective on rewards, which are earned through effort rather than just showing up and giving minimal effort. Giving kids rewards for the effort they exhibit while participating in events can be beneficial, but if you constantly reward children they’ll receive the wrong message. That no matter the amount of effort or what the outcome is you’ll be given a reward. As parents you are not doing the best you can for your kids if you allow this to happen. You are not setting them up for success if you always give them a trophy, especially when they give minimal effort or lose.

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

Negative reinforcement and forms of punishments like reprimands and social isolation can help alter behavior, but should be used with caution. Teachers can reinforce desirable student behavior through attention, recognition, praise and other reinforcers. An article entitled "Food For Thought: Teacher Nonverbal Immediacy, Student Learning, and Curvilinearity" touched on immediacy behaviors as a type of reinforcer.