Overview of EXED 418

Hi, it's Lauren and this is my overview of exit

for 18.

So first it's important to talk about behavior.

Behavior serves a function, um, either to obtain something or

avoid something.

Um, it's also how we react to our environment.

Yeah, So it's important to understand what causes the behavior,

which is where the a B CS play a part.

So the ABC stand for interceding behavior.

In consequence, of course, the antecedent is what happens before

behavior. And a consequence is what happens after being a

behavior. Even though consequences does have a negative connotation, consequences

aren't always negative.

Sometimes they are positive.

Um, you can actually change the behavior depending on the

consequence. So, um, you can do this through positive reinforcement,

which is when a behavior is increased by giving a

student something desirable or through negative reinforcement when a behavior

is increased by taking away something that a student doesn't

necessarily like.

Uh huh.

So it's also important to talk about Colvin's acting out

cycle, so the first phase in the cycle was calm.

Um, this is where students are normally they're listening, ready

to work following directions.

They are responsive to praise during the space, which is

a type of reinforcement.

So I strongly suggests reinforcing students, um, during this phase

so that they won't progress into the next phases.

So the next phases trigger.

These are events, activities or behaviors that cause the student

agitation and sets off the rest of the face.

So basically, this is an end to seed it.

Some trigger are visible and can be easily identified.

However, most of them can't be so.

The next phase is agitation.

Adaptation is a behavioral state that includes emotional responses such

as being angry, upset, depressed on edge, et cetera.

It can manifest as an increase of behavior, including darting

eyes, busy hands moving in and out of groups, etcetera.

And it can also manifest as a decreasing behavior, which

includes staring into space, build eyes, um, and contain hands.

There are also some calming strategies, um, in place that

can potentially come a student down, um, and prevent them

from progressing even more into the stage, Um, and allows

them to uh huh come down and maybe progress backwards

into, um, a calm state.

So these include providing space, presenting options, um, providing assurances

and additional time permitting preferred activities teacher proximity, independent activities,

passive and movement activities and self management.

So the next phase is a celebration.

Students are confrontational during the stage.

Um, they don't listen.

Um, they display limit testing, which is when a student

fulfills the teachers wishes, but to an unsatisfactory degree.

So they may complete a worksheet, but it's going to

take them forever to do it.

Um, it's important to focus on safety for yourself as

the teacher, the students, um, and the student displaying the

disruptive or challenging behavior as well.

So when a child hits his face, they will ultimately

go into peak face.

So they're in his face.

Students become a threat to themselves and or others because

their behavior is out of control.

They may hurt themselves.

Destroy property, may try to hurt others.

Um, I would call for help when the student is

in the space, and I would focus on keeping other

students safe because, like I said, their behavior is out

of control.

So the next phase is de escalation.

Student has reduced acting out and maybe disengaged.

I would allow the student cool down time away from

the other students.

Don't give a student too much work.

Um, allowing to do easy task.

Um, so I would say organizing papers or something of

that nature.

Also be careful during the space because the student can

easily retreat back into peak phase.

So the last phase is the recovery face.

Um, the student is pretty much back to normal.

You can debrief with the student during this time.

Um, I would introduce them back to the class, but

I would also talk to the other students in this

class, um, so that they won't criticize or ostracized the

student who display the challenging behaviour because of the way

they displayed their behavior.

Mhm. Yeah.

So some challenging behaviors include rolling fractions, disrespectful behaviours, agitation

and non compliance and limit testing.

These challenging behaviors make it hard for students to learn.

Because of this, steps have been created by Coleman to

defuse each of the problem behaviors and prevent students from

Mission Peak.

I'm going to discuss how to defuse noncompliance and limiting

testing because I believe it can be generalized to all

of these types of challenging behaviors.

However, um, conditions should already be established for these steps

to be effective.

So, for example, teaching teacher expectations in classroom rules should

be done, and the students should know these classroom rules.

I wish you could just hanging up these classroom rules,

um, like up on a poster or something just so

the students and yourself can refer to them.

We need it.

Reinforcement should also be given to students.

Um, when they are falling classroom expectations, teachers should moderately

behavior they want to see from their students.

Um, I would make sure that the student is able

to understand and follow the directions that were given to

them as well.

If any of these conditions aren't met, then these diffusing

strategies won't work.

So all of the diffusing strategies, whether it's diffusing noncompliance

or defusing agitation, have the same first two steps, and

this is to adjust the situation and to maintain the

flow of instruction.

So to assess the situation, you ask yourself whether or

not the previous conditions we discuss have been met and

asks how serious the situation is.

If you put others in danger, I suggest going to

find help instead of dealing with it on your own.

Next, you have to maintain the full of instruction.

If you give the student who is breaking the rules?

Attention. You are reinforcing their behavior, which could cause there,

Um, I guess challenging behaviors to increase, um, always reinforce

behavior you want to see next?

I would repeat the direction privately.

Um, you should always do this so that a student

won't be embarrassed, which could cause them to act out

more. Always talk to your kids privately and not in

front of the class.

Then I would walk away and get the student time

to think, and I would respond to the rest of

the class.

I would reinforce other students who are showing correct behavior.

Next, our provide focus on student decision making.

Representing the request as a decision.

For example, I would tell a student that we're going

to read on our reading rug, um, and that you

can join if they would like, um, give the student

time to make a decision.

So again, walk away.

Lastly, debrief with the students so that they know what

they did wrong.

So they know that you aren't mad at them and

so that you and then can come up with ideas

to prevent, um, this behavior from happening again.

Well, diffusing, challenging behaviour.

It's important to have a positive delivery be non confrontational

and speak to the students privately.

Yeah, so there are ways to manage challenging behaviors.

Um, yeah, but there are some challenges.

So, um, for example, poor attendance can make it hard

to help.

Um if a student is academically deficient, it can also

make it hard.

Um, disruptions can make it hard to manage behavior.

And also, traditional discipline models can also make it challenging.

Yeah. So some ways to manage challenging behaviors to maximize

structure reinforced expectations, actively engage students in observable ways, establish

strategies to acknowledge appropriate and inappropriate behavior.

Um, I think that this would require you to actually

know your kids and know what they like and what

they don't like so that you can avoid triggers and

find re enforcers.

Um, lastly, I think it is important to touch on

the PBS pyramid.

Um, so tier one establishes the foundation for support and

prevents unwanted behaviors.

Basically, I think that tier one is the prerequisite concern

conditions that are needed before being able to defuse challenging

behaviors. Um, so all students are in tier one.

Tier two is to support students who are at risk

for developing more problem behaviors but haven't developed them yet.

And two or three, um, is when students will receive

more specialized, individualized support to improve behavior and academic outcomes.

Um, so this was my exit over.

Overview of EXED 418

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