SUBJECT: Need research information Date: 95-04-15 13:47:03 EDT
From: LeeJ24
Working on graduate paper on token economy (rewards) and its use in the special education classroom. Any special education teacher using this system, please post message, or EMail, about your projects and how you use them in the classroom. EMail files or messages to JLawson617.
Would appreciate any feedback that you might have. Thanks
SUBJECT: Re:Need
research information Date: 95-04-15 19:07:14 EDT
From: Kenner 14
I am a Speech Pathologist with a Special Day Class of Preschool children with various disabilities. These include Down Syndrome, Autism, Low-Functioning, Communicatively Handicapped to name some. I use a system of Positive Behavior Management. We have a large chart with everyone's name and WHENEVER something positive happens, the child receives a star on that chart. In my program, each 20 stars earns a NEAT certificate; at the 60 star level, the child receives a certificate and a prize (lately they all seem to be choosing the Lion King posters!). I should say that I complete the certificate RIGHT on the spot, no matter what we are doing. When I've filled it out, the child stands with me or sits on my lap as we read the certificate (for the hundreth time :-) ) then we all applaud and cheer. This process takes such little time but I feel it is important to give them the instant reward when they reach that point. The children in my class range in chronological age from 3-1 to 5-3 years; however, developmental ages are approximately 1-0 and up. For me Positive Behavior Management also means that I am constantly checking with the children and utilizing verbal praise or even just a smile or funny face. I'm known as someone who can take children with behavioral concerns and often have some great and positive results. It seems the children really respond to me and the method I use. I hope this is of some assistance to you. E-Mail me if you have any further questions.
SUBJECT: Re:Need research information Date: 95-04-17 17:11:46 EDT
From: Boulevard
In my son's class, there are daily task cards(photocopied schedules of each activity - eg. morning opening, restroom, art, snack, recess, reading, etc..) The kids earn happy faces, straight faces or sad faces for each activity - with lots of positive verbal praise or redirections throughout the activity - and, based on each child's behavior program, they earn a reward at the end of the day. For instance, my son gets to watch Aladdin on TV if he has all happy faces. A child with some real behavior problems and a very dysfunctional home earns a treat from a grab bag if he has only 3 sad faces per day.
For my own program(I'm a speech pathl), I use a very simple system. Each time the kids have speech, I rate their 1)behav. and 2)effort/work. If they have done a happy face job, they put a sticker on a 20-item chart. When the chart is full, we have a party for their entire classroom(it's so reinforcing for the nonspeech kids to celebrate a speech kid's success). I provide popcorn or soda pop for the entire group. I end up doing this about three times per school year for each student. Also, the daily speech note I send with the child, indicating their work and behavior, as well as a brief comment about what we worked on, tells teachers & parents a bit of information about that child's progress. It's a valuable means of communication between me and the parents/teachers.
SUBJECT: re:need research
info. Date: 95-05-01 19:04:57 EDT
From: JenWip
I am a teacher of emotionally disturbed students who are in 6th through 8th grade. I use positive, tangible rewards with students who are experiencing behavior problems within the mainstream setting. Students have one of 2 behavior monitoring sheets which they must fill out and have signed by their teacher. One sheet involves +'s and -'s( time intervals every 5 or 10 minutes) this is for students with severe problems. the other is involves a number rating system from 1-5 which they complete for each hour of class. I let the students choose their rewards, within reason. Some choose candy, others school supplies, others lunch with the teacher. i vary the amount of points or +'s a student must earn with their current level of performance. I also involve parents and encourage them to rewrd thier children for postive behavior. Any ?'s E-mail me at JenWip @AOL.com
SUBJECT: Re:re:need research info. Date: 95-05-09 17:41:54 EDT
From: NancyCels
I am a parent who has to put up with all these token reward systems... Believe me! It isn't easy when you have an overweight child who is trying to diet, to have teachers who constantly hand out candy!!!!!! Despite being asked both verbally and in writing to stop this practice. And then there was the year the teacher paid the kids to do their school work--- ****** they shouldn't be paid..it shd be expected. I feel kids get to a certain age when these systems become degrading and are inappropriate, no matter how effective it is for the teacher to track progress. Also, I'm not talking about kids with severe disabilities here, or really young kids, I'm talking about LD students(age 13+) and mild MR students(18+). Please, take the time to evaluate how this effects the self-esteem of the kids... nothing like being in high school and having the regular ed kids walk by your classroom w/star charts all over the wall!!! Thanks!
SUBJECT: Re:re:need research info. Date: 95-05-20 22:53:44 EDT
From: KBRUSH2
I agree!!! There are other more appropriate rewards than food. Why begin an
eating disorder on top of everything else. Yeah for involved parents. Keep
up the good work. KBRUSH2
SUBJECT: Re:re:need research info. Date: 95-06-02 10:29:54 EDT
From: Clycob
As a Substitute teacher, I ask the children who work in a regular integrated classroom to fold a piece of a paper with a hamburger fold, a hot dog fold, and put their name on both sides. I then see who is an aural learner, a visual learner or lost in space. I write the directions on the board and give them orally three times. You can watch their self esteem in how they write their name. Yes, I am a new person in their routine. Then I explain for doing this task for me, I know they are all star performers would they please open up this folded piece of paper and in one section give themselves 250 stars, written as 250* as it would take to long to write and count...and as I give directions all day long I'll say if your are ready for Math, with your paper headed, book open and two pencils on your desk then you may have 500*, but if you are now following that understood please give yourself 250* and if you are talking while you are doing this 150* is all you deserve for this. I don't repeat myself. They may whisper to a friend and ask. The child who raises his hand may have 25* and talks politely with a need for comment or question. While a person who blurts out (25)* in the hole... and they are honest with themselves and then when I collect their charts and go over them with them...I can comment on their behavior and how they can help when a guest is in the classroom.
My mom, who retired three years ago, gave bonus points to her second graders
and had her parents run a store on Friday with goodies such as toys, books,
and other donations for which they could put a down payment on...or buy out
right. The only time this reward system did not work was when the child had
no rational of what the difference of right and wrong, good or bad and these
children were later placed in special programs. Hope this has helped.
and would they please open up this folded piece of a paper
SUBJECT: Need research for Masters Paper Date: 95-06-03 13:54:48 EDT
From: SHise1
I am doing my Masters Topic on the difference between written contracts and token systems for behvaior modification. Would love to hear what you think. Please e mail me with any and all suggestions. Need information SOON! Thanks for your help. If you have any cited references...please include!
SUBJECT: Re:research for Masters Pap Date: 95-06-20 10:19:26 EDT
From: Vfordpcdi
Look in the Journal for Applied Behavior Analysis for research concerning token economies. Also, a landmark experiment was done at Santa Ana State hospital by Azrin on the use of a token economy for mentally ill patients. Good luck!
SUBJECT: At-Risk high school population Date: 95-07-13 17:12:18 EDT
From: McHers
I am interested in setting up a token economy system which would allow my students to experience some positive reinforcement instead of the typical negatives such as detention. How can I set up a system where the kids who don't see the good in education or in themselves can build self-esteem. The kids are in a highly restrictive environment due to their previous activities. Anyone interested e-mail me at McHer@AOL.com
SUBJECT: NancyCels Date: 95-08-04 18:53:02 EDT
From: TKlement
NancyCels,
I agree with you that kids that have learning disablilities or ADD/ADHD or what ever their disability need to have teachers, parents, or peer focus on their positive points rather than their disability. I just finished student teaching in GA in a very rough school and am currently working with children at a day camp. At least one child in each age group in this camp is on some sort of medication and some children have disabilities whether is be they don't walk straight or learn slower than the other kids they must have positive reinforcement. Being a camp counselor I do not give them candy to reward them I may give them extra time to complete a fun activity or say something nice about what they have said or done for another child.
PLEASE someone out there please send me a simple token system...Must give talk and don't have time to write one also any iinfo on classroom behavior o anything that I could share with 150 teacher on behavior disorders for a staff development PLEASE email thanks from an old retired teacher
Hello, I am the parent of an 8 yr. old boy in 2nd grade inclusion setting (HFA, TS, severe dyslexia, and more!). We have been trying to get the school to use Bmod in token reward. We have used it to great success. Last year he was on a point system. Our resource is a book called: "Parents are Teachers" from Resource Press. The catalogue is wonderful (217-352-3273). So far nothing in school year95/96 has happened to see what happens w/o a bMod plan.
My wife is a Special Education Teacher. She teaches 5,6,7th grade MI/BD/OHI & Autistic students. For behavior management, she uses a money stamp system. The children are given and fined money stamps for both behavior and academic goals. Each day, the students put a new index card on their desks. Throughout the day, she or the student of the day rewards by stamping the card with predetermined amounts of money. The next morning, the students figure up their money, make their deposit in their deposit book, and figure their balance. Every Friday afternoon, the class participates in a special activity in which they pay for from their earned money. The activity has a set amount, and the students are aware that if they don't have enough money, they cannot participate. This will be her second year using this system, and her students love the idea of having their own money and get excited to just earn five cents.
SUBJECT: Moved from another folder Date: 95-09-15 18:43:17 EDT
From: SusanS29
SUBJECT: research 95-09-15 09:18:32 EDT
From: Mar425
Posted on: America Online
I am doing research on contingency contracts, and need any available information.
SUBJECT: BM in reauthorization IDEA draft Date: 95-09-23 16:29:00 EDT
From: SPECEDPAR
In Ga. for Behavior Management the schools tie children in chairs, place them in boxes and turn off hearing aids and face the children to the wall. Ga law allows the schools to do this. Now, in the IDEA draft bill, the federal government will be making the schools to address BM. Of cause if these methods do not work then the school officals will get to place the child in another school. I don't know about you but the schools will never, never ever do another inhuman BM method on my children. Positive BM methods really work but the negitive BM methods only cause for emotional problems within the child
SUBJECT: Re:BM in reauthorization IDEA dr Date: 95-09-24 09:36:58 EDT
From: Ratatat
In Ga. for Behavior Management the schools tie children in chairs, place <<them in boxes and turn off hearing aids and face the children to the wall.
>>
How in the world could this kind of management be considered legal? The law requires that the child be place in the least restrictive environment. These methods are VERY RESTRICTIVE and, in my mind, a clear violation of a person's civil rights. Contact the Protection and Advocacy Office in your State and find out what is allowed. Also, you can contact NICHCY for information on many aspects of education of the disabled. They will send information free.
Their number is 1-800-695-0285
SUBJECT: Re:BM in reauthorization IDEA dr Date: 95-09-24 12:29:25 EDT
From: SusanS29
Federal law supercedes state law, and the Office of Civil Rights will back you up on this. Have you talked to them?
SUBJECT: Re:BM in reauthorization IDEA Date: 95-09-24 17:44:34 EDT
From: SPECEDPAR
The federal ODERS ,OSEP and OCR was involved... The decision was given to the state of Ga. Every complaint possible was file on the 5 year old boy, who had his hearing aids turned off or device(FM) and faced the wall/ made to wear an overamplified and mal-functioned school provide listening device(FM). If you call the Ga. OCR, OSERS,OSEP in Washington Judy Huemann or her staff, Thomas Heir, Ga. Senators, Newt Gingrich, Ga.PPC, GADOE, etc... and asked them about the case in Ga. on Tom Richards (the child with the hearing impairment who had his school provided listening device (FM)which was mal-functioned and overamplified-was made to wear it by school officals or was punished for his disruption or in-appropiate behaviors by school officals by facing the wall/ turning off his hearing aid device or hearing aids. There a filebox of information on this case that was closed by ALL. No discipline actions taken by any school officals or No federal or state Violations found... Tom was diagnosed with Post-traumatic stress disorder after that wonderful year in kindergarten. Now, the Congress wants to put in the IDEA behavior management procedures... It was in Tom's IEP and did more harm than good. The Atlanta newspaper did an article and local TV channel did a 4 minute story on Tom's situation. A quote from the GADOE, it is not against the law to turn off hearing aids. If you would like a copy of the newspaper article fax to (770) 640-0616 or the article about the boy put in the box. The boy tied in the chair is knowed no article... Yes, Ga is Great place to live.. Newt Gingrich, is doing some wonderful things for the disabled. We have all of 1 group home for the mentally disabled in Ga. Call Gingrich's local office to find out all the wonderful things Ga, has and while your at it ask Nancy Desmand or Patrick Burn (local) Missy Jenkins or Christor Holliday (Washington) about the case on Tom Richards! ALL was documented from punishment to overamplified(FM)
I teach 6-7 yr. olds with autism. I am seeking research regarding regurgitation of food and/or urination/toilet training. I feel these behaviors may be indicative of escape/avoidance learning, so info. on these topics may also prove helpful. Thanks!
SUBJECT: Re:BM in reauthorization IDEA dr Date: 95-09-27 11:24:53 EDT
From: DYSPRAXIA
My children also attended the same school in Cobb, we could not required classroom interventions enforced. I moved to enable my son to attend a different school in the County, at that school we have documented evidence(by an outside professional) of the self- contained LD teacher screaming at the students that she was sick of them, they had better shape up ect.. It is no wonder that in 2 yr. 3 mo. in Cobb my son made less than 6 mo. (as documented by Cobb County Ga. Schools) progress. In 6mo. ay Mill Springs (a private school) he made a years progress in 6 months. Things are VERY difficult here as principals seem unwilling to understand our children's needs.
SUBJECT: Time-out info needed! Date: 95-10-21 20:01:09 EDT
From: AliMCat
I am a Special Education teacher working on my Masters Degree. I need any information pertaining to the use of time-out in the classroom for a research paper. I have used time-out as well as many other disciplinary techniques. I am familiar with this but I need resources along with the opinions of others. I would greatly appreciate any information.
THANK YOU!!!
SUBJECT: Re:Time-out info needed! Date: 95-10-21 20:34:25 EDT
From: EFadale22
I think time-out is an effect management technique
SUBJECT: Re:Time-out info needed! Date: 95-10-21 21:03:39 EDT
From: Oynk oynk
I doubt I have any info you don't already have, however, I can thingk of one interesting thing I came across several years ago. It was in a book called, "I Want to Do It Myself" (don't remember the author) and was mostly for parents. However, the author basically felt that the concept of 1 minute per year of age was a lot of bunk.
SUBJECT: Re:Time-out info needed! Date: 95-10-22 07:40:16 EDT
From: Ratatat
There are two resources I can think of for time out info.
One is the book and video by Thomas Phelan - 1-2-3 Magic
the other is a video produced by Russell Barkely: ADHD in the Classroom.
SUBJECT: School Behavior Policy Info Date: 95-10-28 00:35:53 EDT
From: PeterCB55
I am writing to those of you who might have access to copies of school "behavior" policies, which describe goals, objectives and other details of school-wide policies regarding student behavior. I am researching this area to collect "samples" of polices written up by other districts, in order to assist in drafting proposed policy for a local school. If you are willing, I would appreciate receipt of copies. I would be thankful for any efforts in this area. Materials can be sent to me at the following E-mail address or my office fax number. thanks for your help.
PeterCB55@aol.com
FX 612-871-2374
SUBJECT: Re:Time-out info needed! Date: 95-10-28 13:53:50 EDT
From: Valjo20
I teach at a special ed school for severely emotionally disturbed children and our behavioral system includes time-outs for all students 6-18 years old. Students are directed to stand by a number on the wall facing forward with their hands at their sides. If thye don't take the time-out immediately and appropriately it is extended to 3 minutes. For my high school students its perfect, they quickly refocus and get their behavior in line and return to academic work. I feel longer time-outs would disrupt their academics and time-outs which involving sitting are to comfortable and reinforcing.
SUBJECT:
beh. mgt. and vo-tec train. Date: 95-11-01 20:41:39 EDT
From: Tear4
I am putting together a proposal for a middle school behavior management program dealing with conduct disordered/ emotionally handicapped young adolescents. The focus of the proposal will be a hands-on. vo-tec approach heavy on job related skills and light on traditional academics. This will be a home school district based program, not out placement. Any references, existing program descriptions, curricula outlines, hints, advice, ANYTHING, would be greatly appreciated.
Please e-mail me at tear4@aol.com
Peace,
Michael Lambert, NY
SUBJECT: Re:Time-out info needed! Date: 95-11-02 23:27:20 EDT
From: AQHAFILLY
I teach autistic pre-teens and teens. I teach the use of time-out as a personal management tool for the student. When they feel themselves getting out of control, they can retreat to the time out room without consequence. When they have control, they come out and we talk. I leave them alone in time out, its a safe place to regain themselves. If you know your students, you know which ones can be trusted not to abuse this. Autistic students have "spells", but teaching them how to control it is the best social skill of all.
SUBJECT: Re:Time-out info needed! Date: 95-11-05 15:37:15 EDT
From: NYBERGJB
I teach a diverse special ed. population ranging from 1 - 5 graders and speech hadicapped to moderate autism. Time-out is not used in our school distrct except with children having it listed in their behavior management plans. I use it in 1 - 3 min. intervals in a chair where the student must sit with feet flat on the floor and hands on the sides on the chair. They are placed in an excluded corner which has a poster with a scenic picture. When they are sent to "Austrilia" , students can focus on how they could relax there under the canopy of the rain forest. A much calmer and facoused student rejoins the group activities.
I am in a master's program and I am in the process of doing a research paper on behavior modification or management. I need help. Please respond a.s.a.p. if you can help me. Please send E Mail to Teach Glo. Your help is greatly appreciated.
SUBJECT: Re:Need research information Date: 95-11-11 11:43:28 EDT
From: Cwsaclown
I used a detailed point system based on behavior and personal responsibility in my classroom. I had a large point store that opened once per week during each of my classes. Any issues that were not appropriately covered by my daily routine were addressed by using individual and group contracts. I would contract with any student in the building that had an issue to modify. This allowed me to address behavioral and academic needs of students. It also allowed regular ed. teachers to use a behavior mod. program without causing their other pupils to become jealous.
If you would like more info. E-Mail me at: cwsaclown @ aol.com
SUBJECT: emot.dist/behav. prob students Date: 95-11-18 01:23:24 EDT
From: Puppa426
I work in a self contained class for 4th and 5th graders who are emotionally disturbed and have severe behavior problems. It is in a public school, with very few resources or support available to us- actually the principal has said many times she wishes our classroom was not in the building. We have to constantly fight to get our students services (music, pe, field trips, etc) that other students get.
We also have been fighting to get a time out space outside of the classroom that is empty and safe for an acting out child. We are still waiting. Anyone else in this field? I am interested in knowing about programs for this population throughout the country and all age groups. thanks.
SUBJECT: Re: emot.dist/behav. prob stu Date: 95-11-19 11:28:55 EDT
From: Valjo20
Why do you want space outside the classroom for acting out students? This would create many problems for you. For example, who would staff the room, how would you get acting out students to this room, how would you asssure the student wasn't endangering him/herself and are you willing to physically restrain students. I think what you're wanting is a Quiet Room but they are usually locate in the classroom on public school campuses, there are strict guidelines on structural design and constant monitoring of the students. Although I work in a hands-on program where we have Quiet Rooms and use physical restraint the amount of additional paperwork is phenomenal and we are not on a public school campus. I feel a room away from the classroom is dangerous for staff, the acting out student and the students on campus. Programs who have tried to implement this type of room in surrounding districts have had to close their entire programs in less than a semester.Goodluck!
SUBJECT: Use of worksheets for ED kids Date: 95-11-19 23:13:54 EDT
From: Bemrose
My principal wants me to do projects and cooperative learning with my emotionally disturbed middle school students. I do some affective group work but most work I give is work sheet . I find closed end project ie. complete this page, do 1-20 is less stressful than open ended project, ie something that takes more than one lesson. Although I would like to say to my kids, pick an article to read and discuss orally with me, the work does not get done. Read this article and complete the work sheet by 10 am., does work. I have tried to explain this to my principal but he is not convinced. I've asked him to show me research that ED kids (ODD and ADD) do better with the type of work he is suggesting, but he never has. Does anyone else out there find that worksheets works best for their students. Of course the computer is still the best as not being human the kids are not "oppositional" towards a machine, and the presentation is constant, again reducing frustration. Any books, articles or comments would be appreciated. Can be reached at: SNT Wales (aol)
SUBJECT: Re:Use of worksheets for ED Date: 95-11-20 18:33:35 EDT
From: Moody Mich
I worked with ED middle school students last year and I work with ED K-3 this year. I believe that worksheets are the easy way out. All students are capable of working within a group situation, it just so happens that ED students need more structure and supervision. But you need to be strong and lay out the ground rules first. I think that students learn more through hands-on experiences.
SUBJECT: Re:emot.dist/behav. prob stu Date: 95-11-27 22:05:04 EDT
From: RParker477
I have been a behavior disordered teacher for five years at the high school and middle school level. This year we re-structured our special education delivery system and most of our self-contained B.D. students are now included in regular classes. We serve these students through an interventionist model. I am the interventionist and teachers access me as needed for all of our students with special needs. We serve 120 special education students in our middle school and all students with behavior goals on their IEP are on a daily behavior management program. Since implementing this model we have increase students' time in mainstream classes by 30% and have reduced suspensions of students with special needs by 70%. The interventionist room that I take students to is used as a time-out area. It gives students a time to calm down, process their behaviors, and return to the regular classroom. We are finding that students that were served all day in the B.D. self-contained room last year are having very few behavior problems in the regular classrooms.
SUBJECT: HIgh School Behavior Mgmt. Date: 95-12-04 21:49:50 EDT
From: CMA10
I am looking for any new exciting behavior mgmt. system for use in a program for emotionally disturbed public high school students. I am a Crisis Intervention Teacher responsible for planning and implementing the system with 4 classroom teachers. The Level system we are using seems old and tired and extinct for some of the students. We are currently using point sheets. The students earn percentages to reach each level (1-5) Each level has marginally different priviliges. Students on level 3-5 are eligble for field trips, but some don't want to go. (The carrot doesn't work if you don't like carrots!)
I am writing this note to ask for additional ideas on ways to cope with chronic sibling conflict that often becomes a part of the fabric of daily life in families with one and sometimes two children with ADD. Recently I have been seeing a group of families where one of the complaints center around sibling conflicts characterized by hostile, negative, put-down oriented interactions that often build in intensity to the point of screaming, pushing, hitting and destruction of property or frank physical abuse. Typically, the parents react with equal speed and at times impulsivity, attempting to put the "fire" out, but often the childs inability to put the breaks on and the ease with which conflicts are restarted makes for exhausted parents, upset and angry/kids and discouraged families. In several situations I have suggested in effect that parents make efforts to organize increased "separateness" (e.g., enrolling the kids in different after school activities, moving bedrooms within the house apart, reducing the amount of time spent together) during home hours for those situations where there are 2 chidren with ADD, owing mostly to the increase in management problems when these kids are around each other, the ease with which they view interpersonal competetion as "entertainment" and their lack of social awareness in terms of the impact they have on each other, or their parents until it is too late. I would be interested in any additional thoughts about this situation, or how others have approached coping with these often chronic in-home situations.
Thanks
PeterCB55
SUBJECT: Re:emot.dist/behav. prob stu Date: 95-12-26 23:34:45 EDT
From: TStucke
I too work with this kind of student. I completly support an outside room for the use of students that are not able to maintain within the classroom. However, the setting that I am in, is a RTF, and is staffed so that this type of service is made available. In the situation you are in, may I suggest removing the rest of the class in extreme situations. This may be completely unrealistic, but I can say that in extreme situations, it has proven effective. In regards to your supervisor, I wish you the best of luck. I am fortunate enough to not have to face that obstacle, yet.
Peter, we had that problem at our house for a period of time, and my husband and I took the stand that it was intolerable. We instituted a "no verbal abuse" policy. We have never verbally abused our children... and-guess what-THEY didn't verbally abuse their friends. They saved it for each other.
It turned out the older one started it because she had few friends and her younger sister had more. Tensions eased as the older one found her place in the world, but meanwhile we instituted a levels system, where any privliges worth having depended on one's choice to be not abusive.
I don't think that's a good idea without addressing whatever the underlying issues are. Both girls are now comfortable with who they are and where they are in their worlds, and guess what-it never happens any more. Never.
My guess is that the great majority of families would need some sort of psychologist or family therapist to guide them in using a levels system, as it can be complicated. One of us (who shall remain unamed-grin) wanted to broaden the levels on the system as soon as he saw it working for what it had been designed for. We started hearing "You didn't pick up your room; you're down a level." No warning; no agreement that the levels system would be broadened. If we hadn't been able to work that out we would have had an "outside expert" in to "administrate" it for us.
I think that's often a good idea. When the new policies stem from someone outside the family it weakens the impact of any hidden or unconscious alliances-say, one parent tending to side with one child over another, or the children acting together (without realizing it) to thwart parents' efforts to enforce behavior expectations together and consistently.
There are many things you could try. The one that I have found to be most effective is contracting with the student. You need to sit down with the student and find out what he/she is interested in and then set up a contract to earn that. The contract needs to be specific as possible. Include exactly what the student needs to do to earn what is in the contract. Also set a specific date and time when the contract will be reviewed. As the student becomes more successful, lengthen the time in between rewards.
One of his teachers told him that he was not able to do the work. I think, he made an extra effort and was the second or third highest grade in that test. That's why I think that he can do it. Some other times he makes a "B" in a test, while others he failed the tests in the same class.
SUBJECT: Re:Need research information Date: 96-01-17 15:27:56 EDT
From: JComrappe
I teach in a self-contained 4-6th grade LD/EBD classroom. I am currently using a token reward system. I use fake dollar bills that I designed especially for my class. They can earn money for certain things such as completing work, following a direction the first time, walking quietly in the hall, cooperating in special classes(gym, computers, art), classroom jobs, etc. Consequences also involve money being taken away-talking without raising hand, out of seat without permission, swearing, arguing. They also have to pay to borrow a pencil. The money they earn can be saved up for priveleges or to buy prizes. I have made a price list that I have posted in my room. There are things that cost anywhere from $2(computer time, holding the class pet-iguana) to $50(coloring book, ordering a book from Troll at my expense). I have found this system to be very successful. The kids are the only ones responsible for their money-not me. They know that they must keep it in a safe place!!
SUBJECT: Re:emot.dist/behav. prob stu Date: 96-01-31 00:46:04 EDT
From: DONNEL460B
TO: RParker477, would you please post your e-mail address or get in touch with me about your program.
Donnel460B, Thanks.
SUBJECT: Behav Mod. does it work?? Date: 96-01-31 02:51:04 EDT
From: RosanaL
what happens when the "rewards" are no longer used? does the old behavior return??? how does a student begin to work for themselves, not the rewards?? postive discipline ???is there such a thing??discipline is discipline...positive intervention what is it??looking for new ways to helpd sed/lh students who have failed in most systems...help!!
SUBJECT: Re:Behav Mod. does it work?? Date: 96-02-02 00:42:32 EDT
From: SusanS29
"what happens when the "rewards" are no longer used? does the old behavior return???"
Not if the behavior mod was done well and not ended too soon. It can be a powerful tool, but most of the time is used badly.
" how does a student begin to work for themselves, not the rewards??"
Most students thrive on success, and well-done behavior modification results in lots of success for the student. Success becomes the "reward." So they are still rewarded, but self-rewarded.
" postive discipline ???is there such a thing??"
Absolutely. One of the best ways is to head off trouble before it begins. Of course, implementing that will vary widely from situation to situation...
SUBJECT: Re:emot.dist/behav. prob stu Date: 96-02-02 07:11:00 EDT
From: Ratatat
<<TO: RParker477, would you please post your e-mail address or get in touch with me about your program.
Donnel460B, Thanks.>>
This is the email address: RParker477 !
SUBJECT: Re:Behav Mod. does it work?? Date: 96-02-02 07:15:26 EDT
From: Ratatat
<<what happens when the "rewards" are no longer used? does the old behavior
return??? how does a student begin to work for themselves, not the rewards??
postive discipline ???is there such a thing??discipline is
discipline...positive intervention what is it??looking for new ways to helpd
sed/lh students who have failed in most systems...help!!>>
The idea with any behavior modification program is to work on just a few things at a time before going up the "ladder" to the next tier. Each step needs to be small, and attainable. Each step needs to be habituated before the next step is attempted. This is not a quick process. But, if each step is really, thorough habituated and mastered before they next step is attempted, then the desired behaviors will become more "automatic". I am not sure that one call remove all consequences from some kids, but the main thing about behavior modification is not to rush it.
SUBJECT: PDD Date: 96-02-04 19:21:10 EDT
From: SLewine911
I LEFT A MSG REQUESTING INFO ON DEALING WITH A PDD CHILD UNDER 3. BEHAVIOR MODIFICATION METHODS ETC... MY EMAIL IS SLEWINE911 THANKS!!!
SUBJECT: Re:Behav Mod. pun by rewards? Date: 96-02-05 00:49:30 EDT
From: RosanaL
heard of punished by rewards? leads me to believe that behavior mod is for those who want robots instead of thinking and creating people. how did we ever come to needing behavior modification??? i see kids that have been deeply hurt by the expectations of modification.. there has got to be another way???but what it is???
SUBJECT: Re:Behav Mod. pun by rewards Date: 96-02-05 01:45:33 EDT
From: PeterCB55
As regards your concern that Beh Mod is for those who want robots instead of thinking and creating people, I would strongly argue that at the level of intention, it is designed to facilitate greater autonomy of functioning rather than it's opposite. Unfortunately, like all tools used in the service of child management it is vulnerable to misuse. Given the complexity of humans as a species, I doubt that it is possible for a single approach or theory to account for the wide array of motivating factors that regulate and influence our behavior. Hence, the bookstore shelves are filled with a vast array of approaches to childrearing and parenting methods. It's popularity came about in part due to the effectiveness of the method (when properly applied) in helping children with specific behavior problems to change patterns of troubled and troublesome behavior. However, the promise of "effective" and quick results is a potent lure for many well meaning individuals. Yet some manage to latch onto a given behavioral intervention and apply it in a careless and sometimes insensitive fashion. Usually when such approaches are applied without sufficient cooperation, planning and follow-through they are merely ineffective. However, there are occasionally individuals who believe that "more equals better" and will increase the forcefullness of their efforts, mistakenly hoping that the child will somehow appreciate the wisdom of this shift and change their behavior. Of course, most kids know better and can recognize a "failed" approach when they see one coming. These situations usually lead to frustration, abandonment of the intervention, and blaming of the strategy as "ineffective". Fortunately, there are many ways to encourage change and growth in children. I suspect that effective interventions with children, require at a minimum, open communication between adults and children, thoughtful planning of interventions, a willingness to work together as a "team", the ability to evaluate and modify an intervention when necessary, and an appreciation of the human tendency to sustain self-change efforts when supported by reinforcement (e.g., genuine social praise, encouragement, and yes, in some cases concrete rewards).
You will probably find the information your are looking for in the folder entitled Asperger's here in the special education forum. Also you could use Search ERIC right here in the Teacher's Information Network.
Also, please do not post in all caps. It makes it harder to read (so some people don't bother), and on-line it is considered shouting!
Thank you.
Ratatat, Asst. Host Special Education Forum
<<I HAVE A LITTLE BOY (ALMOST 3) DIAGNOSED WITH PDD. WHAT IS A GOOD METHOD TO USE WITH A CHILD THIS YOUNG???
I LEFT A MSG REQUESTING INFO ON DEALING WITH A PDD CHILD UNDER 3. BEHAVIOR
MODIFICATION METHODS ETC... MY EMAIL IS SLEWINE911
THANKS!!!>>
SUBJECT: Re:Behav Mod. pun by rewards Date: 96-02-05 08:45:03 EDT
From: Ratatat
Peter,
I just have to say that I just love the way you write and how clearly and beautifully you explain things. I am glad you participate on these boards!
SUBJECT: Re:Behav Mod. pun by rewards? Date: 96-02-05 11:38:08 EDT
From: SusanS29
"... leads me to believe that behavior mod is for those who want robots instead of thinking and creating people. how did we ever come to needing behavior modification???"
You're not describing behavior modification. :)
You're describing someone using rewards, but not using behavior modification.
Behavior modification, done well, does not turn rewards into punishment.
I think your concern comes down to concerns about control, coercion and manipulation, right? Any behavioral intervention holds that potential, and as we can see from cases of child abuse, any kind of behavioral intervention can be done in a damaging way. It isn't accurate to single out behavior modification as the only intervention with this potential. ALL attempts to change someone's behavior hold the potential for abuse by control, coercion or manipulation.
No matter what intervention is used, it has to be used well and sensitively. With behavior modification it's always best to involve the child in the planning. In fact, when done well, the person doing the behavior modification also modifies his or her behavior.
SUBJECT: Re:Behav Mod. does it work?? Date: 96-02-05 22:15:12 EDT
From: TStucke
I can see this modification program working with young (8th gr. and under), but to try to implement it in the secondary setting has proven to me to be unreasonable. These kids have set and habituated their ways...the phrase "you can't teach a new dog old tricks" seems to be fact in my classroom. (I have 9 - 12 gr alternative ed) Anyone with any suggestions...please email..I am open to ANYTHING.
SUBJECT: Re:Behav Mod. pun by rewards Date: 96-02-07 01:52:10 EDT
From: RosanaL
Thanks for writing. Do you have any suggestions for readings on positive interventions? I really do believe that interventions work, and as you stated at a minimun, open communication between adult and child is needed. But sometimes the child is just not ready to "communicate". What then? Sometimes the pain is too strong and the security of needing to stay "bad" is all one knows. How can a child learn to be different is the world that he comes from doesn't know "respect" for self, much least for others?
SUBJECT: Re:School Behavior Policy Info Date: 96-02-07 02:10:26 EDT
From: RosanaL
Peter, did you receive many "behavior policies" and have you drafted your proposed policy for your local school? I would love to hear what other schools are doing? If our school had a policy that I was proud of I would have sent you a copy, but instead I am on the search for new ideas and new ways. Please let me know what you found. Thank!
SUBJECT: Re:School Behavior Policy In Date: 96-02-11 01:10:44 EDT
From: PeterCB55
Thanks for the note.
The committee is now just beginning a series of meetings, to develop an overall policy statement, that includes parents, teachers and children as the focus of the behavior policy. So far, we are focusing efforts on identifying core "rights" granted to this group that include, "respect", "safety", "a quality learning experience", "belonging", and possibly ancillary rights that include, the right to free inquirey and expression, due process, and to participate in the governence of the school. Corresponding to these "rights" would be a set of responsibilities, that include:
SUBJECT: Re:School Behavior Policy In Date: 96-02-11 01:16:29 EDT
From: PeterCB55
Sorry, I accidently hit the wrong button, in mid sentence:
we have developed a set of responsibilities that include:
"respectful and humane treatment of : onseself, others and the property and
facility,
support for expressions and inquiry of others
support for the learning efforts of others
cooperation with the school rules
accountability for one's actions
promotion of welfare and safety of others
participation in the learning process to the "best of ones ability".
These "rights and responsibilities" would be mutually reinforcing. We are now turning our efforts over to those factors that shape a policy statement on behavior standards, and then we will turn to the task of designing the specific behavior standards given the above framework.
Any thoughts would be welcome, especially other models that might be out there.
thanks
PeterCB55
SUBJECT: Re:School Behavior Policy In Date: 96-02-11 12:29:13 EDT
From: SusanS29
Peter, it all sounds excellent.
In my experience the schools may also need a lot of help coming up with intervention plans.
For those not completely familiar with this, a school cannot just expel a child with behavior problems from school whenever they feel it's appropriate. Once the child has been excluded (even via in-school suspension) for a total of ten days, they must reconvene the IEP and determine what is appropriate for the child.
As the school faces this dilemma they have to write a behavior intervention strategy designed to give the student the opportunity to remain in the less-restrictive environment without significantly disrupting the education of everyone else, the smooth functioning of the school, etc. (note the word "significant." Minor difficulties don't count in considering a change of placement.)
If the school does not write such a plan to try to head off trouble, they cannot insist on a change of placement, because they can't demonstrate that they made good-faith effort to prevent that outcome.
Sometimes, for instance, 1/2 hour of suspension-enough to get the student's attention-is far more effective than a three-day suspension. This has the great advantage that the school can apply the consequence immediately, very important when trying to change behaviors. Also they can use the intervention multiple times without approaching the limits of the 10-day rule.
Another good option is to give the student permission to leave the classroom and go to a pre-designated spot before he or she "loses it." This not only prevents disruption but helps the student learn to take responsible for his or her responses to frustrations.
SUBJECT: Re:emot.dist/behav. prob stu Date: 96-02-13 01:12:43 EDT
From: LHeiden509
I guess I am pretty lucky here in my setup. I have a classroom with 9 ED/BD 2nd & 3rd graders. It is a joint program cooperating with Region 8 Mental Health Services. I have a full time mental health therapist as well as an assistant. Our classroom utilizes a level system with a token economy. This is the second year of the program and I have been amazed at the students' achievements. We had 5 out of 9 the first uear be placed back into the regular classroom setting and are coping pretty well. This year, I feel that 8 of the 9 will be able to cope and cope well next year in the regular setting. We shall see! I think the trick to working with these type children is to just love them. Start each day as a new day and forget about the abuse (physical and verbal) from the day before.
SUBJECT: need help for 15 yr. old son Date: 96-02-15 15:07:25 EDT
From: Cms252
i don't know if i'm in the right area,but i'll give it a try. my son is in spec.ed. we started main streaming last year. my problem is that all his school yrs. he has done none or little work, no homework and no classwork. when he takes a test he aces it. he's a smart kid, a whiz with computers, he's an artist, taught himself how to play the guitar, he's a high green belt in karate. he got the highest mid term grades last year, but got f's on his report card because he did no work. he was on ritalin. i'm thinking of putting him back on it for his sometimes violent behavior.when he wants to make a point he will make honor roll and then the next marking period we are back to square one. he states he did it to prove a point. every teacher this kid has had or has knows he's smart and can do it. the question is to find the button that turns him on. this kid's also a scuba diver. we tried taking things away, he doesn't seem to care one way or another, i don't want this kid to go down the tubes, please help my self and my son.
carol
SUBJECT: Re:need help for 15 yr. old so Date: 96-02-16 23:43:10 EDT
From: Oynk oynk
I could fill a page with ideas and suggestions, but instead I will suggest you look through the gifted boards-(Still under keyword PIN). Also you can subscribe to the TAGFAM mailing list. I think you will find some kindred souls.
SUBJECT: Re:need help for 15 yr. old Date: 96-02-17 03:28:48 EDT
From: PeterCB55
In these kinds of situations, you may find that your efforts can be more usefully reviewed and organized with the help of a mental health professional, who knows something about teens with learning and attention problems. I would encourage you to locate a good psychologist in your locale who has a speciality in this area and then discuss with them specific ways to approach and involve your son in your efforts.
Hi! I am doing a research paper for my master's project. Can anyone give me a little bit of help?
I need information on the comparison of the foundation models of Redl and Wattenberg, Neo-Skinnerian, The Kounin Model, and the Ginot Modell. I also need information on the comparison of the application models (Dreikurs Model, Canter Model, Jones Model, and Glasser Model).
Can anyone tell me where to look for resources?
It would really be appreciated.
Thanks,
Sandra
SUBJECT: Re:HIgh School Behavior Mgmt Date: 96-02-24 18:16:24 EDT
From: Valjo20
High School students are difficult to motivate. I added a checking account system to the levels where students earn money for good behavior, completing jobs etc. If they are on level 4 or 5 they can buy things from the mini-mall. I started it with snacks and microwaveable food items which was tremendously successful but the weigth issues in the class made me rethink this method. They students may now buy gift certificates (for activities and stores in the community), books, games etc. I try to buy items they ask for that would help to develop positive social skills or increase their self-esteem (models to build etc.)
SUBJECT: Re:Behav Mod. does it work?? Date: 96-02-24 18:29:40 EDT
From: Valjo20
Oh I definitely diagree, anyone can learn throughout their life. I've used a behavior system for 10 years with high school students and they have always made great progress. But you can't just use a level system, you have to believe the student can succeed and are "good" people under the bluster of their negative behavior. Certain behaviors have to stop before the students can begin to learn, such as any behavior which endangers themselves or others. Then other behaviors must be fine tuned to make academic progress, such as sitting appropriately, remaining focused and asking for help. These can all be addresses through the behavioral level system so you can focus on teaching the students. Always keep in mind how would you like to be forced to do something everyday at which you fail- thats how these kids feel, treat them to some success.
SUBJECT: Re:HIgh School Behavior Mgmt Date: 96-03-03 23:43:25 EDT
From: RosanaL
I understand that students need to see and feel success in order to continue with academic learning, but I have a real problem with having to "pay" or having the students "earn" money or things for good behavior. I feel that students feel manipulated and that they learn how to manipulate the system when this type of behavior management takes place. I've heard of schools paying students $10.00 to follow directions and complete assignments for a week, as well as have students on a level system, working towards a trip to a favorite amusement park, but what I have ussually seen is that once the desired is obtained the old behavior returns. Any suggests to getting students to change their behaior for themselves and only themselves?
SUBJECT: Re: HIgh School Behavior Mgmt Date: 96-03-04 20:02:30 EDT
From: SusanS29
"Any suggests to getting students to change their behaior for themselves and only themselves?"
I'm in favor of using behavioral interventions that work.
Having taught kids with behavior problems for years, I know that success only comes from starting where the student really is, not where we wished he or she were.
SUBJECT: Re:HIgh School Behavior Mgmt Date: 96-03-05 03:14:02 EDT
From: RosanaL
I agree with starting from where the student really is, not where we wished he or she were, but what do you consider "behavioral interventions the work' to be? Please help.
SUBJECT: Re:HIgh School Behavior Mgmt Date: 96-03-06 00:08:07 EDT
From: RosanaL
Oops, Susan, I meant to write "behavioral intervention that work
SUBJECT: Re: HIgh School Behavior Mgmt Date: 96-03-06 23:21:43 EDT
From: SusanS29
"... what do you consider "behavioral interventions the work' to be? Please help."
Without knowing the student, I would say start at what the student can deliver about 80% of the time and very gradually increase expectations. Success breeds success.
I know that's vague but I don't know anything about the student.
SUBJECT: Re: emot.dist/behav. prob stu Date: 96-03-07 22:46:32 EDT
From: LFergu8665
can you give more detail about your daily behavior managment program?
SUBJECT: incarceration of M.R. info Date: 96-03-07 22:51:34 EDT
From: LFergu8665
I need any available numbers or resources relating to incarceration of people who are mentally retarded for research.
SUBJECT: Re:HIgh School Behavior Mgmt Date: 96-03-08 00:53:34 EDT
From: RosanaL
One student I am talking about is severely depressed, attends school about 50% of the time is passive- aggressive, and has a low self-esteem. She seeks attention from the males around her,but only seeks negative attention. When given compliements or encouragement, she withdraws and refuses to participate or complete any assignment. She tends to get very loud and agressive when frustrated, again then turning to withdrawal. Her household has it's share of troubles and provides very little positive support. Our school is the first school that she seems to at least attend as much as she does. Also, she is a very bright student. This student can deliver very little 80% of the time and it seems when we do find something that she succeeds in, if placed focus on the success whe withdraws.
Another student is one who really wants to do well and follow directions, but just lacks the social skills to get along with others. He misunderstands many situations and becomes very negative, oppositional and verbally abusive. Again, he comes from a household that has shown him little respect. he complains that the work assigned to him is too easy, but when he attempts to complete it and finds any problem challenging he gives up totally, again becoming very negative. This student likes to see success, but has a difficult time believing that he is actually capable of doing well.
I hope this is the type of information that will give you an idea of the students in question in regards to behavioral interventions that work. Thanks.
SUBJECT: Need Information.... Date: 96-03-11 09:33:04 EDT
From: Ratatat
Moved from another folder:
SUBJECT: behavior managment Date: 96-03-10 11:51:26 EST
From: Hey lee662
i would like to find information about behavior managment for children with
SUBJECT: Re:behavior managment Date: 96-03-10 15:37:46 EST
From: MSchinelli
HOW ABOUT A LITTLE MORE INFO?
ARE YOU LOOKING TO ADDRESS A SPECIFIC PROBLEM OR GENERAL PRINCIPLES. ALSO COULD YOU INCLUDE WHERE YOU TEACH AND TYPE OF SETTING.
MS
SUBJECT: Re:Use of worksheets for ED Date: 96-03-21 18:59:46 EDT
From: TEspos1389
I teach middle school students with ed, too. I also have found that worksheets are the most effective form of instruction that I can give. They respond to the structure and security that the worksheets present. I have tried to balance the amount of worksheets that I give. If I give students something "creative" they tend to resist and refuse to work; however, when I give them a worksheet two things happen: 1) it gets done and 2) they behave!
SUBJECT: Re:Structure for ED students Date: 96-03-24 15:06:48 EDT
From: ASBakes
I teach a group of elementary-age ED students. I have a wide range of ages and levels to work with. The most important thing in my class that helps these kids be successful is routine and structure. That way my students know exactly what to do and what to expect. I have also found that my kids do especially well with worksheets, esp. math. Another thing we do is have relaxation time. I play music and they can put their heads down or work quietly on their own. Many of my students come from dysfunctional homes, so they respond well to nurturing and positive attention. It is important to find something positive to praise the kid about (I know that is sometimes hard and you have to be sincere!)
SUBJECT: SPECIAL EDUCATION Date: 96-03-30 20:33:29 EDT
From: SHart14547
ANYONE HAVING INFORMATION ON INCLUSION PROGRAMS AND SPECIFIC DETAILS OF SUCCESS, PLEASE RESPOND.
SUBJECT: Re:Time-out info needed! Date: 96-04-09 22:52:58 EDT
From: NanMacD
There will be a program entitled "Practical Behavioral Management in Developmental Disabilities: Twenty things you can do tomorrow" in Asheville, NC on Tues, Apr. 16 from 9 am to 5 pm. For more info., call Dave Wilks at MAHEC at (704) 257-4481.
SUBJECT: Re:Time-out info needed! Date: 96-04-10 23:14:40 EDT
From: HINK1234
TO: SHart
One thing that we have used successfully in inclusion classes with students who exhibit behavioral problems is our peer tutor program. The program was originally set up for our students with multiple disabilities, but it worked with our SED and Conduct Disordered students as well. The power of peer pressure is more effective than anything teachers can do. You have to be careful with selection of tutors and students. If you want more info, you can e-mail me at HINK1234.
I am the parent of a 14 male, in april of 95 we noticed that my son was becoming depressed. In second grade he was diag. as being LD. In the elementry school my son was nurtured, and everything was going along fine. When the depression was noticed in the seventh grade, we questioned the school. found out teacher in resourse room was ripping up homework,calling him lazy. Had our son removed from class remainder of year. Was told to put him in a part time learning support call this year, was told he would get more indivulized attention.We took it on our own to also get help at a local childrens hospital in Phila.We also asked the school last June, that a pshy-evaul be done. In october of this year Pshy-evual was finnaly done. Report came back saying Verbal 79 Full scall I.Q 66 performace IQ 58. child is depressed. In october we requested that an I.E.P. be redone to address his needs. At meeting could not get the support we needed for our son. We rejected I.E.P. Thats when the trouble started. Our son started to tell us that his teacher was saying things to him and his classmates such as He is going to get his _ ss kicked when he gets to the high school and so on. We confront teacher who denies it. We take this problem to superintendent. Who says during the investigation this never happened. Our son was never interviewed during this investigation, even though he has stated all along that he can prove these things are being said. At next I.E.P. they informe us that he is now a behavior problem. The teacher even goes so far as to bring her union rep to the I.E.P. meeting. I notified the state div of compliance of this, and they found the school guilty of non-compliance. They are now investigating school of intimadation because of our refusal to agree with there recomendations on the I.E.P. Meanwhile our son has been removed from the school and placed on homebound instruction, but the school will only give him five hours a week. They tried to make us sign a service agreement before they will send a teacher to our home. State Div. of compliance says they are holding us hostage. Meanwhile my son is out of school. Before when we signed the I.E.P. our son never even recieved a detention in eight years, but when we didnt sign our son has recieved 3 suspentions and eight detentions. Our sons doctors has put him on Prozaq since which has helped alot. I feel like I am really in overmy head,Please Help!
This situation you describe is very troubling. First you might seriously consider locating a trained child psychologist in your area that understands and specializes in work with children with learning disabilities. Ask this person to meet with you and your son, to review the records and to provide you with guidance, regarding the current social-emotional needs of your son and how you as parents can prioritize and then pace your efforts in advocating for his needs with the school district, given this "extraordinary" situation. In addition, a consultation with an attorney that specializes in disability law might also be usefull. Perhaps others with experience in this area, can add to list of ideas
Good luck,
PeterCB55
SUBJECT: Re:petercb55 Date: 96-04-18 13:00:53 EDT
From: JNenst2169
Thanks for the info. Already have a psychologist dealing with sons needs. Now to find a laywer who deals with special education issues. in Philadelphia. If anyone knows of one, please let me know.
SUBJECT: special ed management Date: 96-04-27 22:13:43 EDT
From: Qy16
How all do you special ed teachers get along with out paraprofessional in your classrooms. If you have any suggestion send e-mail to Cin16.
SUBJECT: need
info Date: 96-05-01 13:46:52 EDT
From: TML222
I would appreciate any information on behavior modification techniques for elementary school children. Comments on those you have found to be successful and why would be helpful. Also, where to look to research the topic in general and one technique in particular for a research paper for graduate school. Thanks a bunch!! Either post here, or e-mail TML222.
SUBJECT: Camp for ADDH Help!! Date: 96-05-08 17:18:36 EDT
From: LeslyeS777
Help!!!I have a 13 year old ADDH girl that needs a highly structured
sleepover camp on the east coast. She is a child with many talents: loves
the outdoors, digging for stuff in streams, swimming, studying bugs and all
kinds of "creepy crawlers" She is in special ed and doing well in inclusion
classes. Does anybody have any info. Please E mail me asap. Thanks
I am needing information about self injurious behavior management techniques for a class this semester. Any information will be greatly appreciated. Thank You!!
My 10 yr old cousin (4th grade) has been classfied as emotional disabled. I know he's bright. And according to my aunt, the school psychiatrist also indicated that my cousin isn't mentally retarded. The problem is that he is immature when compared to his peers. He does not behave in class and is disruptive. He does not concentrate well. This may explain why he is quite behind in reading. He does not obey commands very well. In fact, he only listens to his father, who's frequently abroad and absent from home.
Has anyone experienced similar situation? Is there any treatment or special program that may benefit my cousin? He lives on Long Island, New York. Does anyone know of any special program in that area?
SUBJECT: NEED A CAMP FOR ADD Date: 96-06-01 14:09:07 EDT
From: G8 ESCAPE
I have a 9 yr. old boy with ADD. He is not ready for a sleep over camp, but I would like to know if anyone has a good experience with one for next summer. Also, if anyone has any suggestions for teaching swimming privately. We are in Gainesville, Florida. I really enjoy this forum, alot of info thanks.
SUBJECT: Re:NEED A CAMP FOR ADD Date: 96-06-01 14:48:40 EDT
From: SusanS29
"Also, if anyone has any suggestions for teaching swimming privately. We are in Gainesville, Florida. I really enjoy this forum, alot of info thanks. "
My two girls didn't learn spit about swimming until I got them private lessons. Then they caught on very quickly. They were terribly bored in the group sessions and just didn't "get it."
One-on-one with college girls ... well, they just loved it. And now I know they're safe around water. Having grown up in Florida I know how important that is. :)
SUBJECT: Level Systems for SBH Date: 96-06-03 18:14:47 EDT
From: Ch1Reed
I work in a day treatment facitility for grades K-12. I am currently working on revising our current level system. If you have any great ideas that work for you, please share them with me. I can be e-mailed at Ch1Reed
SUBJECT: Re: Need research information Date: 96-06-04 19:51:47 EDT
From: WJHS Staff
Make the kids help design what they'll work for, make it short term, meaningful, and follow through. Good Luck
SUBJECT: Re:Use of worksheets for ED Date: 96-06-11 17:17:38 EDT
From: COACHCREEL
I have used Cooperative Groups in my Varying Exceptionalities class. I found real quick that you have to give them something in return such as points. I also found that by taking points away for inappropriate behavior or responses works very well. At first, the student may show out because you took points away but if the behavior is ignored they eventually get the picture. Anyway, this has worked for most of them. For those students who can't work or "won't work" together, I give them worksheets. After they see the fun we are having, their attitude changes real quickly. You also have to stick to your guns. Make sure the students know what innapropriate behaviors are and that you won't tolerate it. You have to take the points away immediately, be consistent. Try it, I think you will be shocked on how much these kids really want to communicate.
SUBJECT: ? about classifications Date: 96-06-16 01:36:01 EDT
From: AKADOSH
If a child is classified Severly Emotionally Disturbed in the educational setting are there any known long term ramifications regarding employment (i.e. military, police work or any form of discrimination)?
SUBJECT: Re:? About classifications Date: 96-06-19 01:54:43 EDT
From: SusanS29
"If a child is classified Severly Emotionally Disturbed in the educational setting are there any known long term ramifications regarding employment (i.e. military, police work or any form of discrimination)?"
I don't think so, because the child's records are privileged information.
SUBJECT: Re:? about classifications Date: 96-06-21 00:34:59 EDT
From: SHERIKAY
There have been many long term studies done by the Council For Exceptional Children. The specific division is called the council for Children with Behavior Disorders. Their journal, which is called Behavior Disorders, is issued several times a year with reports on the research. You can find these journals in most local libraries, and definetly at a community college library.
Unfortunately, the prospects are not good. These children take much longer to adapt to the demands of society, if they are able to do so at all. A much higher percentage of them end up incarcerated for crimminal offenses than those without disabilities. They are more likely to drop out of high school and have difficulty maintaining employment. Some of the characteristics which help determine success: ability to take personal responsibility for actions, appropriate social interactions with peers and authority figures, ability to deal with anger in an appropriate manner. Actually, success in the workforce for all people with disabilities has a much stronger correlation to social skills than academic ability or IQ.
Individual students records are kept private. When they graduate or leave HS, their records do not indicate special education. However, with the budget cuts in the military and the higher standards they are demanding, it's tough for many of these kids to get into the military services. In order to receive special ed, their learning ability and success in school is shown to be impaired by the emotional disability (and/or behavior). Therefore, they usually do not leave school with as much academic knowledge as the general population.
SUBJECT: Re:SIB Beh.Man. Strategy info Date: 96-06-27 21:42:48 EDT
From: Faybie
check for info by dr. brian iwata. he did studies at the kennedy institute and now is at the university of florida. great guy. i use his techniques with my two sib students. if i come up with an address i'll let you know. you can reach me at faybie@aol.com
I can tell you that one of the most frustrating things for me is when consistancy is not provided. All staff members that are involved with your children must use the same guidelines and expect the same from him/her. When a child knows that he/she can get away with certain behaviors from certain staff members, your job as the classroom teacher becomes very difficult.
I am starting a new job this year in a special high school servicing the emotionally disturbed. While behavior management is not a problem for me, other staff members can create a problem.
Let's help each other, and remember that absolute consistancy is the key.
SUBJECT: student leadership training Date: 96-07-07 09:50:24 EDT
From: GarGoldman
All across America, business, communities and education are joining hands in a vision of a partnership of developing the future leaders of our country, our youth. Quality Student Leadership furthers this vision by giving students the leadership skills and a central role as partners in education in affecting positive change in our schools, communities, and the world.
Research shows that involving at-risk students in leadership training and involvement gives them a renewed sense of belonging and esteem to succeed.
Visit QIA's new page:
http://www.falcolog.com/QIA
SUBJECT: RE:Inclusion Date: 96-07-08 13:13:49 EDT
From: BElemschoo
Survey
Dear Colleague:
I am conducting a survey of special and regular education teachers on their feelings regarding the inclusion of moderate to severe emotional disturbed children in the regular classroom setting. This information will be compiled into a report for a graduate class. Please, take the time to fill out the survey and e-mail it back to me at BELemschool@AOL.com by July 20. Thank you for taking the time to complete this survey.
Sincerely,
Dawn M. Rubino
1. General Information:
Age: Gender: # of Years Teaching:
Position(s): State: Highest Level of Schooling:
2. Do you believe it is appropriate to include moderate to severely emotional disturbed children in the regular classroom setting? Why/Why not?
3. What should be in place for these children and other children in the classroom?
4. What methods and/or approaches have you found work with this population in the mainstream setting?
Additional comments are welcomed:
SUBJECT: Re:? about classifications Date: 96-07-08 20:36:56 EDT
From: User457021
The qualification Severely Emotionally Disturbed is a legal disability. If any employer, including a government agency, were to discriminate because of a disability they would be in violation of the ADA (American with Disabilities Act). If you want to know more, feel free to E-mail me. Individuals with disabilities and their families should know about the laws that protect their rights.
User457021
SUBJECT: Re:emot.dist/behav. prob stu Date: 96-07-09 13:15:26 EDT
From: Rlkn
I am curious about your daily behavior management system that is used with your BD kids who are re-entering the regular classroom. My problem is I teach MR, BD, AU (Autistic) LD in Jr. High all grades in which the BD kids are really brutal to the MR and AU kids because they can one up them. I am looking for a behavior management system sort of like a level system. I have been using earning money (bank account) to purchase, I've used Tough Kids Tool Box with mystery motivaters, etc. The administrators are being more supportive since my stay there but it seems like all we do is suspend kids. The paper work is a nightmare and they return the same they left.
Even teaching social skills and trying to be a good model I have my days
where I could just walk out the door. I just need something that will
encourage them to want to manage their behavior. Something that they would
think "cool" I want to follow the rules. Something not time consuming in
the fact that you must chart constantly. Two and three group classes, half
time assistant, budget cut for the third year--- get my drift! Any
suggestions would be appreciated. I have also used contracting that is the
most successful. DSE
SUBJECT: BEH. MGMT. Date: 96-07-11 00:17:39 EDT
From: CaseylB9
Date: JULY 11, 1996
I WOULD LIKE TO RECEIVE ANY INFO. ON BEHAVIOR MANAGEMENT STRATEGIES FOR
STUDENTS WITH SEVERE EMOTIONAL DISTURBANCES. SEND TO CASEYLB9
I have worked with Autistic children for 6 or so years. My experience with this kind of behavior was that they need predictability. They need a schedule which I'm sure you have, whether it is picuture, picture with words etc. Help from my colleges taught me that if they are not understanding what is expected and that includes how to do something when we think they should know, that they choose to do things, (some inappropriate) to make that situation predictable. Make sense! Hang in there! And if you havn't figured it out already, treating them like anyone else is the key. They are very smart and like to play the teacher. They are really great kids!
DSE
SUBJECT: Re:BM in reauthorization IDE Date: 96-07-12 18:07:52 EDT
From: WDavis1357
I also live in GA, and worse than what was earlier described occurs here...children being placed in refrigerator and stove boxes with crayons..all day! NICHCY is great, so is OCR, so is IDEA, but alas, all of the avenues of recourse have one common fault-the entire burden of proof, and enforced compliance is on the parent.
I am the parent of an 11 year old autistic son, the behavior you describe is common, although I would not describe it as a true avoidance behavior. It is generated or manifested as an attempt to avoid, but not fully under the conscious control of the child always. I tried everything on my son, and others, and the one approach that generated the most consistant positive results was desensitizing his mouth. Unfortunately, the parent in the home environment has the greatest opportunity to apply this. Autistic children , as you know are quite rigid, and this extends to their eating habits as well. They tend to object most often to foreign textures and consistancies in their mouth. With the parents permission, you could try blocking the nose, before introduction of a food into their mouth. This will reduce the multi-sensory input. Try placing different foods on seperate plates, this avoids visual over-stimulation. At times, and when not too inappropriate, allow the child to touch and handle the food first. Place very small amounts of food in the mouth.
Most important...if the child is growing to his Dr.'s satisfaction, and his/her weight is within acceptable parameters...let him/her be...it is a manifestation of the autism itself, and therefore cannot be cured per se.WDavis1357
SUBJECT: Middle school level system Date: 96-07-12 19:45:05 EDT
From: Rlkn
Dear Hardworking Saints,
I teach 6, 7, and 8th grade students at a Middle school with BD, MR, AU, (autistic) and LD disabilities. Here is my plea! I am wondering do any of you have any good level systems that you could share. I have tried some contracts which went well, a token economy with earning money and purchasing once a week after figuring out account balance, and earning points with collecting rewards as they went along. I have some severe kids coming up this year and then I have the always, OK , usually sweet tempered MR kids that take a world of abuse from the BD kids. Oh, they don't disclude the AU either. I teach social skills also, but if anyone has any new ideas of something that might interest these Middle schoolers I'd be at your mercy. Unfortunately, suspensions are one to many ( oh, the paper work) and they return the same. Waiting to hear from you!
THX
RLKN
SUBJECT: Help needed, big time!!! Date: 96-07-16 03:51:17 EDT
From: Fanciful99
I am trying to improve my ability to handle difficult children and wondered if anyone would be willing to help by sending some things they have in their computer. I can retrieve PC or Mac files but would need to be told which to use.
If it is not too much trouble, PLEASE send any or all of the following:
1. Examples of behavior contracts you've found useful, regardless of age.
2. A list consequences that has been used at each level in a successful point/level system.
3. A list of jobs or chores appropriate for different age levels.
4. A list of rewards appropriate to different age levels
Thank you VERY much.
Fanciful99@aol.com
SUBJECT: Re:Middle school level syste Date: 96-07-28 13:06:50 EDT
From: JJFRAS
I have worked with severe BD kids for several years. I have found through hard work and analysis that BD kids do not get any long term improvement with token economies and level systems. You have to find out what their motivation is for the acting out behaviors. You are working with an age group that is abel to process in a pretty sophisticated way...use that. I use novels and daily emotions charts with the characters in the novels. The kids learn empathy and that their most readily accessible emotion ANGER is often a mssk for the real feeling. It is slow work, but once I abandoned all the recipe techniques I was able to help make long term changes in behavior. Good luck. The variety you have to work with is certainly overwhelming.
Does anyone have any information on Applied Behavioral Analysis. Any info would greatly be appreciated. E-mail with any info (LVASI27723)
Thanks
SUBJECT: Pet Facilitated Therapy Date: 96-08-02 17:02:39 EDT
From: CessMRB
I am currently writing a curriculum guide to incorporate the use of pet facilitated therapy into a special education classroom. I am desperately searching for relevant resources, comments, etc.!! Thank you for any and all help!
SUBJECT: Re:Middle school level syste Date: 96-08-06 02:48:15 EDT
From: G Reburn
I appreciated your response. I, too, have canned most of the "recipe techniques". I have worked with students (K-8) with behavioral problems for 17 years. Understanding the motivation of a students behavior is critical. While I believe behavioral principles should be respected and usually followed, I believe there is much more involved for true change to occur. Inclusion is a great idea IF it is supported by training and staffing. Students need to learn the behaviors where they are expected to occur IF at all possible. Transfer/generalization of learned behaviors from isolated settings is limited. Relationships are of the utmost importance. A teacher must be trustworthy, supportive, demanding, and he/she absolutely must have a strong sense of humor. Laughter is therapeutic for everyone - use it. Social/behavioral problem solving, cause and effect, and personal responsibility must be taught. These students need learn that their choices have consequences and impact not only themselves, but those around them. I guess you can tell I tend to get on my soapbox when discussing programming for SED students. After 17 years, I still have a passion for working with these students. I am continually reading, observing, experimenting, and learning (mostly from my students). Working with SED students is hard, often frustrating work, but its always been worth the effort. There is nothing that outshines the smile on the face of a kid who learns to believe in himself.
SUBJECT: Re: Need Beh. Man. sys Date: 96-08-06 17:13:25 EDT
From: THREE3CCAT
I have taught for 3.5 years. I am beginning a new job in a new district and would love to start the year off on a good note. My students are 6, 7, and 8th grade Trainably Mentally Impaired. I will be using a functional curriculum. I need ideas for a behavior management system for school. I would appreciate all ideas.
SUBJECT: Middle School SpEd program Date: 96-08-06 22:39:04 EDT
From: TNT3579
I am a teacher transferring from elem. to middle school and need help. Any ideas on curriculum or beh. manage. systems is greatly appreciated. I will be teaching 6th grade Emotionally Handicapped. Please send Email to TNT3579. Thanks!!!!!
SUBJECT: Re:Behav Mod. does it work?? Date: 96-08-12 21:22:07 EDT
From: Hotchy
The children need to be involved in setting their own gials in collaboration with their teacher. The children also need to know that the reward is temporary to help them recognize teh behavior. We should always focus on positive reinforcement witrh out ignoring the negative behavior.
SUBJECT: Re:BM in reauthorization IDE Date: 96-08-16 15:28:22 EDT
From: Emu95
In Ga. for Behavior Management the schools tie children in chairs, place <<them in boxes and turn off hearing aids and face the children to the wall.
>>
"How in the world could this kind of management be considered legal? The law requires that the child be place in the least restrictive environment. These methods are VERY RESTRICTIVE and, in my mind, a clear violation of a person's civil rights. Contact the Protection and Advocacy Office in your State and find out what is allowed. Also, you can contact NICHCY for information on many aspects of education of the disabled. They will send information free. Their number is 1-800-695-0285" These P & A, DRVD, NICHCY and OCR fail to protect our children from this ongoing abuse. The Coder case is just one example in Va.
Hi. I'm a new resource teacher for VE. Anyone have some good behavior management systems that have worked well for them in this setting? Please reply soon! Thanks!
My son (PDD) has had some problems controlling his behavior and emotions. He is on Risperadal and that seems to help. The school is training its teachers in the TEACH method and they say that this will help my son. What is the TEACH method?
SUBJECT: Re:Middle school level syste Date: 96-08-24 19:25:15 EDT
From: JJFRAS
THANKS G REBURN FOR YOUR THOUGHTS. IT IS AFFIRMING TO ME. I JUST TOOK A JOB IN A VERY CONSEERVATIVE DISTRICT THAT HAS USED LEVEL SYSTEMS FOR YEARS. THE KIDS ARE IN TROUBLE. I ASKED THE KIDS IF THE LEVEL SYSTEM THEY USED HELPED THEM GET BACK OUT IN THE REAL WORLD WITH THEIR PEERS. THEIR REPLY WAS NO. ALL THEY GOT WAS THE CHANCE TO WATCH MOVIES ALL DAY ON FRIDAYS AND EAT CANDY BARS AND DRINK SODA WHENEVER THEY WANTED. THEY ALSO REPORT, AND I HAVE FOUND THE EVIDENCE, THAT THEY RARELY HAD TO DO ANY THINKING OR SCHOOL WORK. THEY HAVE NOW LEARNED HOW TO STAY ON THE TOP LEVEL WITHOUT DOING ANY LEARNING...AND IN FACT, SAY THEY OFTEN CHALLENGED THEMSELVES TO SCREW UP, END UP ON LEVEL ONE ON PURPOSE AND SEE HOW FAST THEY COULD GET TO THE TOP LEVEL AGAIN. THEY STILL CANNOT GENERALIZE AND ARE NOW DEPENDENT ON A SYSTEM TO KEEP QUIET, STAY IN THEIR SEATS, AND DO ANY SCHOOL WORK. ANY SUGGESTIONS FOR HELPING THEM UNLEARN THIS? I HAVE TAKEN AWAY THE LEVELS AND WE ARE HITTING THE BOOKS HARD....EVEN ON FRIDAYS. I HOPE TO HEAR FROM YOU SOON.
SUBJECT: Re: Middle school level syste Date: 96-08-24 21:05:50 EDT
From: SusanS29
JJ thank you for your post, but please: post using both upper and lower case in the future.
I don't know if I can put it into a nutshell for you. It's the TEACCH method. It's a way of organization for life. It helps kids follow a routine. It helps them anticipate what will come next and transition. It gives them a sense of control of their environment thru structure. It comes from N.C. and there is a wonderful book explaining it. We use it with the autistic children in our school too.
'Sheila
SUBJECT: bd Date: 96-09-01 22:14:31 EDT
From: NICBALL
can anyone give me any info on behavioral disaoders? please e-mail me at
Nicball
SUBJECT: Re:Time-out info needed! Date: 96-09-13 18:10:50 EDT
From: RMaida5050
I'm also looking for references on time-out concerning the pros and cons but I'm dealing with handicapped students. This is also research for a college paper for my Master's at Geneseo.
SUBJECT: Re:Time-out info needed! Date: 96-09-13 21:32:10 EDT
From: Marishan
time out is effective however time out rooms are punitive in nature and I know of no parents who think they should be used.there is too much abuse of time out rooms.new york st. ed.dept issued a field memo to all schools in st. on the use of time out rooms because of parents complaints
I found this great book and video that helped me evaluate my child's teacher, and helped me curb his classroom disruptive behavior.
Try to get:
http://www.panix.com/~pro-ed
NYC
parent
SUBJECT: Re:bd Date: 96-09-14 18:49:51 EDT
From: SR92050
What kind of info do you want? Are you a parent or teacher? The definition of BD varies from city to city-it depends on the criterion used. Each BD student is unique. Try checking out a good library that has professional journals - Exceptional Children, Beyond Behavior, Behavior Disorders. You can contact the Council for Exceptional Children in your state or D.C. Good luck.
Respond with more info, maybe I can help.
SUBJECT: Re:Need research information Date: 96-09-15 22:48:10 EDT
From: CHARGBACON
I am a special needs teacher and have students 3-5. I highly beleive in a token economy and have found it very useful already this year. I would be happy to let you know more about my classroom and how I use my reward system.
M Bacon
SUBJECT: thesis research (HPRS) Date: 96-09-15 23:03:04 EDT
From: PBerube35
I'm writing my thesis on a behavior modification strategy utilizing high probability request sequences. Any information on this topic would be valuable and appreciated.
I was wondering if someone can help with a simple token economy that I could implement in my classroom of 22 2nd Grade boys and 6 girls!!! I need something quick, to the point, and something that doesn't require keeping lists or extra work for me. Any suggestions would be greatly appreciated!
JBend91072
SUBJECT: Re:Time-out info needed! Date: 96-09-20 21:08:27 EDT
From: STEVE PATG
Sorry, no info for you, but I had to stop and say that I got my BS in special ed from Geneseo! It was such a great place--11 years later and I still miss it! Is there still an active CEC? I was very involved with that-at one time we had 125 members! Good luck with your research.
SUBJECT: looking for workshops Date: 96-09-20 21:11:17 EDT
From: STEVE PATG
I am looking for workshops in the NJ area that deal with programming and behavior management for multiply and severely handicapped children. Any info (including organizations geared specifically toward MH kids) would be appreciated.
SUBJECT: Re:HELP: teacher needs info Date: 96-09-30 01:29:43 EDT
From: PKeough376
I recently began working with a nine year old Autistic girl who vomits and ruminates approximately 60-70 times a day. We have started her on a satiation program where she is given some form of starch after each meal (pasta, rice cakes...). This has decreased the number of vomits considerably (after two weeks... from 100 per day down to 60-70). We also have limited her fluid intake to 4 ounces, given to her one hour before and one hour after each meal.
NEED RESEARCH ARTICLES 90-96 ON ASSERTIVE DISCIPLINE BY 10/25/96 OR INFO ON HOW TO GET ARTICLES.
SUBJECT: Great Book on Discipline Date: 96-10-02 00:07:26 EDT
From: ImWade1
Last year, as I began developing and teaching a program for kids with SED/ADHD etc...in a public high school setting, I found a book called Positive Discipline in the Classroom. It can be applied to grades 1-12, I believe, and it has helped me set up a classroom where kids are nice to each other (for the most part :-) ) and school has a place where I truely enjoy coming to work each day.
SUBJECT: Re:Time-out info needed! Date: 96-10-02 16:41:46 EDT
From: EHSPEC
Time-out can be an effective behavior management technique if used appropriately. Time spent in time-out should be brief (approximately 1 minute for every year of the child). The goal remember is to get the student back on task as soon as possible. Try not to abuse the use of time-out for too many behaviors or it will lose its effectiveness. Most of the time time-out seems to be more effective for younger children. For older students using time-out, a think sheet discussing their behavior and choices to make for the future should be completed. Younger students can discuss this information verbally at the completion of their time-out.
SUBJECT: Re:beh. mgt. and vo-tec trai Date: 96-10-02 16:48:36 EDT
From: EHSPEC
Train students on interviewing and conduct a mock interview (ask for volunteers, parents, etc. to visit and conduct the interviews)
Use role-play for problem solving activities that are job-related (make up job conflicts)
Develop a mini-city in your class where each student has a job and responsibilities. Include a payroll, managers, etc. to help students deal with working with their peers and with superiors on-the-job.
Good Luck!
SUBJECT: Re:Behav Mod. does it work?? Date: 96-10-02 16:58:39 EDT
From: EHSPEC
If rewards are no longer used for reinforcement and the child is not intrinsically motivated, then he or she may not improve his or her behavior. Students with severe behavioral problems need to earn reinforcers to help motivate them. However the types of reinforcers that you use can help them to become more self-motivating. For example, do not use food if you can help it, use privileges and activities where the student is the focus of attention (ex. reading to younger students, being a helper, etc.) Once students feel good about their success, they will not be as concerned about the actual reward. However, remember, all of us are driven by some type of reinforcer...after all, would you keep working at your job if you stopped getting paid? Money is a big reinforcer. =)
I am not exactly sure what you are looking for when you say token economy. Or do you mean behavior management in general? One method that might be helpful is to have color cards for each student in the classroom on a hook. Each color represents their level of behavior. You decide how many cards you want (maybe about three or four). If a student has to be reminded or breaks a rule somehow, he or she must turn their card to the next color. If it gets to the red card, the student knows that his or her parents will be called and he or she will be sent to the office. If students are able to stay on the first or second card for the day, then some priviliege should be earned, (free time at their seat for ten minutes, play a quiet game, computer time, drawing, talking with a classmate, etc.) If the whole class can stay on the first or second card, then provide an entire class reward (ex. time on the playground, free time in the class, a class game or activity, homework passes to get out of homework in one subject area, etc.) Use your imagination!
SUBJECT: Theraputic Classrooms for SED Date: 96-10-08 23:21:16 EDT
From: BBobMom
I am in the second month of teaching a new classroom, located in a public school with group therapy provided by the local mental health agency. I am going crazy trying to meet the needs of four middle school boys with SED. Is there anyone out there who has had experiences with Theraputic Classrooms and can offer some advice? I especially need advice on how much deviant behavior should be tolerated in this type of setting. BBobMom.
SUBJECT: research info needed Date: 96-10-10 13:09:07 EDT
From: JHernan508
I'm a graduate student doing a research paper on behavior management techniques. If you have any techniques that you feel are effective in the real world, please let me know. Any research materials you can contribute would be greatly appreciated. Thanks...
SUBJECT: Re:Theraputic Classrooms for Date: 96-10-21 20:24:36 EDT
From: ASJ5200
BBobmom,
Setting up a program in a public middle school is a challenge. Five years ago I joined a public school that had just set up a program for middle school students with significant social, emotional and academic needs. Many students had been in out of district placements prior to being pulled back into the district. Prior to teaching in the public school, I taught for seven years at a residential school for students who have significant social, emotional and academic needs. Needless to say, I have chosen to work with this population of students, and I love it, but I'd be lying if I didn't say that every day brings with it a new set of challenges.
I certainly do not consider myself an expert, but I can offer you some advice. We have found that it is very important for students in the 10:1:1 program (10 students one teacher and one aide) in our middle school to follow the same discipline policies that all other students follow. Certainly, students emotional needs must be assessed, and each discipline situation, not only for students in special classes, but for all students must be addressed on an individual basis and there are always exceptions for every rule. It is very important for the students to feel that they are a part of the school community. I would strongly recommend that you read William Glasser's book, Control Theory in the Classroom, Allen Mendler's book, What Do I Do When?... How to Achieve Discipline With Dignity in the Classroom and Van Bockern and Brokenleg's book, Reclaiming Children and Youth. Also, I have found the journal entitled Reclaiming Children and Youth: The Journal of Emotional and Behavioral Problems to be very helpful.
I have found that preparing lessons that follow the same curriculum as the students' peers in mainstream classes helps students maintain their self-esteem and the more creative the lessons, the fewer behavior problems there are. Hang in there. It takes at least three years to get a solid program off the ground. We got off to a very rocky beginning. One of our first goals was to get the other teachers in the building to accept and respect the staff and students in the program and realize that they are not just a bunch of "bad kids". Also, we had to educate the staff on different preventive discipline stategies. Are you familiar with Nick Long's work on the conflict cycle? If not I would encourage you to read up on it. The residential school where I used to work required staff to be trained in the life space interview tecnique every six months and that training has been a real asset in my work in the public school setting. Best of luck to you. You are probably not giving yourself the credit you deserve for all that is going right in your classroom. Remember to always keep your expectations of the students high for both academics and behavior and they will strive to meet those expectations. Keep me posted.
SUBJECT: Re:Theraputic Classrooms for Date: 96-10-26 06:03:54 EDT
From: SHERIKAY
I have a similar classroom in a middle school. We use a token economy that works very well, mostly because it provides immediate corrective feedback. It provides tokens to purchase incentives and fines for infractions. I modified it from a program I learned at an alternative day school. Deviant behavior is not acceptable in your classroom or anywhere else! Our program provides the students with consistent choices and consequences, thereby avoiding power struggles completely. They learn to take a brief "time out/ or cool off" rather than lose control. The consistency also builds trust. As they move up the levels the plan becomes self-monitoring. We see the extrinsic rewards become less important to the kids.
While we expect our kids to follow the same rules as the rest of the school, we did put an alternative discipline plan on their IEP's. Instead of being suspended for an infraction, as others would, they spend that time on restricted privileges in the classroom. It took a few weeks for them to catch on that deviant behavior would not earn them time off of school. I tell them that if they act really bad, I should get a day off, not them! I also think it's very important to provide challenging academics. It always takes me a while to convince these kids that they are not here because they are "dumb". They are painfully aware of their academic deficiencies. We require that all work be completed at 70% or better. Taking an F is not an option. The papers are returned for correction, and they get all the help they need to do it well. Some of them are earning good grades for the first time in their lives. This has helped to improve the behavior as well. Too much time for games and relaxation simply makes them fall farther behind the other kids.
I find that using direct instruction methods and programs at critical times of the day (after lunch, or PE) is very useful. They stay on task, accomplish work and can see their own improvement. Too much of that can stress them out, but about 20 min. worth gets them back in gear for sitting still.
SUBJECT: behavior mod for preschool Date: 96-10-30 22:27:16 EDT
From: MKkovacs
I work in a preschool unit with special needs children. We have a unique young man in our class. He is 3 years olds and screams most of the time. We have been very positive with him and realize he is only 3. We are trying just to introduce things to him slowly. He screams when he transitions, when he is unsure of his enviorment or when he is asked to do a simple task. We have tried whispering when he is screaming so he will stop to hear us. We have tried ignoring the screaming and focusing in on the positive things he does. He is a very sweet loving child. He is displaying ADHD tendancies. But he is young we don't want to make that call yet. Has anyone got any ideas. I have been trained in behavior modification and use some of these techniques. I was wondering if someone might have any birght ideas. Please e-mail me.
SUBJECT: Re:Use of worksheets for ED Date: 96-11-02 12:25:16 EDT
From: JJFRAS
But how are you teaching and encouraging higher level thinking and problem solving? Also, in the real adult world they have to know how to work with people...no matter where. how do you address all of that?
I teach 6th, 7th, 8th grade ED/BD kids..and have for 9 years. I have worked in inclusive settings and in self contained settings. The best thing you can do for them is keep them normalized as much as possible. This is not a worksheet world.
Also, what are the motivating factors for misbehavior? That should be addressed. When you get to that you can begin the walk forward. I am in a tough situation now. Self contained. The kids had the teacher before me trained to give them three M&Ms after they completed every math problem. I took away the level system, the reward system as they knew it and started over. It has been difficult, but they are now beginning to emerge as self-evaluators with more insight to themselves, they are becoming freer thinkers, and have done some very profound group problem solving.
I call each of them at home twice a week, and through that I have found that a 5 minute call provides us both with a chance to rehash the good and not-so good parts of the day.
These are whole children, and it is our job to teach to the whole child and help them develop as whole people.
Would like suggestions for best route to take...have a student with TS who screamed for communication and now that we've made progress with that, is now hitting herself hard in facial areas. She's nonverbal and uses objects to communicate. A new area for me...Any info would be helpful. Please e-mail Heisey 5.
Sorry for the upper case message. I would like some help with any type of behavior management plans for the Emotionally handicapped population. I am a Clinical Therapist working with third to fifth grade population. This Special Education class has many different types of children from adhd to autistic.
Susan, I would like a behavior management plan for a child with adhd; negative attention seeking behavior; verbal, and physical aggression. This student is very impulsive with poor judgent. He has no common judgement out side of his academics.This student started medication for the past month. He is on medication for adhd. However, this student can't go outside of the classroom due to the adhd and above behavior. He must be supervised at all times. He can't eat in the lunchroom or go out for recess. He is grade level and above in all subjects. He has a full scale I.Q of 117. This student will be seeing the psychiatrist for a med.eval on tommorrow. This student has no social skills. He has no friends and can't be trusted to be left alone.
Thanks, Sandra
SUBJECT: Delete Date: 96-11-07 19:53:55 EDT
From: CMiddle477
Please help, how do I delete old messages. Thanks, Sandra
The negative-seeking behavior can be a tough one to break, but the best intervention I know for it takes a long time and grates on the teachers who have been the target (or have had to manage, over and over) the negative behavior.
Five positives for every negative communicated to the child, over and over and over and over, day in day out.
It's really hard to do. It can be gestures, smiles, pats on the back (but then the negatives can be non-verbal also).
The team has to decide where the line is drawn on negative behaviors, with an immediate time-out of say five minutes (no discussion). Time-out has to be done neutrally.
Whe we did this we used the resource room with the assistant principal's or principal's office as backup. It needs to be short, and escalating the amount of time each time (say 5 minutes for first infraction, 10 for second, etc.) will backfire.
There is no easy and quick way I know of to turn this around-and of course I don't know everything there is to know about kids with behavior problems- but I have seen this work, even in a regular school setting.
I dont' know the child but would guess that the verbal and physical aggression are connected.
Role-playing with him (in private) where he learns and practices alternatives to the verbal aggression may well head off the physical as well.
A child like this isn't going to have any friends, so I don't think that problem can be solved until some of the behaviors are at least somewhat under control.
We didn't put many children in special classes where I taught, but when such a situation couldn't be turned around in the regular setting that's where such a child went-to a class for behaviorally disordered students where these sorts of strategies could be applied very systematically.
The administration tried at one point to have no special classes at all but finally realized it wasn't practical. Some kids' behaviors are too out of control to stay in a regular school. Also as an administrative policy it was illegal.
The great majority of the time we were able to turn things around.
Another thing we did was give kids the choice to isolate themselves sometimes. That might not be possible with this child, because you have to be able to trust the child to move from one environment to another. We did it a couple of times. If the child sensed he was going to "lose it" he could just give the teacher a signal, and get up and leave. After he was out of the classroom, the teacher buzzed the office. They buzzed my room.
The student would go to my room first-no questions asked. If no one was there then he went to the principal's office-no questions asked. I kept both places stocked with easy but not insulting work, but sometimes his frustration stemmed from his class work and he would bring it for help. (But this student was behind academically and yours is not). Still when upset review work might be more appropriate.
I don't think I'd use a straight behavior modification program with such a child. In my experience sometimes the kids who actively seek negative attention don't do well with it. They figure out that by disrupting the behavior modification plan they'll get more negative feedback. Often they know the teacher has put a lot of work into it and really wants to see it succeed. The feeling of power they get from disrupting it is more rewarding than any reward that could be provided for better behavior. :/
SUBJECT:
Re: Delete Date: 96-11-08 09:25:39 EDT
From: SusanS29
Sandra you can't delete old messages. E-mail the manager of the area (in this case, me) and that person can arrange for it.
However, I already received a request from you through other AOL channels, and have arranged for two or your messages in another folder to be removed. If there were any more you wanted taken down, just e-mail me. :)
Help!!! I am teaching special education-resource room- with some inclusion. I need ideas for behavior modification with young children. 2-3 of the children I work with understand consequences, 1 of the children doesn't.
Behaviors that I often see and need ideas on how to deal with:
1. transitions from one activity to the next- the children flop and become wet noodles, should
I pick them up and move them to the next activity??? Wait them out if time permits??
2. Spitting, kicking, biting---I have been timing them out but they won't stay in chair. I sit on the floor and hold them until they calm down----but---I feel they are still getting my attention---for doing something negative.
3. Does anyone have any behavior managment contracts that can E-Mail to me??
4. How do your adminstrators deal with primary special ed. students with moderate to severe disabilities (Down's, Autistic, Mentally Retarded). Does anyone have any distric policies?
Or you can fax them to the following fax number: Attention:
I am currently teaching k-2, multiplehandicapped( primarily down's syndrome/autistic kids). I need ideas on how to decrease behaviors like: dropping on the floor while transitioning, ideas for reinforcers (besides food). One of the children is a really smart down's kids---but very manipulative with behaviors----after conferences----she has her Mom wrapped around her pinkey. Any ideas???
Please reply Adpsmp @ aol. com THANKS!!!!!
SUBJECT: Re:Time-out info needed!
Date: 96-11-18 21:40:44 EDT
From: Adpsmp
YES!!! Please e-mail me information at Adpsmp @aol. com. Thanks!!!
Hi. Actually, it is the TEACCH method (Treatment and Education of Autistic and Related Communication Handicapped Children) It is a Division of the University of North Carolina at Chapel Hill. It was the nations first statewide program for treatment of autistic children and those with similar problems of withdrawal from reality. A NC General Assembly Grant is its primary support. It was founded by Dr. Eric Schopler. At this time, there are seven Division TEACCH centers around the state, and as of my most recent knowledge, all of the services provided by TEACCH are free to NC residents. The TEACCH method teaches the parents and teachers to always look for the reasons behind an undesirable behavior, and offer address there, in which case, usually the behavior will extinct on its own. It teaches the child and parents to recognize 'threats' to the child's security that most people would overlook, and the child seldom could communicate. It teaches the importance of a highly structured, almost 'military' style routine, as these children usually thrive in such a setting. It teaches the parents and teachers how to 'prepare' a child for upcoming change and how to help the child transition through the change.
The basic philosophy is based on behavior modification with conditioning, and the intent is to accomplish this without the use of aversives-but rather identifying what will motivate an individual child and using them as reinforcers. "Praise the effort and the success, say nothing of the failure." Also, part of the method, is to 'set the child up' for success. Manipulate the environment so that no matter what the child does or does not do- it is a success of one degree or another.
Dr. Lee Marcus is the Clinical Director of TEACCH. Be warned-there are alot of 'fragment' methodologies circulating that call themselves TEACCH methods. I am from NC, my son was diagnosed as Autistic at the main TEACCH Ctr. on the campus of Chapel Hill, and have used and continue to use "The TEACCH Method", and utilize the same strategies in working with other families.
To sum up, TEACCH believes that an Autistic child cannot succeed unless the parent is trained to be their child's primary teacher, and that both home and school must be 'on the same page'.
I have found a lot of the postings here really interesting. I participate in some of the email discussion groups on special ed and behavior, and it is notable that the biggest difference here is that there is less attacking of each other and support is offered instead. How nice! I did want to add, though, that whenever you talk about eliminating a kid's undesirable behavior, you'd best have in mind a replacement behavior that you will teach the kid. Whatever punishment or reward system you choose is the means, but not the end.
Becky
SUBJECT: Beh.Mod. Date: 96-12-11 22:55:33 EDT
From: MKMHSE
Does anyone have a system that actually works??
SUBJECT: Re:Beh.Mod. Date: 96-12-12 01:25:51 EDT
From: SusanS29
MKM the most common flaw with beh. mod is believing that if you just find the right reinforcer and schedule you can change behavior.
That is attempting to change the response without changing the stimulus.
Change the stimulus -- which comes from the environment, including what the teacher does and doesn't do, and the child's response will change. THEN you can reward.
SUBJECT: Re:Beh.Mod. Date: 96-12-12 18:00:29 EDT
From: Dr oz
trouble with beh. mod, is they will change their behavior for the rewards,
and soon they get tired of them, the best way is to get them to change
becasue they see it is in their best interest. ex. if a child is always
shouting at kids, if he wants kids to talk to him use that as a reward, point
out whay they won't talk to him, and what he can do to change his/her beh.
they will change THIS WORKS
SUBJECT: Need Publishing Addresses Date: 96-12-13 20:19:22 EDT
From: Freebella
I have a research project that involves modern technology and positive intervention strategies used in reducing self-stimulating behaviors in Deafblind young adults. I am having difficulty locating addresses of publishers in this field. I would really appreciate any suggestions of whom to contact.
Please E-mail to WWW.Freebella.Com
Thanks in advance!
SUBJECT: Positive Behavioral Support Date: 96-12-23 19:50:03 EDT
From: RBerman50
Please contact The Family Connection at The Beach Center onFamilies and Disability, 1-800-854-4938 for advice regarding positive behavioral support. 21 states in the U.S. have positive behavioral support teams who can conduct trainings for parents and educators in their methods. They emphasize positive supports, not negative punishment and this method is quite successful, in fact, is the current trend in behavior modification. I really hope this info is helpful to you. We have had to deal with a behavior consultant in our school district who is about 20 years behind the times in his approach. It is frustrating for parents and educators.
Becky
SUBJECT: humor Date: 96-12-23 23:20:57 EDT
From: JEllis8917
My friend told me there was a convesaton going on some where on the board about the importance of humor. She also said there is a good book out there on humor and learning anyone know anything about it?
SUBJECT: RE: DR OZ Date: 96-12-30 01:35:41 EDT
From: Baranoid
THAT SOUNDS GREAT --- BUT WHAT IF THE KIDS ARE TIPPING TABLES OVER AND TROWING THEIR DESKS ACROSS THE ROOM???
I AM A FIRST YEAR TEACHER AND I AM PULLING MY HAIR OUT!!!!!!!
I WORK IN A SELF CONTAINED CLASS OF 15. SOME 7TH GRADERS AND SOME 8TH. THEY ARE MOSTLY BOYS WHO HAVE NO RESPECT FOR WOMEN, LET ALONE SOMEONE WHO IS ONLY 9 YEARS OLDER THAN THEM.
I KNOW WHAT YOU MEAN ABOUT REWARDS GETTING OLD. I DON'T KNOW WHAT TO DO ANYMORE. I JUST GRADUATED FROM COLLEGE AND SCHOOL SURE AS HELL DOES NOT PREPARE YOU FOR THIS.
DOING WHAT YOU SAY SOUNDS GOOD, BUT THAT TAKES SO MUCH TIME AWAY FROM TEACHING. I'LL SPEND MY WHOLE DAY WITH BEHAVIORS, WON'T I ??????
RENEE
SUBJECT: Re:RE: DR OZ Date: 96-12-30 02:06:34 EDT
From: SusanS29
Renee PLEASE do not post in all caps. It's too hard to read, and it's how we show we're "SHOUTING" on line.
SusanS29, Host
SUBJECT: SusanS29 Date: 97-01-01 17:45:40 EDT
From: WOLFULLER
Please look into Teaching Children Responsible Behavior By Gardner. In long run works better than behavior mod systems. Hang in there . Worked with/ taught ED kids for 17 years now. Mean what you say and say what you mean. Tough Love works well. But don't dig yourself into a hole.
SUBJECT: Renee's post Date: 97-01-01 19:56:57 EDT
From: Pbjsr
Renee, I taught SED for 18 yrs and remember how you are feeling right now. There is a good post on the BEH list on these boards about systems...you need to develop one that works in your particular setting. YES you will be dealing with behaviors all day long at first!! How could you possibly expect to teach a lesson to kids who are throwing desks?! It is imperative that you get the kids under control or teaching academics is impossible. Please email me if you would like to chat in detail, maybe I can help or at least offer support and/or a sounding board. Good luck. It really does get better.
Becky
SUBJECT: Re:SusanS29 Date: 97-01-01 20:35:52 EDT
From: SusanS29
"Please look into Teaching Children Responsible Behavior By Gardner. In long run works better than behavior mod systems. Hang in there . Worked with/ taught ED kids for 17 years now. Mean what you say and say what you mean. Tough Love works well. But don't dig yourself into a hole."
You sent that to the wrong person... nothing you said there "fits" with me.
:)
SUBJECT: Moved from another folder Date: 97-01-05 13:56:58 EDT
From: SusanS29
SUBJECT: Behavior Mod. Date: 97-01-05 02:53:09 EST
From: JClau48110
Posted on: America Online
I am a K-2 special education teacher for the learning handicapped in California. I love my job and my students very much. They are progressing quite well in the classroom. They also have very appropriate classroom behavior. My problem is their behavior when I am gone. Every recess and cafeteria time I find my students on time out or am told how unruly they are. I have tried role playing, spending time with them outside to find those "teachable moments" etc. but nothing seems to work to get them to generalize how to be socially appropriate and make good choices when teacher is not there. Does anyone have any ideas for me! I am very discoraged and am feeling like a terrible teacher...even though I know in my heart I am not.
Thank You,
JC
SUBJECT: behavior mod Date: 97-01-06 22:52:43 EDT
From: GLGFlag
I am a high school ebd teacher. I work mainly with boys and a few girls. It is tough for me to take days off from work because I always hear the horror stories of my "children". I usually have to take time out to have individual time with each student. I'm lucky though because I have an aide. So it may mean you have to eat lunch with them or go to the library attend basketball games relive high school
SUBJECT: Re:re:need research info. Date: 97-01-13 21:14:45 EDT
From: SMcma12062
What else do you suggest for a behavior plan in a special education classroom with kids over the age of 13??? I'm open for suggestions.
SUBJECT: great ideas Date: 97-01-13 21:52:12 EDT
From: SMcma12062
I just read through all 100 plus emails and found the best ideas!!!
In search of NON-aversive behavioral techniques. I am a SPED teacher working with children with autism and I don't believe in aversive behavior. Please e-mail me @ Jeff JB@aol.com. I thank you all so very much.
SUBJECT: Re:Behav
Mod. does it work?? Date: 97-01-18 14:43:06 EDT
From: GADewitt
RosanaL, as SusanS29 says, B.Mod. can work if done well. Most important is to carefully evaluate what behavior you wish to effect first. It may not be the one that is most important but rather one that has a high possibility of success; this helps to set the stage for the more difficult behavior to change. Make sure you are able to be consistent with the plan and that other adults in YOUR room, understand, agree and are supportive. As the behavior you want is more frequent you can start to reduce the reward. The student should be made aware of the reduction and the two of you can set up a reward reduction contract. When the behavior change is solid for the first behavior, you can introduce the more important and more difficult behavior you want to effect. By this time you will have a fairly good idea of how this student responds and you will know how to set up the reward. Positive discipline is a given when you know how to approach it.
Let me know if you are interested in it. GAD
SUBJECT: Re:Use of worksheets
for ED Date: 97-01-18 15:05:47 EDT
From: GADewitt
Most of the students who we see as ED are students who learn by doing. Ask them if they ever work on cars, 4-wheelers, etc. Find out what they like to do if they could go to work , careers, now. Once you set the career of football player aside, you should find that most want to use their hands. Set up cooperative groups to fix an item; lamp, small moter, build something.
You will need to put a lot of practice in first to get them to work together. This has worked for me time and time again. Have students work in groups of two and together make a list of directions in making an ice cream sunday. (they will forget to open things and, also, utincels) There will be one or two who really know how to write out the sequences and small details, if your are lucky. Have one student read the directions as the other student follows them step by step in making the ice cream sunday. This is a fun way to show how cooperation and attention to details can make a nice pay off. Ofcourse everyone get to make a sunday.
I have used this as a lead in to cooperative learning for grade 5 -8. GAD
JC - It may be as simple as giving the children specific goals for when you are NOT there and a "score card" so that each time the children came come in with good reports they receive a sticker on their score card and after they have accumulated 5 stickers, they receive a reward. The next step would be to educate other member of your staff and faculty so that when they see your students they can encourage them to earn those stickers, etc. Usually an effective beh mod program clearly identifies the behavior goal and then initially provides immediate rewards. Then as they are more successful you can gradually reduce the rewards or give more random reinforcement - but enough to keep them interested! I am teaching middle school SED but worked in elementary SED for 5 years. If you would like to e-mail me my address is jjteach777@aol.com. Hope this helps!
SUBJECT: Re:emot.dist/behav. prob stu Date: 97-01-24 03:44:30 EDT
From: DWSULLIVAN
I am a recently retired Spec. Ed. teacher in Anchorage, Ak. Read your note with interest. I don't see where you mention parent support. Parents can move the world if you can get them all together and demand that their children receive the education that they deserve. As a unit they can work wonders. Meeting with principal, getting in the school board meetings. Do you have support from your parents? That is the first thing i would enlist, help from parents, if you principal has that attitude toward you and your students. Hope this helps some.
I am a speechpath working in a public school with a kindergarten student (just turned 5) who often tantrums - screams, hits, kicks, etc. We have no time out room and because we are in a publis school setting, we cannot use anything like some of the "holding" methods I have seen on this board. In addition this child has sensory integration dysfuntion. his level of language comprehension is around the 3 year level, with some higher scattered skills. The teacher, resource room teacher, OT, PT and I are all at a loss for what to do to help this child with behavior management. The parents too have asked us if they should be disciplining him as they do their nonhandicapped children. I guess we are all concerned about his level of understanding what we want him to do. For instance, stickers, special activities, etc are not motivating. He does like the computer, playground time, certain sensory activities(playdough, gak), but so far he has failed to make the connection between his behavior and positive consequences. Our formost concern at this time is his tantruming, and the fact that he has hurt himself and others. What do others in the public schools do for these types of behavior? We do know some of the thinh=gs that often precede his tantrums, but at other times we haven't a clue. He can verbalize, but he islimited in his ability to use speech to truly communicate anything more than the things he wants. For example, the other day he was screaming "FIX IT" over and over, pointing to his hamburger. His mother said the hamburger appeared to be made the way it always was. We need some ideas for this little guy.
You have a difficult job on your hands! I suggest the following to work on communication and inappropriate behaviors:
1) Consult with your school district Behavior Analyst. If they do not have one, HRS should. This may seem like a ratical move and you may be hesitant to contact such a person. However, the behaivoral literature has shown great success for increasing communication and decreasing inappropriate behaviors.
Usually, autistic kids are not under 'social' control. That is, they are selective as far as receptive language is concerned. They 'communicate' wants or needs, usually when they want to. For example, they might be less likely to approach you and engage in communication . . . unless you have something they want such as gak etc.
Tantrums are probablly the result of not wanting to do something (compliance), wanting to get away from an unpreferred activity, and behing in some type of aversive condition (such as the hamburger turned upside down, loud environment, etc.).
This could be considered part of a language deficiency. For example, if this child could 'tell you' or 'communicate' differently or more appropriately to get away from a situation, you would reduce the frequency and intensity of the tantrums during these aversive conditions.
If you are open to behavioral suggestions, you will effectively change the behavior. It is only courtesy that I say Behavior Analysts do treat language, (i.e. sign, vocal speech, text, etc.) as Verbal Behaivor. There is also much literature in the field of Verbal Behavior.
Professionally, I would consider the use of timeout for behaviors that result in escaping some aversive condition inappropriate without a complete functional analysis(a large topic initself). Further, I would not consider any punishment for inappropriate behaivor without targeting a replacement behavior for increase, (the idea of communicating 'break' in an apporpriate topographical way as opposed to kicking to indicate "i want a break").
If you are on AOL, look for this list:
BEHAV-AN-request@LISTSERV.NODAK.EDU. You can post a message re: your concerns and get many responses that will help.
I hope some of this info has helped you, if you need more > e-mail
I am in Texas and doing research on seclusionary time-out in public schools. ie: putting kids in boxes or closets. If anyone in Texas is having a problem please e-mail me at: mtmco@juno.com Thanks.
Seeking standards of behavioral modification techniques used during the years of 1987-1990 for severely handicapped pre-school and elementary students. Specific area of handicap would be multiple handicap, students that are blind, self-abusive, aggressive, and have autistic like tendencies. Please respond with listings of books, journals, and/or articles that address this area. Please send any info. to Firebrook9@aol.com Thanks so much!
SUBJECT: Re: Need research information Date: 97-02-07 21:29:43 EDT
From: Pteach34
I use a project called "points for priviledges" and the kids love it. It can be tailored to any specific needs. In my classroom, there is a chart for each day. The students earn a sticker worth one point for five areas throughout the day. They get one for bringing in homework, one for AM behavior, one for lunchroom behavior, one for afternoon behavior, and one for finishing all of their daily class work. At the end of the week we add up the stickers (25 possible for the week) and carry them over to another chart called "the bank". On the bank chart we keep track of each weeks points as well as any points that are "spent". There is a third chart that lists the various priviledges that can be purchased for points. It ranges from free ice cream, homework pass, to sitting at the teacher's desk for a morning. I have lots of different things on the chart ranging from 40 points to 250 points. The biggest point item is for the teacher to buy lunch for the studnet (student's choice - such as McDonalds, Taco Bell, Pizza, Chinese food etc.) and have lunch with that student in the classroom. I modify it slightly each year depending on the class. I never start it before Feb 1st each year. It has always worked for me.
SUBJECT: Bricktown, New Jersey Date: 97-02-10 15:16:27 EDT
From: BRICKPOSSE
Looking for parents of children with ADD/ADHD, Aspergers Syndrom, PDD/NOS, Developmental Delay and Autism. Recent discoveries leads to the need for more information. Please send me e-mail directly if you are the parent of a child with special needs and live in Bricktown, New Jersey.
Brickposse@aol.com
Brick Posse (Brick Parents of Special Services and Education)
Bobbie Gallagher
SUBJECT: Teaching Reading To ADHD Date: 97-02-14 07:50:22 EDT
From: KLBarnett
I am seeking a way to teach reading and comprehension to a student that is not being treated for ADHD or his oppositional defiant disorder. The student does best when on the move. When the student is up, able to walk around and manipulate materials his behaviors are not severe. When trying to sit and concentrate on reading or spelling or English behaviors worsen. Please help with any ideas I am about out of my bag of tricks.
SUBJECT: Re:Teaching Reading
To ADHD Date: 97-02-14 08:48:17 EDT
From: Ratatat
<< When the student is up, able to walk around and manipulate materials his
behaviors are not severe. When trying to sit and concentrate on reading or
spelling or English behaviors worsen. Please help with any ideas I am about
out of my bag of tricks. >>
My daughter remembered what she read if we incorporated some movement. We had two sets of books. We'd each get one, and taking turns, read to each other literally walking a path around the outside of the room(s). It's kinda weird, but it worked.
I've worked with several students with rumination difficulties. For most of
them an extremely strong and consistant sensory program along with behavior
modification for not engaging in rumination has been successful. We move
from strong 1:1 sensory stimulation to the mouth and face areas, with a
variety of textures.Our best source was the pet department for nubby squeeze
toys and textures and kitchen utensils such as a wire wisk!!! Whether it
was the intensive 1:1 attention after meals or the sensory input is an
unknown but after awhile we could fade our attention and just get out his
toys and he would do it himself. In addition, if rumination occured, we
would empty his mouth and swab it with a towel as a consequence and to save
his teeth from the acid. GOOD LUCK
SUBJECT: self abusive info Date: 97-02-22 23:21:36 EDT
From: Sahulburt
Looking for any strategies ... any infor please foward to SAHULBURT thanks !
SUBJECT: Re:Teaching Reading To ADHD Date: 97-02-23 23:10:34 EDT
From: I MTEACHR
I have a first and second grade self contained classroom with mostly LD students. One of my students exhibits behaviors like the Oppositional Def. Dis. We do little "behavior checks" every half hour to hour. These are just small conversations about his choices that he has made. We also give him a schedule on his desk so he can/knows the routine of the day. For reading, I try to find books that interest him: fire trucks, animals, big trucks. I start with those. We look for beginning sounds, ending sounds, two words that start with the same letter or sound. I don't know what level your student is at, but that is where "Jack" is at. Basic words we look for, patterns, if there are any of our spelling words in the text. I also let him draw pictures and write down what he says the pictures are about. We make a four to five page book about it, complete with a cover, title and author!! He loves it and he can read it back to me. We find his words in other books. I also tell Jack that today we will look at one of his books, and then tomorrow we will look at one of mine (that I chose).
I hope this gives you at least one idea. Send some my way. Thanks!!
SUBJECT: Re: Time-out info needed! Date: 97-02-27 18:52:41 EDT
From: JeffVB4ME
I am an ED teacher who uses time outs when the children need to cool off. I have the same children form kindregarten through sixth grade. I teach in an inclusive school with ED, EENECH, CD, LD, autistic, and spl & Lang. When the children are younger they have to be told to go into the time out room to cool off for X number of minutes and then I will come in and disscuss the situation at hand. (only IF they are too out of control to talk rationally) I have found that once my children get into 5th grade, they simply go into the Time out room, set the timer themselves, and come out to write,talk, or draw about why they were kicked out of class.
SUBJECT: Substitute Teachers in Spec Ed Date: 97-03-04 12:39:44 EDT
From: Shockeys
I am doing a project for a grad special ed course on subbing in special ed. I would really appreciate any hints, tips, suggestions, etc. on how to sub in a special ed classroom. What are some behavior mgmt. strategies? What works for free/extra time? How can you keep kids on task? Etc. Etc. Thanks.
Diane Shockey
Kokomo, Indiana
SUBJECT: BM for "breast grabber" Date: 97-03-07 18:55:40 EDT
From: TLVAIL
Please help! I work in an Autistic classroom and we have an 8 yr. old student who constantly grabs women's breasts! The parents report that they have tried slapping or squeezing his hands and it has no effect. The teacher has been using time out but the behavior is not changing. Any suggestions? He's fairly low functioning and has minimal communication skills. I suggested we try giving him a ball to squeeze when he reaches but he throws the ball then grabs!
SUBJECT: blended elementary program Date: 97-03-16 22:03:12 EDT
From: KACcat
Am looking for program models for an elementary blended program containing
special ed. students and regular ed. students
SUBJECT: NEW MANAGEMENT Date: 97-03-16 22:44:28 EDT
From: RWittich
I work with add/adhd/behavioral children. The most effective way of keeping control of my classroom I found was to give situps, pushups, and laps. The parents love it. This gets rid of their negative energy and helps them to focus better. It also builds self-esteem as they feel better about their bodies.
<<The most effective way of keeping control of my classroom I found was to
give situps, pushups, and laps.<<
As the parent of two children with ADD, one with the H - I don't think I like this solution at all.
SUBJECT: When Behavior Mod. is useles Date: 97-03-18 19:08:50 EDT
From: CBWidow
Behavior Modification is useless when the aggresive/anti-social behavior is not the result of controllable behavior.
Too many seem to think that all behavior is just a result of improper training or acting out on the part of the person. However, there are cases where the behavior is of a biological nature and no amount of behaior modification is going to work.
SUBJECT: Re:BM for "breast grabber" Date: 97-03-19 02:16:38 EDT
From: C1R2MEYER
What a difficult situation!
The only way you can tackle this is to look at it as communicative behavior. Take data for a week or two and write down everything: antecedant, behavior, consequence. In particular, look at what happens during and after the event. What is the communicative intent-attention seeking, sensory, power, control, escape, tangible, etc.? Try completing a motivation assessment scale. Does this behavior have a history? Are there certain situations where this is more likely to occur? Think about the environmental variables that you can change or alter. Ask your OT or PT for advice. How does the student perceive the consequence given by the parents? Perhaps he sees the consequence-slapping, as a need for more sensory input.
When I used to work with autistic students, we provided a lot of sensory integration activities. Sometimes we would roll them in blankets, or pile mats on top of them and push down, etc.. Usually they loved these activities.See if this child would like to doodle or scribble with a battery opperated pen.
My guess is that this behavior is occurring because of sensory needs or because the student is getting reinforced in some way (maybe your facial reaction or obvious look of pain). If this student is high enough to understand, perhaps he could call home every day he has kept his hands to himself. This works well for helping kids learn their phone number.
Is there something that you and your assistants can wear (for the time
being) to diminish the likelihood of an attack? Perhaps a bullet proof vest,
just kidding.
GOOD LUCK!
SUBJECT: Re:BM for "breast grabber" Date: 97-03-19 23:11:13 EDT
From: SusanS29
He can't possibly know the full meaning. He's learned the response. Kids like this can peseverate on a behavior.
Can the women around him wear-I don't know-cardboard under a sweater for a couple of weeks? That would probably stop him. Punishment is very unlikely to as that just increases the reinforcement he's experiencing.
"<<The most effective way of keeping control of my classroom I found was to
give situps, pushups, and laps.<<
As the parent of two children with ADD, one with the H - I don't think I like this solution at all."
I would not want my children required to do physical activity as punishment. One is very badly coordinated and finds these things humiliating. I would like the other to maintain her perception of physical activity as fun.
SUBJECT: Re: When Behavior Mod. is usele Date: 97-03-19 23:13:46 EDT
From: SusanS29
"Behavior Modification is useless when the aggresive/anti-social behavior is not the result of controllable behavior. "
That's right.
The real key to behavior modification is to change the stimulus, not to attempt to force a changed response.
That is how behavior modification works:
Stimulus------>response-THEN if you get what you want, reward.
"You'll get a point for doing such and so" isn't a stimulus and is often seen as coercive by the student who is the target.
SUBJECT: Survey in Texas Date: 97-03-23 23:18:02 EDT
From: Mtmfam
Critical Issues document in Texas being formed by the Texas Education Agency and Regional Education Service Centers I, II and III. Web site available for your comments regarding the use of aversive and non aversive behavior management intervention used with students with disabilities in Texas Public Schools. Web site address: http///www2.esc3.tenet.edu/bms/ Time is of the essence. The deadline for the survey is April 25, 1997 Check it out.
SUBJECT: stubborn Down Syndrome child Date: 97-03-24 21:31:46 EDT
From: STEVE PATG
Looking for behavior management strategies for a very stubborn, acting out, physically aggressive 9 year old with Down Syndrome. She hits, kicks, runs, spits, etc. Have tried to find reinforcers-phone calls home, food, videos from home and school, hugs, etc....nothing works for more than a day. She is becoming difficult to manage physically, and she tries to control the class. We cannot ignore her behavior because she becomes physically abusive to people and objects. Any ideas or suggestions would be welcome. Thanks!
Perhaps I should have explained further. Behavior Modification will not work for the "child" that has no control over the behavior. Such as when the aggresive behavior is due to a "seizure" type disorder or psychosis.
SUBJECT: At Risk High School: Help Date: 97-03-26 21:16:17 EDT
From: SeaBed
I am a teacher of E.D students designated "At - Risk." Most are drug involved, come from unsupported (some abusive) families and a history of acting out behaviors. It seems that the administrations prime concern is "Are they attending?" Truancy is a major problem. Any suggestions for a positive reinforcer to motivate attendance would be of great help! Please E-Mail or post any suggestions. Thanks!
SUBJECT: Re:stubborn Down Syndrome ch Date: 97-03-27 00:59:32 EDT
From: CParker333
This is simple, but it works for my small classroom environment.
I don't work with Down Syndrome children, but I do have physically aggressive students, or they are that way when I get them. I attempt and am not always successful to establish a good rapport. My goal is to make the child understand that I care about him/her. You've tried some somewhat effective ways, but when I have used those rewards, they were also good for a short term only.
I talk to the other children about being a good friend so my work does not falter. Anyone entering my classroom is made aware of my goal at hand with the child, so they will fit into the situation also. My secret to success is to have that child be my 'helper'. I keep a chart of rate and frequency of negative behaviors (noting the activities at hand also) for 7 days, beginning on a Monday. On Wednesday, the eighth day, I compare the behaviors and attempt to 'predict' when the negative behavior is going to occur. After 3 days of predicting, I can usually make a chart to have the following week to help prevent these behaviors at the most susceptible times. At these times, I distract the child with a request to help the teacher. These requests can include the simplest things (even things that don't need to be done), but the child is eager. If the task needs to take a while, I ask the child to count something like the number of books on a particular shelf (I tell the child a book may be missing and will he help me find it?) This includes counting the books and searching for a little while.
This seems simple and when I think about I tend to laugh, but the children I work with just want to feel loved and needed. They are in state custody and are from abusive or neglectful homes and families. Most children are gang involved and truant, but my little trick works with everyone I have tried it with so far.
These children want to feel an important part of the class, and being the teacher's special helper distracts the children away from negative behaviors. It takes time to record and chart behaviors, and if you can't make a connection after a week, try it for another week-long observation period. It will come together.
I hope this will be worth trying with your Down syndrome student. Good luck!
"I work with add/adhd/behavioral children. The most effective way of keeping control of my classroom I found was to give situps, pushups, and laps."
Last time I checked the above mentioned items were considered corporate punishment and were not allowed in a school. This is just as bad as hitting a child with a ruler. Maybe trying to understand the reason for the behaviors that your students are displaying would help you understand what their needs are.
SUBJECT: Re:Survey in Texas Date: 97-03-31 18:52:17 EDT
From: Mtmfam
The correct address for this site is http://www2.esc3.tenet.edu/bms/ Thank you.
I would like any information/research in regards to teachers' attitudes and
beliefs toward discipline and how it may often influence their choice on what
techniques might be used to manage their classroom
SUBJECT: Re:At - Risk High School: He Date: 97-04-05 18:06:43 EDT
From: MM Andera
after ten years working with at-rish high school kids."MONEY" is one of the mainthings that work. Also a lot of hands activities that they truely like.
SUBJECT: MR and behavior management Date: 97-04-06 00:56:28 EDT
From: BRUCKN4006
I am a graduate student seeking positive, age-appropriate behavior management strategies for secondary students with mental retardation and behavior problems in the regular school setting. There is little research available. HELP!
SUBJECT: Re:Need research information Date: 97-04-06 02:21:41 EDT
From: ROFIE
I observed an elementary class where the teacher used pinto beans as the token. When a child answered a question correctly she gave a bean, when they did an undesirable behavior she took one back, at the end of the week the children were able to purchase things from the "class store". For cpecial ed students you may have to shorten the length of time for the reward(store) to possible every day or every two days.
SUBJECT: Re:Need research information Date: 97-04-07 18:09:56 EDT
From: Neenee5890
I teach grades 9-12 developmentally handicapped students. My goal is to teach only "functional" skills to enable them for society. This is my token system that i am currently using..
Each student has a "pretend" savings account. The account number is their social security.. They can earn points for being on time, coming prepared, finishing their work, and proper behavior. They points they are awarded is placed into their savings account.. They can withdraw from their account to attend classroom movies, buy treats, homework passes, posters, and anything els they desire.. They are in charge of balancing their account and keeping all their receipts etc..
After they master the savings account we will begin a checking account.. The students love this because they can see it is something that they need and it also helps them to appreciate how much things really do cost.. I use to be a bank teller while in college and many many adults dont even know how to balance a book or correctly fill out a savings dep/wdraw...
If you have any questions, i can be reached at
Neenee5890@aol.com
I help this helps!! Good luck!
Lisa
SUBJECT: Re:Need research information Date: 97-04-09 20:00:38 EDT
From: KCarr75548
Lisa, I think that your savings account idea is about the best idea I've heard in a loooooong time.
Recently, my school moved from assertive discipline, with tons of rewards, to positive discipline, which frowns upon reward systems. This year it is optional, however, next it will be manditory. I have the SED classroom and my students have little to no intrinsic motivation. Even as they progress and succeed, they need the rewards to even try. I plan on trying to integrate the two approaches, however, I could use some information of increasing intrinsic motivation.
SUBJECT: Texas web survey Date: 97-04-10 01:34:10 EDT
From: Mtmfam
Only 16 days left to respond to the behavior management (disclipline) survey for parents, educators, university personnel, medical professionals etc... The Texas Education Agency and Regional Education Service Centers l, ll and lll are developing a critical issues document relating to these topics. Your help is needed in compiling information about the current practices, the issues surrounding those practices and quality policies and procedures. The address is: http://www2.esc3.tenet.edu/bms/ Thank you.
I find that many teachers are really struggling and need an opportunity for nurturing and support. There are going to be four Teacher Renewal Retreats offered this summer...this is an idea whose time has come. If you would like more info, e-mail DearEsther@aol.
I teach SLD high school. We just started block scheduling this year. As far as my kids are concerned, there are numerous times when they get antsy being confined in a class for 90 minutes. The key is to mix-up your curriculum. Design at least 4 activities per class period. It is especially great for SLD kids because we spend 3 days on a chapter and they are tested the same week, not teach-test a week later. Therefore, the info is still fresh in their minds. Grades have improved as a whole by the whole school compared to last year. Plus, the students have the opportunity to earn 8 credits, not 6 credits a year. My kids also didn't have me for the whole year-there is 2 90 day terms-it was nice-we didn't get sick of each other. I look forward to the same scheduling next year.
SUBJECT: Update on breast grabber Date: 97-04-14 20:39:21 EDT
From: TLVAIL
Dear susan and C1R2Meyer- thanks for your helpful responses. I couldn't talk the teachers and assistants into wearing cardboard but we all purposly dressed in baggy shirts to minimize the motivators for 2 weeks. Our child gets a very obvious look in his eyes right before he grabs and we had been giving him ends of nasal aspirators to squeeze every time he got the "look". After 2 days he started throwing them then grabbing. We carefully recorded each anticedent and it appears the only necessary component is a woman. The behaviors didn't decrease when charted and varied only by the number of different women around. He would only grab at the same woman up to 5 times in a day but everytime a new woman came in he would go for it. He loves fruit loops so we tried giving him one for every 5 minutes that he didn't grab saying- Good use of hands with the reinforcer.- Still haven't seen much change. Dad is getting very frustrated as he's doing this outside school also- Any other ideas?
SUBJECT: power of choice Date: 97-04-17 00:34:59 EDT
From: LN922
I have been teaching a SEI V11 program in New York. Over the past four years the behaviors have become increasingly worse. The violence is at an all time high, both to staff and students. We were hesitant to put in to effect power of choice, since this is a high school. On younger students it worked fine, but a child of 14 plus, we were not sure. Since Jan. 1997 there have been fewer incidents and "accidents". There has also been fewer Line of Duty injuries. I do not reward with money, since I feel a child should not be paid to behave correctly in school.
as a behavior specialist, i am constantly looking for additional info on this topic. i provide trainings to staff and always look for new materialto share, or different approaches to train staff.
please e-mail your ideas/comments to Gan star 2 @aol.com
SUBJECT: Re:At - Risk High School: He Date: 97-04-21 19:55:37 EDT
From: Neenee5890
Dear Seabed,
I teach developmentally handicapped students at an inner city high school..
Several of my students are involved w/ gangs, drugs, abusive parents, etc.. We have a high drop out rate at the school and even higher for the special ed students..
Here is an idea that has worked wonders forme re: ATTENDANCE.. If my students are absent then i call them at home.. I tell them that i miss them and care for them and ask when they will be returning.. I call each student regardless of their situation or criminal activities.. This has helped in a lot of ways. I have a current "gang member" drop out (age 21) trying to finish his last 6 weeks of school for graduation and i recently had a student shot and guess what, he came back to school w/out drs permission because he missed me!
Just the little effort of showing that you care really goes a long way.. Those that are involved w/ criminal activity i have asked if i should stop calling or if they mind and they all have told me to PLEASE CALL cuz iknow that YOU CARE! ..
I also send little cards home saying i miss you and when they do come ill write little notes to them telling them that im glad they are here... I even had one of my students miss 4 weeeks straight (i didnt call) cuz i was out w/ medical problems and he came in and said that hes been waiting for me to call and wanted to know why i didnt call..
I dont know if it will work w/ you but for me its been a godsend.. the only problem is that its too hard for me to call from my house cuz everyone has caller id... I will bew investing in a cellularphone for the next school yr! Keep trying and show them that you care!
LISA
SUBJECT: Re:Behav Mod. does it work?? Date: 97-05-01 09:19:31 EDT
From: FLCcenter
We all modify behavior just by being. The way we address students when we are pleased with them, the way we address them otherwise modifies their behavior in some way. The idea of behavior management and behavior modification is to be aware of the ways we can behave so as to effectively teach students (or children, or whoever), and to beware of the ways we can modify students behavior in more maladaptive ways. Students who have less success with learning appropriate behavior have either organic problems preventing them from learning in a classic sense, or have an environment that is teaching them maladaptive behaviors very effectively.
Regarding giving children situps, pushups and laps, remember....they are children, not military recruits. If those things are used as punishment, then how will they learn to enjoy physical fitness? (I wouldn't want to do something for fun if I looked at it as punishment!!!)
I teach emotionally disturbed children ages 11-14in a self contained classroom.I use a token economy and I teach in a very structured classroom. I have developed these strategies over the course of two years and find that they provide a good measure of security for my students. However, my students seem to be managed only by these structures and my goal is to teach self-management . They have a very strong external locus of control. Two weeks ago, I began to allow them to rate their own behaviors and thus give themselves points as part of the token economy. This seems to work well. I need more ideas for teaching them to manage themselves.
I try to provide them with opportunities for demonstrating responsible behaviors and for displaying generosity and leadership .
i was wondering if you are willing to shar any of your ideas with me or ones that have worked espically well for you. I would greatly appreciate it. Happy teacher apprection to you.
SUBJECT: Re:Update on breast grabber Date: 97-05-07 23:55:01 EDT
From: Wlirwin
My heart goes out to this boy's father because I know what he is going through. My son is 6 years old and likes to pull on women's shirts and look down them. He is nonverbal and low functioning. I have no answers for you but we try to be consistant with him by saying "No, Hands down." then I, of course, apologize to the person and explain that we are trying to teach him. People always seem to understand. I hope this is another phase that he will eventually grow out of. Have you tried consulting with a behavior specialist who has experience with nonverbal children? They do exist but are sometimes hard to find. The school district should pay for this if the behavior is interfering with the child's education. The father can call an IEP to discuss this and it is an option for him under the law. Keep us updated and good luck...
SUBJECT: Need Various BM programs!! Date: 97-05-09 14:37:44 EDT
From: CherylMari
I need a variety of behavior management programs (prefer internet resources so that I may link them to my web page) for a research project. Any help/resource would be greatly appreciated! :-)
Cheryl
SUBJECT: Behavior Mgt. Plan Date: 97-05-11 14:22:13 EDT
From: BRL62
I have a 6 year old son with cp, trach, seizure disorder, etc. Currently he does not have a consistent means of communication and we are using aug. com. When he becomes frustrated, bored, tired, or over/under stimulated he fuss and cries. I feel this is maily due to the fact that he cannot effectively communicate and no one at schools "listens" to him when he does try to communicate.
The school wrote up a behavior management plan which really only stated the things my son can or cannot do and one item stated that he cries or fusses when several children get around him. I do not feel he needs a behavior management plan because he is always happy and smiling except for those times when he is either ignored or left out of activities. The school thinks I am an unrealistic mother and I see my son doing things he cannot actually do.
Can anyone tell me when a Beh. Mgt. Plan is needed and actually what is supposed to be outlined in the plan?
Please e-mail me directly at BRL62
Thanks!
SUBJECT: behavior modification school Date: 97-05-12 13:37:55 EDT
From: FlyingL 65
My 14 year old is out of control....I need to find behavior modification school and alternatives, hopefully within 200 miles of Charlotte, NC. If not tell me about good and bad experiences everwhere
Need behavior management schools and alternatives for 14 year old...very rebellious...hopefully within 200 miles of charlotte NC...if not good and bad experiences anywhere
i work iun st louis at a self-contained school with bd kids........it sounds like your son requires a highly structured setting where there is therapy for social behavior as well as academics....we are allowed to restrain our kids(trained in CP-crisis prevention intervention) because our students become a safety issue to themselves or others.....my students earn their way back to regular school after they have learned the self control and work through a level system to better control themselves....let me know if i can help.....moteachr
I am curious. What happens to the students that refuse to work through your level system to get back to "regular" school? The ones that just give up because your level system is not worth working for to them?
I have worked in settings (private) where time-out, token economy, level system, etc. is used and I have found that they are necessary tools. In regards to what happens to students who never make it back to regular school, I think that it does not automatically mean that the level system has failed. The student may still move up and down the levels and learn success, personal control, etc. and never succeed enough to actually leave the school. That student can still graduate from that sperate school and still have learned enough to become a controlled and responsible adult. Students have succeeded in this fashion because I have met them after the fact. The real question is a question of economics. Is society willing to spend thousands more dollars to educate these students ? Is it a good investment that will save social costs in the future ? I think yes, but sometimes such resources are not available or allocated (like in city schools). As a side note, I now teach such students in an urban school system (Providence, RI). Although I feel that I cannot use such tools as time out (because of not enough support to go through with a mandatory time out), I suppose the school is trying to keep the students in the schools themselves, albeit in self-contained room (from which they have to work their way out of !). There are problems and I have ideas that I want to implement (using all techniques that are used in seperate settings). Hope this was helpful. Markstjohn@aol.com
you could allow them to ask you if they can award bonus points to other students for helpful behavior. You have to ok it of course. This might prompt teamwork (albeit for tokens) which decrease any agrimony that might exist or flare up. You have to be careful of course that this very process doesn't cause tension between any of the players.
SUBJECT: Re:At - Risk High School: He Date: 97-06-01 22:31:12 EDT
From: MarkStJohn
I agree Lisa. Supportive, appropriate adult role models are what these students never had. I work in a similar setting in Providence, RI and we call home for good and bad reasons. Attendence is a problem, followed by appropriate behavior once in school. It is a fine line to walk but always an interesting one !
SUBJECT: Re:power of choice Date: 97-06-01 22:43:25 EDT
From: MarkStJohn
One doesn't have to reward with money, just classroom script that allows the purchasing of healthy food, free time, etc. within the classroom. This also teaches students about working in the real world and what the basic rewards are (food, leisure activities after work). You control/decide what can be earned. It could be utilized as little as once a month, although I feel that more immediate reinforement is more effective and in line with the timeframe of the real world (our paychecks). One students saves his earned 'points' and occassionally asks us to get him a new music CD. Another student still needs to buy food as soon as he gets his 'pay packet' on Monday morning (from the week before). I could go on and on, but basically I don't think it is because the reinforcement is closely related to specific behaviors and we verbally explain that. Of course it is good to keep the 'pay' low so as to keep costs down and not to enter into the arena that I think you are concerned about (spoiling them?). Please write for more discussion
A friend and I have developed an affective program developed to teach emotionally challenged students to take responsibility for their behavior through the development of affective skills. Anyone interested, let me know.
SUBJECT: Re:At - Risk High School: He Date: 97-06-06 21:50:23 EDT
From: Valjo20
I've taught the same population for 12 years. If a student is truant they stay after school the next day till 6:00 and make up the work they miss. It turns out to be a great time to really get to know the student and they are caught up on the work (lthough it doesn't count for credit since it is an unexcused absence). Most kids only need to stay once, twice max before attendance is no longer a problem. I always make sure at all conferences with parents and IEPs that I talk about how important school attendance is to me and their child and how they are worth my time.
SUBJECT: Re:Need research information Date: 97-06-06 21:52:44 EDT
From: Valjo20
I also use the checking account system and got checkbook covers and registers from the local bank to add to the fun.
iwould like information on your affective ed program. i currently teach SED high school students and am always looking for suggestions on how to real sometimes the unreachable.
My son is bi-polar or manic depressive. He goes to a theraputic day school in Lake Villa, Illinois called the Stepping Stone Program of Allendale Association. He is considered BD/ED and at this school he gets individual counceling once a week, group once a week, and we have family counceling one every two weeks. This program is working wonders for my son. However, herein lies my problem. I will be moving to Florida soon, somewhere around the Leesburg/Lady Lake/Ocala area. I need to find a school suitable for my son somewhere in this area. His teaches and I have discussed mainstreaming for my son, but he still is not quiet ready for this. I raelly need to move but I really cannot see taking my son out of this program if he is not yet ready. You could say it would be like having cancer and only removing part of it and then trying to deal with what was left. I want to do this right for my son.
Please, if you have any information about special ed. school in the Leesburg/Lady Lake/Ocala area in Florida; or if you know a good sorce of information for the Florida school system, e-mail me at Excavare or
I saw a really neat tool for teaching decision making skills on the Internet yesterday. It is a CD edutainment game called Beat The Street! and is for parents and educators to use with kids aged 7-14. Fully animated with music, it seems to use situations children encounter every day both in and out of school, situations children are familiar with, and presents encounters for the child to make a choice. Each choice carries a consequence. The object is for the playetr to go to school, then play after school and get home safely all the while being subjected to situations where they must make good conflict preventing decisions. The address is: www.echelon1.com/BTS! I mention this because I bought one for my child and it seems to be an excellent medium for teaching decisions making skills to at risk kids. But I haven't yet received it so I will let you know when I get it.
For the Fall I need to revise my progressive daily reports to the parents. The children are ED , 2nd and 3rd graders.I prefer positive categories ,any suggestions.E-mail Lulu 2209
SUBJECT: Re:Behav Mod. does it work?? Date: 97-06-18 03:28:19 EDT
From: CaroMJones
Behavior Modification works...but should be done within a system.. Check out Common Sense Parenting by the Boys Town people in Nebraska...May have trainers in your area.
We have used their systems in schools and in homes for students in need of a structured way to deal with social skills needed in today's world.
SUBJECT: Re: Need research information Date: 97-06-18 03:32:56 EDT
From: CaroMJones
Cant email you at the address you left...have information but can't reach
To: Fun at 31. I have lots of information for you. It's an affective
education/behavior self-management program. I can send you some information highlighting the philosophy and an outline describing the program. Please email address and I'll be happy to send off or just write with some questions/specifics.
To: Walshaund, I'd be happy to send you information outlining the philosophy
and components of this program, SUCCESS FOR SCHOOLS. It is most helpful in a classroom as well as a school based program. Please email an adress I can send it to.
hi becka thanks for getting back to me. I work with SED students in a high school setting so any information or ideas about how to integrate into the current curriculum affective education and social skills information would be greatly appreciated!
Again, thanks for responding. I can be reached at Fun at 31 @ aol.com
much appreciated any new ideas a special education teacherof ten years tends to run out of clever original ideas:)
HI fun31, I NEED AN ADDRESS TO MAIL INFO TO. THE AFFECTIVE PROGRAM WE HAVE DEVELOPED IS CALLED 'SUCCESS FOR SCHOOLS'. IT IS TYPED UP ALREADY AND WOULD BE TOO TIME CONSUMING FOR ME TO EMAIL TO YOU. i CAN SEND IT THROUGH THE MAIL, WORK OR HOME. lET ME KNOW.
