Term
| Strengths and Weaknesses of SWPBS (OE)-give 5 examples of each |
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Definition
chp 2
PBS=a proactive Framework of systemic and individualizes strategies for promoting safe and effective learning environments and providing social/emotional skills needed
Strengths: Emphasis on:
1-Evidence-based practice
2-positive reinforcement as opposed to punishment
3- promoting safety and positive school climate
4- data collection and analysis
5- 3 Tiers approach designed to serve all students
Weakness:
1-Focus on short-term complacence and not self-discipline
2-Limited perspective on the determinants of behavior
3-Resistance from teachers
4-Simplistic premise that direct teaching of rules (based on principles of behaviorism) is sufficient to product desired behavior
5-focus on ODR as measure of success inseatd of looking at school climate, increasing prosocial behavior or lasting changes in behavior |
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Term
Roots of Schoolwide PBS and SEL (OE)-give 5
(SEL foundation of PBS) |
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Definition
Roots of PBS- Behaviorism/ABA (Assertive discipline?)
Roots of SEL-student centered and constructivist theories of learning, students are active learners
SEL is grounded in social learning and cognitive theories that view learning and development as multidimensional, transactional and reciprocal
Social cognitive theory, moral development, prosaic development, peer relations and friendship, social motivation, authoritative discipline, social problem solving |
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Term
| Do Praise and reward undermine intrinsic motivation? (OE) |
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Definition
-THEY DO NOT WHEN USED IN AN INFORMATIVE INTERPERSONAL CONTEXT
-When rewards are used in controlling ways it undermines motivation or when social comparisons are made
-emphasis-not the self who is controlling the behvaior-but rather those who control the rewards (you do this and then u get a reward-more linked to tangibles than praise).
-social comparison-posting reward charts- "my behavior is less deserving"- students learn to be better than the norm and not mastery of the skill
-student attributes mediate the effect of the reward
-Dispositional praise = you worked really hard, you are kind and you like to share |
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Term
| Limitations of Praise And Rewards (OE) |
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Definition
1- individuals difference in preference and response to P&R
2-Teachers/Schools do not have access to (iPods) or control over the most reinforcing rewards
3-Public P&R is not appropriate at all ages
4-P&R can be satiating (lose effectiveness overtime)
5-Maximise effects- when teaching new behaviors much be given immediately and contingently-difficult to implement in school setting
6-teachers need training in how to use P&R correctly
7-often do not generalize outside setting in which they are applied
8-Must be sincere and credible
9-under some circumstances P&R may undermine development of self-dicispline |
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Term
| Recommended Use Of Praise & reward (OE) |
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Definition
1-use P&R for reasons other than positive reinforcement (i.e. support positive school climate and strength T-S relationships)
2-Focus on the message: emphasize information not controlling function (NOt- if u do this u get a reward)
3-Avoid teachings students that the reason to act morally and responsibly to is get P&R
4-P&R the emotional and cognitive processes/dispositions associated with SD (i.e. empathy, anger regulation)
5-Specify what is being praised and rewarded
6-Use o=only occasionally for behavior that is intrinsically motivated, more often for behavior that is not
7-P&R are continent upon success or effort
8-Communicate sincerity
9-Rely mor eon praise than reward (Private praise after early elementary)
10-Highlight present and future usefulness of behavior
11-Encourage self-evaluation/reinforcement and pride
12-Involve student in determine rewards and behaviors to be rewarded- and in P&Ring others
13-Administer in unexpected surprise fashion
14-All student have equal opportunity to earn
15-Be sensitive to individual/cultural/developmental differences
16-When using reward programs-address issues of social control- behavior and rewards are based on them
17-Use variety and novelty to prevent satiation
18-Plan for generalization and maintenance
19-Fade reward programs shortly after the expectations have been met |
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Term
| 2 Part Process on Correction |
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Definition
Part 1: Student Problem Solving
1)identify problem and explore why it occurred
2)Discuss why behavior is a problem
3) Encourage responsibility, accepting consequences and fixing problem when appropriate
4) Help student determine how to avoid repeating
-create reflective action plan
-Private problem solving meeting is held with disicplinay member of school
-guide student to reflect 9 why it was wrong/what contributed/why the student was responsible for negative outcomes)
-determine how they will respond differently next time
Part 2: Teacher/School Problem solving
-how to prevent
-how to foster self-discipline
-support students action plan (monitoring,reminding, reinforcement)
-make change sot environment and classroom as needed
-support from peers (buddy, trained peer, class discussion) and parent (notes home, meetings etc) |
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Term
| Character Ed in Early 1900's (MC) |
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Definition
Most teachers blended Indirect and direct instruction
-very few schools were models of progressive education (which was often associated with schools that failed to control their children)
Two factors lead to decline of character ed in 1940s-50s: 1-pressures on teachers to teach academics 2- challenges from parents concerning role of schools in teaching morals and values
-value classification (60s and 70s)-teacher help student clarify their own values rather than imposing values on the students. |
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Term
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Definition
-Three students were suspended from school for wearing black armbands to protest the Government's policy in Vietnam
-The Court found that the actions of the Tinkers in wearing armbands did not cause disruption and held that their activity represented constitutionally protected symbolic speech.
-Schools could no longer unilaterally and arbitrarily dictate students clothing, hair length, or what student said or wrote (as a result of this case and other cases in 60s and 70s) |
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Term
| Due Process Rights of Students (MC) |
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Definition
It is a Violation of students rights for a school to employ punitive practices that deny a student their education without due process (i.e. suspension up to 10 days)
-school cannot arbitrarily or unfairly suspend
-due process required= oral or written notice of charges; explanation of evidence supporting charges and an opportunity for student to question charges and present his/her opinion
-Should occur before student is removed from school
-exception-when student poses imminent danger to self or others (even with that exception-due process should occur ASAP) |
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Term
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Definition
5 main ideas:
1-Primary goal of behavior/misbehavior is social belonging (feelings of inferiority/low self-worth - cause misbehavior)
2-biased perceptions/faulty logic often account for misbehavior
3-self-discipline is key to democracy (autonomy is critical for self-discipline)
4-Individual difference in personality are important (cultural and family roles, etc)
5-4 goals and functions explain why students misbehavior (Attention Seeking; Power and Superiority; Revenge; Social Withdrawal-inferiority complex)
Driekur's Methods:
-Democratic teaching promotes SD and prevents behavior problems, A DT is
---Warm & friendly, sense of humor, sincere interest in child, confident in teaching and discipline, good organization and classroom management, respects all students, impartial, encouraging, foster democratic decision making, sincere recognition of efforts, involves all students in chores
-preferred indirect methods of teaching
-Never use praise, reward or punishment, instead use encouragement , natural and logical consequences***
-use classroom meetings
Strategies for correcting discipline problems:
Step 1: Identify and confront maladaptive goals ** (function of behavior-4 goals)
Step 2- Use natural and logical consequences |
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Term
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Definition
Point of discipline is to meet psychological needs of students
(two needs: relatedness/to be loved and self-worth)
-Teach responsibility=key to classroom discipline
-Self-evaluation and commitment to changes ones behavior
-Choice*** and responsibility (student's choose to misbehavior and they should take responsibility for their actions), teachers help in that process.
-"what are you doing? what should you be doing"-alternative behaviors (Reality Therapy)
****Guilt is a major motivator of moral behavior****
6 strategies for prevention:
1-Warm and positive T-S relationship***
2-Teach student social problem solving and responsibility
3-Teach values (including moral values)
4-democratic decision making-voice in classroom rules,etc
5-use motivating teaching methods/curricula
6-Avoid educational practices that lead to labeling (mixed ability groups preferred)
*Classroom meetings to discuss issues |
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Term
| Assertive/Canter & Canter (MC) |
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Definition
-Systematic use of rewards and punishment
-Teacher-centered model (D & G are student centered)
-focused on clear classroom expectations about behavior
-rule violators are corrected immediately
-direct and authoritarian (D&G are more indirect)
-No self-discipline
-Follow the discipline hierarchy
---punishments go from mild to severe
-----starts with warning->names on onboard - >time out/detention-> suspension
-----Rewards: teacher attention, positive notes, special privileges and marbles in jar
Note: 1976- more resent version are closer to PBS - more positive behavior management
*2001 3 part discipline plan= clear rules, supportive feedback and corrective actions |
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Term
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Definition
continuous-behavior reinforced every time-ideal for first establishing behavior
Intermittent- reinforced periodically
Positive R- When behavior occurs- give rewards to increase or maintain behavior
Negative R- When behavior occurs- removal or avoidance of negative stimuli to increase or maintain behavior (ex. suspension, teachers yelling)
Primary- biological (food, liquid or sex)
Secondary- tangibles |
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Term
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Definition
| -Teacher actively removing previously earned reinforcer when student is engaged in problem behavior |
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Term
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Definition
Opportunity to engage in highly prefer behaviors/activities can serve to reinforce less preferred behaviors
-clean your room and then you can play video games |
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Term
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Definition
Student asked to do 3 behaviors that the student typically performs with at least 70% compliance. Once student com pies, ask the student to do the thing that has lower probability
-technique reduces student's task refusal and strengthens compliance, increases on task behavior |
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Term
| Principle of Minimal Sufficiency (MC) |
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Definition
| using just enough external pressure to bring about compliance without making the student feel that they are being coerced- an adult is more like to foster intrinsic motivation and behavior change among students** |
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Term
| Manifestation Determination (MC) |
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Definition
Definition: An analysis of the causal relationship between students disability and the misconduct for which the student is being disciplined.
Required when Student with Dis has more than 10 suspension in a given school year. IEP team must conduct no later than 10 school days after the disciplinary action is taken.
***Two questions to address:
-was the behavior a result from the school failing to implement IEP or BIP? if yes- then student stays
-Was the behavior a result of student's disability? if no- then they are treated as a regular student and can be suspended or moved to alternative program (must still get FAPE)
-If moved to alternative setting- FBA and BIP are required |
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Term
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Definition
Functional behavior analysis- find function of behavior
-only require to do an FBA is their is a manifestation determination otherwise its recommended
**Problem behaviors serve some function for the student |
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Term
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Definition
| the process of promoting self-discipline by focusing on the needs and welfare of others and not the punishment per se |
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Term
| Lewin study- what happens to behavior under different teaching methods |
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Definition
Autocratic & Democratic-both behave when teacher is there
When absent- autocratic exhibited more behavior problems
Transition from autocratic to democratic is difficult at first. "Bedlam breaks loose" but then after time things calm down and the democratic works |
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Term
| What are the exceptions to the 10 day suspension rule |
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Definition
-serious bodily injury
-weapons
-drugs
-Threat of bodily injury
-do not permission to suspend if one of the four
**ALWAYS MUST PROVIDE FAPE
-also consider the pattern of suspicions and in what time period= "unique circumstances" |
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Term
| Authoritative vs. Authoritarian |
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Definition
Authoritative- development of SD and prevention even when correcting misbehavior. A balance between Demandingness and Responsiveness (warmth, support, guidance)
Authoritarian= punishment and value compliance not SD |
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Term
| General guide to correction of behavior (chp 9- some aspects in MC questions) |
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Definition
1-disciplincary encounters as educational opportunities
2-be fair
3-be consistent
4- be judicious (wise and sensible)
5-examine contributing factors
6-adhere to principle of minimal sufficiency, where feasible
7-recognize there is a right and wrong time for confrontation and social problem solving
8- always use punishment with other positive techniques
9-emphasize the impact of students behavior on others (induction)
10-encourage acceptance of responsibility
11-Be demanding and supportive |
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Term
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Definition
-decrease aggression and antisocial behavior in both short term and long term
-also reduces drug use (but this was not the answer on the practice test) |
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