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Behavioral Developmental Intervention

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Maria Frias-Medina

on 25 July 2014

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Transcript of Behavioral Developmental Intervention

Behavioral Management Interventions
Behavior Modification
"The basic premise of behavior modification is that behavior is learned and is a function of that behavior's consequences". Wallace & Kauffman (1986)
50 percent of urban teachers leave the profession within the first five years of their career, citing behavior problems and management as factors influencing their decision to leave.
(McKinney, Campbell-Whately, & Kea, 2005. p. 16)

Behavior Problems and Management
Student behavior is one of the most critical concerns in school's today.
"Difficult managing student behavior is cited as a factor associated with teacher burnout and dissatisfaction"
"Classroom behavior problems take up teachers' time and disrupt classroom and school."
"When students misbehave, they learn less and keep their peers from learning"
Why Behavioral Developmental Intervention is so important?
Behavioral Development Intervention
Maria G. Frias-Medina

Comprehensive Behavior Management Planning
Classroom Support
Schoolwide Support
Individualized Support
Source: http://childrenatrisk.org/wp-content/uploads/2010/10/2013-Greater-Houston-High-School-Rankings.pdf

"Behavior modification refers to any systematic arrangement of environmental events to produce specific changes in observable behavior"
Wallace & Kauffman (1986)
" Early appearing aggressive behaviors are the best predictor of juvenile gang membership
and violence".
Early Predictors:
Temperamental Difficulties
Early Aggression
Language Difficulties
(Reid, 1993)




Pyramid Model of Intervention

“Emotional well-being and social competence provide a strong foundation for emerging cognitive abilities, and together they are the bricks and mortar that comprise the foundation of human development.”
(National Scientific Council on the Developing Child, 2007)

“Emotional well-being and social competence provide a strong foundation for emerging cognitive abilities, and together they are the bricks and mortar that comprise the foundation of human development.”
(National Scientific Council on the Developing Child, 2007)

Social Competence

The Center on the Social and Emotional Foundations for Early Learning


Implementation and evaluation of the use of the
Pyramid Model
with children with or at risk for delays or disabilities
Analysis of implementation and sustainability factors
Implementation guidance
Support for selected states in the implementation, sustainability, and scale-up of models
Providing Evidence-Based Models

Barbara J. Smith, Ph.D.
University of Colorado Denver
Alaska Statewide Special Education Conference
February 18, 2009
Anchorage, AK

Why a behavioral intervention plan is so important?

The Developmental of Schoolwide positive behavior support (SWPBS)
Represents a tremendous advance in achieving student discipline and establishing positive school climate procedures.
Is a strategic framework made up of organizational system and research-based, scientifically validated intervention practices.
Behavioral-Based Instructional Practices
Research has repeatedly shown that the systematic use of praise and attention and other forms of positive reinforcement for desired behaviors is a powerful classroom management and instructional tool.
Heward, W.L, 2013, Exceptional Children

The Developmental of Schoolwide Positive Behavior Support (SWPBS)
Teaching Students With Learning Problems, Mercer, Mercer, Pullen. Pearson, 2011.

Exceptional Children-An Introduction to Special Education. Heward, L.W., Pearson, 2013

Pre-Referral Intervention Manual McCarney, S.B., Hawthorne, Educational Services, Inc. 2006.
1. Behavior Methods of Advanced Classroomshttp://bartonsclass.com/sitebuildercontent/sitebuilderpictures/ABA2.jpg

2. Insufficient Sleep

3. Behavior Management

4. Individualized Support

5. Classroom Suport

6. Comprehension Plan

7. Schoolwide Support

8. Role Playing – Behavior Management

9. Social Competence

10. Behavior Development Intervention Logo
11. Intervention Pyramid

12. Prezzi Presentation

"Research evidence suggests threats and warnings tend to escalate problem behavior in the classroom. When Teachers use threats and warnings, students are more likely to become aggressive than when threats and warnings are not used". (Nelson, 1966).

Schoolwide Positive
Behavior Support.

Traditionally, discipline in the school has focused on the use of punishment in an effort to control misbehavior of specific students. Not only are such strategies generally ineffective in achieving long-term reductions in problem behavior or increase overall school safety.

(Morrison & D'Ineau, 2000; Skiba, 2002).

Do you think, these statistics are linked to the result of using ineffective management methods as modifiers of behavior?

The Developmental of Schoolwide Positive Behavior Support (SWPBS)
Method to advance in achieving students discipline and establishing positive school climate procedures.
The foundation is the key of any intervention plan.
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