Behavior Management Final

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  1. Explicit Reprimands
    • immediate action because it is potentially harmful
    • should be used selectively in response to specific behaviors
    • should include a statement of an appropriate alternative
    • explicit- what exactly in inappropriate, do not degrade
  2. Performance Feedback
    • students are provided with charts, graphs, or reports that show their performance in specific behaviors
    • should be formative, non-evaluative, supportive, timely, and specific
  3. Differential Reinforcement
    • provided when a student engages in low rates of the behavior you wish to change, behaviors other then the behavior you wish to change, a behavior that you want to replace the undesired behavior, or an incompatible behavior
    • select target to be changed, positive alternative, appropriate reinforcement strategy, determine reinforcers, determine criteria, implement intervention, evaluate results
  4. Extinction
    • discontinuation or withholding of the reinforcer of a behavior that has previously been reinforcing the behavior
    • when the target behavior is exhibited 
    • continue your present activity
    • if behavior persists turn your back and walk away
  5. Response Cost
    • loss of privileges
    • negative behavior management intervention though results may be positive
    • most effective when when the privilege is natural or logical of the inappropriate behavior
  6. Time-Out from Reinforcement
    • removal of a child from an apparently reinforcing setting to a presumably nonreinforcing setting for a specified and limited period of time
    • contingent on the target behavior
    • student must see the difference between time-in and time-out  environments
    • inclusion time-out  (planned ignoring) and exclusion time-out
  7. Desensitization
    • systematically lessening a specific, learned fear or phobic reaction in an individual
    • therapeutic technique
    • teacher has positive interpersonal relationship with child
    • child must trust teacher
  8. classroom conferencing
    • long talk- helps student's analyze their behavior and develop better self-control
    • meet
    • review
    • discuss respect
    • discuss typical behavior
    • devise another response
    • reconvene
  9. Universal Design for Learning
    • means for providing effective instruction in diverse classrooms
    • Provide multiple means of:
    • 1. presentation
    • 2. expression
    • 3. engagement
  10. Creative Movement, Dance & Physical Act.
    encourage the child to externalize personal feelings
  11. role playing
    • individuals may gain greater understanding of their behavior
    • it can focus on real occurrences
    • it can focus on significant others
    • it can focus on process and feelings occurring in new situations
  12. the written word
    • writing as a therapeutic strategy
    • expresses personal feelings and emotions
    • externalize personal conflicts and frustrations
    • self-expression
    • self-exploration
    • problem solving
  13. bibliotherapy
    • indirect intervention
    • uses the interaction between the reader and literature for therapeutic purposes
    • read about characters with similar problems
    • writing a summary of the book for discussion
    • dramatizing, role-playing, or presenting skits about the message
    • making artworks that represent characters and situations
  14. Photography & Video taping
    • photovoice
    • students record lives and reflect on what the images said about themselves and their needs
    • pasted favorite photos in journals with writings
    • permanent record for antecedent-behavior-consequence analysis
    • providing self-monitoring
  15. Signal interference
    nonverbals interfering with unacceptable behaviors (eye contact, frown, light flickering, etc)
  16. interest boosting
    ex. offering to help or discussing the assignment
  17. program restructuring
    if students lose interest, restructure or reschedule the lesson
  18. support from routine
    post school day schedule and announce changes
  19. direct appeal
    ... to the students' sense of fairness
  20. Antiseptic bouncing
    when a student becomes agitated or frustrated with an activity and before he or she is physically or verbally disruptive it is prudent to remove the student from the work setting
  21. naturalistic interventions
    • focused on interactions between the student and the people that have the greatest opportunity to interact with the child
    • incorporated into routines
    • generalization of the behavior more likely
    • ex. incidental teaching
  22. discussion groups
    • children may speak on any topic
    • confidentiality is stressed
    • discussion may be initiated or facilitated
  23. antecedents of effective management
    • develop a physical environment that supports academic and social goals
    • establish behavioral expectations
    • communicate in culturally consistent manner
    • establish a caring classroom
    • engage families
    • implement appropriate and effective intervention strategies
  24. cuing
    • ex. students writing their names on the chalkboard when they need help
    • teacher turning the lights off to signal the end of an activity
  25. biobehavioral interventions
    educator's functions in referral, collaboration and reporting, modification of classroom structure and curriculum content, obtaining permission to administer medication, and safeguarding and administering medication
  26. What are two reasons that teachers should use nonverbal communication to redirect behavior?
    • it is quick and discrete
    • saves class and instruction time
  27. What is Signal Interference?
    using eye contact, a facial expression, or body gesture to redirect the behavior
  28. Define de-escalation
    Utilizing research-based positive behavior supports and interventions to lessen and alleviate conflict with the goal of returning to the stage of recovery or the state of calm
  29. Name one of the stages of behavior escalation
  30. What are two things that a new teacher should do before the school year starts?
    • - Know the school policies
    • - Meet your coworkers
  31. What are two activities that a teacher could use to introduce a class to each other?
    • - Sit in alphabetical order
    • Student interviews and introductions
  32. What is a transition as used in the classroom?
    Bridging from one setting to another using developmentally appropriate tools
  33. Give 2 examples of transitions you can use in your classroom.
    • songs
    • give me 5
  34. integrative framework
    • you must look at the interactions between the organism and the environment- they cannot be separated
    • analysis must include aspects of the environment that are relevant to and acted on by the student
    • transaction between individual and environment- one being continuously changed by the other
    • understanding the behavior is specific to each individual and his or her environment
  35. Parental reactions
    • stage:
    • 1. emotional crisis (shock, denial)
    • 2. emotional disorganization (anger, guilt, rejection of child)
    • 3. acceptance (cooperation, informed concern)
  36. Parent-Teacher Conferences
    BUILD RAPPORT (Begin with positive)

    OBTAIN INFORMATION (open-ended questions)

    PROVIDE INFORMATION  (concrete information)

    SUMMARIZE AND FOLLOW UP (clarify responsibilities)
Card Set:
Behavior Management Final
2014-05-03 03:49:37
WVWC Behavior Management Fortney

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