Prevent-Teach-Reinforce Model

Emotional and Behavior Disturbance, could present itself in the classroom in many different ways, because, the term “EBD” is often referred to as an umbrella term, no two children who exhibits behaviors of EBD are going to act the same. For instance, students who have the mental disorder Anxiety many exhibit internalized behavior, this would include low-self-esteem, a tendency to self-harm, withdrawn and sad. However, a student with Opposition Defiant Disorder may exhibit external behaviors, they may intentionally irritate classmates and staff, they could also suffer from hyperactivity, impulsiveness, aggression,

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

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.

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 intervention most interesting to me in the Behavioral Therapy approach is the contingency contract. If used properly with defiant or rebellious children or adolescents the reinforcement rewards would be a motivating factor for change. Shapiro, Friedberg, and Bardenstien (2006) report, when developing a contingency contract the contract should be written so the child understands what is in it and it is age appropriate and fair for both parents and the child. Therefore, when the child is improving and making progress with their behavior in school for example the parents must reinforce their positive behavior with the agreed upon token of appreciation. Shapiro et al. (2006) reports, often when parents enter counseling with their 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 this tier, approximately 15 to 20% of students are being serviced by receiving more intensive behavior interventions. These more intensive behavior interventions include supports that only students not responding to tier one will receive. These supports include small group or individualized interventions strategies that are easily administered by teachers and faculty. An example of such instruction would be a group that reenacts social situations to learn appropriate behaviors to replace inappropriate behaviors. In addition, behavior education plan may be implemented during this stage for some students. Several types of data are collected to ascertain whether interventions in this tier are working. These include office discipline referrals, classroom incidents, observations, out-of-school suspensions and in-school suspensions, faculty/teacher surveys, fidelity evaluations and through progress monitoring. If data collected reveals that a student is not adequately responding to interventions in this tier then other interventions may need to be tried or the student moved to the third tier. If a student does respond adequately, the interventions should be continued and if no longer necessary, the student returned to receiving only tier one

It is very important, as teachers, that we guide, correct, and encourage our students to behave correctly in the classroom. In, The Iris Center for Faculty Enhancement, level C, case 1, there are two students, Zach and Patrick, who continue to disrupt the class because of their behavior towards each other. Zach is a relatively quiet student with a learning disability, yet he enjoys his school work. Patrick is the louder of the two students who likes to talk. He is very outgoing and likes to be the center of attention. Their teacher is starting to get frustrated with the behavior between the two boys. Patrick teases Zach regularly, along with other students; then Zack responds in an inappropriate manner. Zack gets angry and yells back; and sometimes he even breaks down to tears. Therefore, with using some of the helpful ideas from the STAR (Strategies And Resources) Sheet, the teacher will be able to encourage appropriate behavior in

Therapist met with individual to discuss progression or regression of individual’s ability to apply anger control skills to decrease anger while at school. Therapist observed individual making anger outbursts toward his peers. Therapist and individual identified anger management techniques to assist individual in maintaining his anger and decreasing negative outbursts toward others through open-discussion. Individual states he will ignore his peers and walk away before getting and pay attention to his teacher.

Six years ago, my school, San Pasqual Academy, experience an increase of special education students with emotional disturbance and oppositional defiant disorder classifications. In response we begin to implement the Building Effective Schools Together (BEST) program under the guidance of Jeff Sprague of the University of Oregon’s Institute on Violence and Destructive Behavior. I served on this BEST committee and collaborated with my colleagues to create, implement, and monitor a schoolwide behavior plan for our site. We gathered qualitative and quantitative student behavior data to inform and guide our work. After two years of program implementation and data collection, we were finally prepared to begin to focus our work toward accurately targeting students in need of individualized/intensive interventions and followed the research question, “Which of our students are in the most need of behavior support?

Both encourage the use of utilizing techniques to implement positive behavior in students and minimize misbehavior in the classroom. The most prevalent suggestion provided by psychologists are to be prompt, consistent and reasonable. The textbook details that no attempt to control behavior will be effective so consistency is important to classroom control. A teacher’s must have a variety of techniques that can be used to prevent or deal with misbehavior and utilize the technique that is appropriate to the severity of the misbehavior (Snowman & McCown, 2015). Although there are techniques that can be used to deal with discipline some do not work as students do not respond to the same technique. Mrs. Melchor provides an example of utilizing the refocus area for a student and refused to listen so she resorted to a different technique and used the buddy system which uses another teacher and classroom. This allows the student to cool down, re-evaluate their actions (M. Melchor, personal communication, April 12, 2018). There are various techniques teachers can use to deal with misbehavior in their classroom, after interviewing Mrs. Melchor and gathering information from the textbook it seems that teachers and educational psychologists are on the same page when it comes to implementing class discipline. It is comforting to know that teachers do utilize suggestions and techniques

As a special education educator, I observed that children identified with having an Emotional Behavior Disorder were likely to be disciplined harshly, and placed in more restrictive settings than students in other disability categories. Additionally, in my mild to moderate setting program, I observed that consequences for behavior infractions were more punitive in nature than restorative. Teachers and students began to engage in power struggles and that had a negative impact on classrooms and caused both students and teachers to withdraw from one another.

Oppositional Defiant Disorder (ODD) is a mental health disorder often found in children. Retrospective research has found that symptoms appear as early as four years old (Lifetime). ODD is described by an angry or irritable mood, vindictiveness, or argumentative and defiant behaviors (DSM). This disorder often involves difficulties with interacting with others (DSM). Also, ODD has been associated with emotional and externalizing behaviors along with being linked with depression and conduct problems (developmental). The focus of this research is to see if Dialectical Behavior Therapy(DBT) would have positive outcome on patients diagnosed of ODD. Since ODD involves emotional and externalizing behaviors along with problems interacting with others, DBT skills training may be useful in helping patients learn appropriate ways to cope with their emotions and to properly communicate with others. These are some reasons that suggest that DBT would have positive outcomes for patients with oppositional defiant disorder.

Further, this can be better understood by B.F. Skinners Operant conditioning study. The key element in Skinners research was Reinforcement. Reinforcement strengthens a desired response, and negative reinforcement is involves taking away privileges with undesired behavior. Operant Conditioning is widely applied within teaching for classroom management. In most cases behavioral problems can be linked to emotional problems (Culatta). If something is going on in the child’s home, the only way he or she knows how to retaliate might be to model extreme behavior. The child gets aggressive because he feels threatened by others. The only thing the child wants is to be understood and to feel like someone accepts him or her for whom they are. Additionally, as a teacher, one should talk one-on-one with the student to seek understanding and try to explain to the student that his or her behavioral issues have got to stop in order to avoid punishment Further, a teacher is faced with many obstacles and hardships, one being, the student having emotional problems. It often helps for the teacher to show love and compassion. The emotional problem could stem from the child’s home-life, which could include various forms of abuse (sexual, physical, and emotional). Being able to detect signs of distress can help guide the student to possible outside