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Intervention Manual

Graduate Education Presentation Fall2011
by

Rachel Karrer

on 27 November 2011

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Transcript of Intervention Manual

Early
Childhood
Behavior
Intervention
Manual Who Can Use It? Implementation The Behaviors Stephen B. McCarney
Hawthorne Educational Services TRY IT! 1) Considering Variables Three Themes --- 53 Behaviors Moves About Unnecessarily What is it?
Based on the most commonly
encountered behavior problems
in early education (ECBS)
For each behavior problem:
1) Behavior Goal
2) Objectives
3) Research-based
Intervention
Strategies
Helpful for administrators, teachers, aides, counselors, parents, and anyone who wants to help children.

Appropriate for special educators in self-contained classrooms as well as and regular education teachers.
May also be used by a team of professionals
The child does not need to be identified as behaviorally disordered/emotionally disturbed or handicapped in any way.


A S P cademic Progress ocial Relationships ersonal Adjustment Fails to perform task independently
Is not motivated by rewards
Does not remain on task
Does not perform tasks at his or her ability level
Is reluctant to attempt new things
Bothers peers who are trying to work, play, listen, etc.
Is easily angered, annoyed, or upset
Does not share possessions or materials
Does not allow others to take their turns, participate in activities or games
Makes inappropriate comments to peers
Becomes overexcited
Has difficulty separating from parents
Fails to stay in an assigned area for the specified time period
Does not follow rules
Fails to comply with adults
2) Determining Goals & Objectives 3) Choosing Intervention Strategies 4) Consistency, Consistency, Consistency Developed using behaviors appropriate for children
ages 36 through 71 months in preschool and
kindergarten settings.

ECBS provides the standardized profile information
and specific indicators necessary to determine which
students are in need of intervention, behavioral
support, and the opportunity to learn more
appropriate behavior.
Behaviors based of those in the
Early Childhood Behavior Scale All variables must be considered in order not to overlook possible determinants of behavior

1) Institutional Variables: To what extent does the school environment contribute to the problem? For example: limited supervision, unclear rules, seating arrangements

2) Personal Variables: Child’s age, sex, grade level, local community standards, and possible handicap




Each behavior has goal(s) and
objectives to choose from. These can be used when creating an IEP. Must use professional judgment when choosing interventions.
Must be what is appropriate for the child and what will work in a particular setting.

Appropriateness of intervention relates directly to the behavior and not to classification labels.

Types of solutions:
Preventative - environmental modifications used to reduce
stimulation
Reactive - modifications immediately related to the
situations
PLUS: The selection of intervention strategies
took into account those interventions
which reflect positive teacher behavior
expected of educators. CONSISTENCY! Whatever intervention you choose should be used consistently by all instructional personnel.

The more consistently the strategy is implemented, the greater likelihood that the student will be successful What would you do? Works Cited: In Addition to the Goals, Objectives, and Intervention Strategies...
Preventing Behavior Problems
Rules for School Environments
Elementary Reinforcer Survey
Point Record
Contract
Group Contract
Schedule of Daily Events
Schedule of Daily Events Sample
Parent Communication Form
Student Conference Report The Benefits Good addition to any teacher's bookshelf... Research-based interventions that are preventative, reactive, and positive
Deals with most common early childhood behaviors
Can be used for children with or without a disorder or label
Give teachers options when choosing interventions and addition resources to implement
Well-organized and easy to use and understand Hawthorne Educational Services, Inc. (n.d.). Hawthorne Educational Services, Inc. . Retrieved November 2011, from Behavior: http://hawthorne-ed.com/pages/behavior/b5.html

McCarney, S. B. (1992). Early Childhood Behavior Intervention Manual: Goals, Objectives, and Intervention Strategies. Retrieved November 2011, from Hawthorne Educational Services, Inc.: http://hawthorne-ed.com/images/behavior/samples/swf%20files/h01420sb.pdf

McCarney, S. B. (1992). Early Childhood Behavior Intervention Manual: Goals, Objectives, and Intervention Strategies for Early Childhood Behavior Problems. Columbia, MO: Hawthorne Educational Services, Inc.

McCarney, S. B. (1994). Early Childhood Behavior Scale: School Version Rating Form. Retrieved November 2011, from Hawthorne Educational Services: http://hawthorne-ed.com/images/behavior/samples/swf%20files/h01401.pdf

Rachel Karrer
Graduate Student Resource Project
November 2011
Full transcript