Prevent-Teach-Reinforce Model

Therapist met with individual to discuss anger management. Therapist observed individual getting up from his seat without permission and leaving the classroom. Therapist and individual work on classroom rules and problem-solving techniques to assist individual with following the classroom rules and calming down before getting angry through role-play. Individual states he will obey his teacher.

Challenging behavior from preschool-age children is normal to some degree: the 'terrible twos' (and threes and fours) are often labeled as such because children of this age group are only just learning to establish an autonomous personality and do so by saying 'no.' However, "chronic, severe challenging behaviors require systematic intervention" (Dunlap n.d.: 9). One way to prevent behavior problems is to present clear, reasonable behavioral expectations at the start of the student-teacher relationship. The consequences of both 'good' and bad' behavior must be clear. There must be a structured routine for the children that make it more 'difficult' for them to be defiant than compliant (Dunlap n.d.: 13).

When a child exhibits negative behavior, teachers must try to find methods and strategies that will reduce student failure. Challenging behavior is seen by, students that feel frustrated because they do not understand the task or assignments that must be completed during classroom time, or students that may have a negative home environment where, parents are involved with drugs or have a low income. Every school year teachers are faced with challenging behavior in the classroom. In order to minimize negative behavior and produce desirable behavior teachers use reinforcers that appeal to

The majority of children/young people do not present challenging behavior, and they attend a range of educational settings in environments which are conducive to learning appropriate behaviors. It is essential to ensure that behavior which does not meet school/setting’s expectations, is responded to through management strategies that do not rely upon any form of physical or abusive

This article offers strategies for teachers to use to help their most challenging students with behavioral issues. One of the authors is a child psychiatrist who works with at-risk children and the other is a behavior analyst and special educator. Their approach is based on the premise that educators can only control certain elements in the classroom and their own behavior when it comes to students with challenging behavior. The created the acronym FAIR:”F is for understanding the function of the behavior, A is for accommodations, I is for interaction strategies, and R is for responses” (2). The function of behavior can include escaping from something, obtaining a tangible thing, engaging in sensory activities, and getting attention. These functions are the benefits the student gets from the behavior. The escape motivated behavior happens when a student tries to avoid a “task, demand, situation, or person” (3). The tangible behavior occurs when the student wants to get objects like money or feed or something else they want. Sensory behavior happens when a student tries to get the attention of an adult or classmate. This can occur when the student is “bellergent, screaming, or continually interrupting the teacher” (3). Negative attention can reinforce attention-seeking behavior because it is better than nothing and the student may prefer it because it is more predictable than positive attention. Taking ABC

There are both general and special education teachers who have reported that they “aren't adequately trained to deal with the aggression, defiance, and sometimes even violence that they witness daily which seems to be increasing in children at younger ages (Ruef, Higgins, Glaeser, & Patnode, 2009). Teachers' lack of time planning, there being a high number of students in the room and only one or two teachers, and lack of administrative support to apply behavior changes in general have all been noted as problems related to

Aggression replacement training is made up of three components. Anger Control, skill streaming and moral reasoning. Anger control training (ACT) is teaching self-control of anger. Identifying triggers and cues is a good practice for ACT. Also, using reducers, such as “happy place”, deep breathing, and saying the alphabet backwards. Using self-evaluation is helpful as well so the offender can be praised or rewarded for effective performance. Skill streaming is to learn skills that you’re not yet up to par with. For an example, these are some skills that you might learn during a skill streaming session; learning to ask for help, apologize, start a conversation, respond to bullying,

There is a great misconception regarding the term emotional behavioral disability. Many people think of this disorder as nightmare scenarios where students with learning or behavioral disabilities act upon their thoughts or ideas, causing violence and even injury to others and/or themselves. However, studies have shown that students with EBD are more prone to suffer from abuse and violence, rather than to inflict abuse or be violent themselves. Still, disciplining students, and more specifically, those who suffer from serious or chronic behavioral disorders, tends to be a challenge for both educators and parents. When a student has been diagnosed with emotional behavioral disability, it is necessary to find a balance between the needs of

The issues in this case study involve Bob Parrish, an seventh-grade student with defiant behavior as a background; Rebecca Philips, a special education teacher with six years of experience; and Mr. Parrish, Bob’s dad. Besides Bob’s defiant behavior, he has moved schools multiple time due to his mother trying to escape Mr. Parrish and has a history of being placed in a self-contained classroom to receive academic instructions. Bob lives with his grandparents and his dad in an unstructured environment. Mr. Parrish is very inpatient and tries to correct Bob’s behavior through acts of violence.

Intervention: MHP educated Timothy on the importance of exhibiting appropriate behavior. MHP provided skills training to teach Timothy ways to manage his behavior. MHP utilized a behavioral personal contract to give Timothy ownership of his behavior. MHP aided Timothy in identifying negative consequences that can occur as a result of inappropriate behavior. MHP guided Timothy in exploring factors that contribute to his unacceptable behavior. MHP provided Timothy an educational worksheet on setting behavioral goals. MHP used the thought-stopping technique for anger control. MHP asserted positive reinforcements for positive behavior.

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

When dealing with behavior, remain calm and positive. Do not allow yourself to get in a power struggle with a student. Use system of least prompts to help the child work through the issue.

We started Positive Behavior Intervention Support (PBIS) Program with a survey to all staff including aides, teachers, and noon-duty supervisors. We identified different locations and times for behaviors seen in those areas. Looked at behaviors tickets and categorized the different reasons for referrals. Then we developed a discipline plan of expected behaviors in each area. Presented the to entire school community. School Site Council (SSC), Parent Teacher Administration (PTA), English Learner Advisory Committee (ELAC). Discussed positive rewards for models showing how they followed rules. We continue to teach

The PBIS framework provides behavior supports through essential strategies that enhance academics and social outcomes in schools, (Responsive Classroom and PBIS Can Schools Use Them Together, n.d). According to the Office of Special Education Programs Technical Assistance Center on Positive Behavioral Interventions and Supports, OSEP TA Center on PBIS (2013) it is reported that school-wide PBIS has been implemented in 50 states and over 19,000 schools across the United States. Hence, the PBIS framework is a structure that provides a strong foundation in positive discipline. Using positive discipline and positive reinforcement centers the attention on desired outcomes and redirection. Some of the strategies include a focus on skill teaching, the use of positive statements through respectful practices, data-based decision making and the implementation of three tiers of positive behavior support to meet the variety of student needs. Tier one is intended to support all students in all situations (Responsive Classroom and PBIS Can Schools Use Them Together, n.d). This is done through the use of common language, positive reinforcements, frequent verbal connections of behavior to expectation, morning and closing classroom meetings, logical consequences and problem-solving

Being a behavioral therapist has earned me an opportunity to positively influence my coworkers in the work that we do. My client AL has trouble using words to express his feelings. He engages in aggressive tantrums, endangering himself and his peers. According to his Behavior Intervention Plan (BIP), the attention-seeking behavior required extinction methods. These are methods where we actively try to take no notice to that behavior in order to prevent any unnecessary reinforcement promoting that action.