Week 6: Behaviour Problems

Question 1

Define self-regulation

Answer 1

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’

Question 2

List the 5 step procedure that can be used to teach self-management

Answer 2

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

Question 3

Define internal locus of control

Answer 3

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

Question 4

Define an external locus of control

Answer 4

Blame on others
Normal child who fails to assume normal self-management and is prepared to be controlled by others
Learned helplessness

Question 5

Describe attribution retraining

Answer 5

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

Question 6

Describe Cognitive Behaviour modification (CBM)

Answer 6

Involves training students to gain better control over their own thoughts and actions by using inner self-talk

Question 7

Define metacognition

Answer 7

Refers to the ability to monitor one’s own thinking processes and exercise control over them

Question 8

Describe Cognitive strategies and strategy-based instruction (SBI)

Answer 8

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

Question 9

Describe the basic structure of a typical teaching procedure used in strategy-based instruction

Answer 9

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

Question 10

Describe the 3 Tier model of intervention

Answer 10

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.

Question 11

Why do we need a team approach to the 3 tier model of intervention?

Answer 11

Ensure that all personnel dealing with a level 3 student share a common goal and are consistent

Question 12

List some assumptions of applied behaviour analysis (ABA)

Answer 12

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

Question 13

List some forms of aggressive behaviour

Answer 13

Many forms; physical, verbal, violence against person and property, online abuse and sexual aggression

Question 14

List the two main aspects of ADHD

Answer 14

Inattention and Hyperactivity and impulsivity

Question 15

List some interventions for ADHD

Answer 15

Diet control
Medication
Psychotherapy
Behaviour modification
Cognitive therapy

Question 16

List some reasons some children with disabilities experience a lack of acceptance

Answer 16

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

Question 17

List and describe the three conditions for positive social interaction and development of friendships among children with and without disabilities

Answer 17

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

Question 18

List some principles of using group work

Answer 18

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

Question 19

When does behaviour become a problem?

Answer 19

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)

Question 20

List and describe some specific behavioural disorders

Answer 20

Oppositional Defiant Disorder (ODD)
Conduct Disorder (CD)

Question 21

Describe Oppositional Defiant Disorder

Answer 21

Characterised by aggressive and a tendency to purposefully bother and irritate others

Question 22

Describe Conduct Disorder (CD)

Answer 22

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

Question 23

Describe classical conditioning

Answer 23

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)

Question 24

Describe operant conditioning

Answer 24

B.F. Skinner - demonstrated how voluntary behaviours could be modified by manipulating their consequences
Positive reinforcement

Question 25

Describe Positive Behaviour Support (PBS)

Answer 25

Evidence based approach
Focuses on assessment, planning & intervention to address needs
Strong emphasis on proactive strategies as an appropriate form of behaviour support

Question 26

Describe the three tiers of behaviour prevention

Answer 26

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

Question 27

What does ABC stand for?

Answer 27

Antecedent -> Behaviour -> Consequence

Question 28

Describe social emotional regulation/learning

Answer 28

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

Question 29

Define disruptive behaviour

Answer 29

Behaviours that hinder or stop a teacher from teaching, or hinder or stop other students from learning

Question 30

Challenging behaviours are…

Answer 30

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