Week 6: Behaviour Problems Flashcards
Define self-regulation
An individual’s ability to monitor his or her own behaviour and modify responses and reactions as necessary
Usually involves the ability to ‘think about one’s own thinking’
List the 5 step procedure that can be used to teach self-management
Explanation- discuss why it is important, observe others
Demonstration- Teacher explains and models behaviour
Role Play- student imitates the behaviour with feedback
Cueing - student is reminded and prompted to carry out behaviour
Maintenance - reinforce behaviour
Define internal locus of control
Students recognise they can influence their own actions and believe they do some extent control their own destiny e.g. recognise when they are concentrating hard they get better results
Define an external locus of control
Blame on others
Normal child who fails to assume normal self-management and is prepared to be controlled by others
Learned helplessness
Describe attribution retraining
Designed to redirect students’ self-blaming causal explanations for their difficulties by encouraging them to instead attribute poor performance to controllable factors, such as the amount of effort they put in and the time they devote to the task
Describe Cognitive Behaviour modification (CBM)
Involves training students to gain better control over their own thoughts and actions by using inner self-talk
Define metacognition
Refers to the ability to monitor one’s own thinking processes and exercise control over them
Describe Cognitive strategies and strategy-based instruction (SBI)
A cognitive strategy can be thought of as a ‘mental plan of action’ that enables a student to tackle a particular task or assignment systematically
Describe the basic structure of a typical teaching procedure used in strategy-based instruction
Modelling - Teacher performs task while thinking aloud
Overt external guidance - Students copy the teacher’s model and complete a similar task, with the teacher still providing prompting and verbal directions
Overt self-guidance - Students repeat the performance with a similar task while using self-talk
Covert self-instruction - Students perform several similar tasks while using inner speech to monitor their actions, guide their responses and make decisions
Describe the 3 Tier model of intervention
Tier 1: Establishing an environment in which expectations and rules for behaviour are clear to all students and all students are helped to acquire appropriate self-management.
Tier 2: Provides additional targeted guidance for some students who at times display poor behaviour.
Tier 3: Involves intensive behaviour change intervention targeted at any individual student with ongoing challenging behaviour.
Why do we need a team approach to the 3 tier model of intervention?
Ensure that all personnel dealing with a level 3 student share a common goal and are consistent
List some assumptions of applied behaviour analysis (ABA)
All behaviour is learned
Behaviour can be changed by altering its consequences
Factors in the environment (in this case the classroom) can be engineered to reward and maintain specific behaviours
List some forms of aggressive behaviour
Many forms; physical, verbal, violence against person and property, online abuse and sexual aggression
List the two main aspects of ADHD
Inattention and Hyperactivity and impulsivity
List some interventions for ADHD
Diet control
Medication
Psychotherapy
Behaviour modification
Cognitive therapy
List some reasons some children with disabilities experience a lack of acceptance
Lack of initiation of friendly contact with those who have a disability or choose them as a partner
Children with a disability do not automatically initiate friendly contact with other students, nor do they observe and copy positive social models around them
Some teachers don’t recognise the need to intervene to help promote students’ positive social interactions
List and describe the three conditions for positive social interaction and development of friendships among children with and without disabilities
Opportunity - Children need to work and play in close proximity to other children frequently enough for meaningful contacts to be maintained
Continuity - when children a placed together over reasonable period of time (school year) there is continuity, allows them to get to know and like one another
Support - Some child need support to make good quality contact with members of the class in order to work and play with them
List some principles of using group work
Needs to be used frequently enough for students to become familiar with skills and routines
Size of group is important
Seating and work arrangements are important - close but still have personal space to work
Group members may have to be taught how to work efficiently together
Choice of tasks for group work is important and make sure they are understood by all students
Teachers need to monitor and provide guidance, prompts and suggestions
Reward and praise groups who worked together positively and supportively
Establish what each person’s role is in the group
When does behaviour become a problem?
When it occurs often (frequent)
When it is extreme (intensity)
When it continues for a long time (duration)
When it occurs at an appropriate place (location)
During a specific time (timing)
List and describe some specific behavioural disorders
Oppositional Defiant Disorder (ODD)
Conduct Disorder (CD)
Describe Oppositional Defiant Disorder
Characterised by aggressive and a tendency to purposefully bother and irritate others
Describe Conduct Disorder (CD)
A repetitive and persistent pattern of behaviour in which the basic rights of others or major society rules are violated. At least three criteria must be present in the last 12 months
- Aggressive to people and animals
- Destruction of property
- Deceitfulness or theft
- Serious violations of rules
Describe classical conditioning
Pavlov’s dog - pairing an unconditioned stimulus (food) with a previously neutral stimulus (tuning for), he could induce a conditioned response towards the tuning fork (salivation)
Describe operant conditioning
B.F. Skinner - demonstrated how voluntary behaviours could be modified by manipulating their consequences
Positive reinforcement
Describe Positive Behaviour Support (PBS)
Evidence based approach
Focuses on assessment, planning & intervention to address needs
Strong emphasis on proactive strategies as an appropriate form of behaviour support
Describe the three tiers of behaviour prevention
Tier 1 - 80% - Students at low risk or make adequate progress with moderate support
Routines
Rules
Teach self-monitoring
Hold attention
Improve memory (visual cues, association etc.)
Be aware and plan for vulnerable occasions
Tier 2 - 15% Students at some risk who make progress with additional intervention
Targeted interventions are usually short term (6-8 weeks)
Continuous progress monitoring is undertaken
Tier 3 - 5% Students with severe difficulty
Using Applied Behaviour Analysis (ABA)
Individualised for student
What does ABC stand for?
Antecedent -> Behaviour -> Consequence
Describe social emotional regulation/learning
Children who struggle with SE regulation are more likely to:
Be off-task
Engage in conflicts with peers or adults
Minimise learning time for themselves and others
Define disruptive behaviour
Behaviours that hinder or stop a teacher from teaching, or hinder or stop other students from learning
Challenging behaviours are…
Behaviours that threaten the safety of staff or students
Disruptive behaviours that are ongoing in nature, and are not modified using whole class/generic behaviour management strategies
