Behavior Management
Homayra Elsayed
Touro College
Task 1
1-What did the teacher see when she went out into the hall?
The teacher went out in the hall and she saw the assistant teacher singing “Mary had a little lamb” as Megan was jumping and dancing to the lyrics of the song. The teacher also noticed how Megan seemed focused in singing and seemed less disruptive. When the teacher spoke to the assistant teacher what were they doing, the assistant teacher explained that Megan always requests songs to sing when they step out of the hallway.
2-What behavior management technique had the teacher planned for Megan?
As Dunlap (2009) states, “First, it is necessary to collect information as to how often the behavior occurs and evaluate its intensity and duration,” (p396). There might be an indication that the teacher may have to modify instruction or make group time interesting. If Megan likes to do active gross motor activities then the teacher should incorporate it during group time.
Before, the behavior management technique that the teacher had planned for Megan was to leave the classroom with the assistant teacher. The behavior management technique that she should now propose for Megan is to use rewards or Reinforcement. Knowing that Megan loves to sing or dance, the teacher can develop a specific plan. For instance, if Megan sits in group time quietly for read aloud then she should be rewarded by giving her the opportunity to choose a song that everyone in the group can participate. The teacher can also make a list of songs that Megan is interested and also have the assistant teacher take the active role in leading it. Megan should also receive verbal praises when she is sitting in during group time without being disruptive. Megan should also be given praises when she does not become disruptive before group time starts, at least 5 minutes before group time the teacher or assistant teacher can speak to Megan and discuss that she can choose a song if she goes into the rug quietly and follow directions.
3-Why was it not working and under what conditions would it be more likely to work?
Megan would be disruptive in order to seek attention to achieve what she wants before meeting time. The teacher and assistant teacher should have collaborated on monitoring Megan’s behavior. For instance once Megan starts to become disruptive it became a normal routine for her to leave the class with the assistant teacher. Thereupon such negative behavior is learned. Instead the head teacher wanted to have an easy time by moving Megan out of the classroom which inhibited her to learn concepts during group time. According to Dunlap (2009), “Teachers must consistently deal with behavior problems” (p 394). The teacher may need to increase positive classroom interactions such as Dunlap figure 13.1 states ‘plan ahead, and develop routines’ (p.395). Teacher should also analyze why does Megan dislike being in group time, should it be better that she sit with the assistant teacher for support while group time is conducted? Is group time boring? Or is it too hard for Megan to focus? Does Megan have short attention span?
It was crucial that Megan’s teacher should have analyzed Megan’s behavior and understands it rather than avoid it. Realistically, Megan’s negative behavior was created as a result in giving in to her demands. Thereupon the teachers have to work on Megan in providing a positive environment where Megan is respected as well as providing a consistent schedule.
4-Briefly describe how other behavior modification techniques could be used to improve Megan’s behavior
Other behavior modifications like extinction can be used. Although Megan wants to disrupt the group, the teacher can do Extinction. Extinction may be effective if Megan wants to control the situation by avoiding group time. The teacher can have the assistant teacher be a support for Megan to stay with her during group time but to avoid leaving the classroom. In a way they can ignore the behavior until group time is over. If Megan has a tantrum, the assistant teacher can take her to a quiet corner of the classroom but avoid leaving the classroom. Perhaps the next day, Megan can learn what is expected in the classroom. If Megan sits and avoids being disruptive in class then she should be automatically praised.
5-State how you would understand Megan’s behavior within an ECOLOGICAL MODEL, and what plan-of-action you would devise within the framework of this model
Megan’s behavior is a learned behavior and adults who have contributed into this behavior have increased it. As Deiner (2010) states “that an ECOLOGICAL model of behavior management focuses on interaction between the child and others in the environment”(p 234). If Megan is disruptive it is not her fault that she is pulled out of the classroom for it. Her negative behavior should have been stopped in the first place. According to Dunlap “the ecological perspective emphasizes the need to create environments that enhance the likelihood of positive behaviors and healthy emotional development rather than focus on correcting negative behaviors” (p190). I can agree with Dunlap because teachers often can tell students, stop repetitively which results the child ignoring the teacher. A plan of action according to this ecological model can be where the teacher reinforces the child’s behavior positively. Rewards, redirection as well as praises are the prime motivator for Megan as well as all students within the classroom.
If Megan’s behavior is seen a troubling factor, the teachers can set rules in the classroom if her home environment does not have it. At least the rules should be posted with pictures that Megan can understand. School environment is different from the home environment and her behavior at home seems normalized. Although her parents may see it as not a nuisance but in her classroom environment it is disruptive. Teachers, parents and therapists should make a plan together to help Megan on the expectations of the class rules, rewards and what positive approaches can aid Megan.
Task 2
Selecting ONE of these problems, describe the BEHAVIORAL approach to its alleviation that you would adopt with a pre-school child with a specified category of special needs
Temper Tantrums are common with children who may exhibit strong emotions with anger or frustration and they resort to screaming or crying. They may cry as parents or teachers who want to stop this negative behavior may give in to the child’s demands which would result in increase of the behavior. As a child with autism who has temper tantrums can be upset over something and a behavior approach should be adopted to help this child if it is being consistent. As Dunlap (2009) states, “Young children with language delays are more prone to throwing tantrums, likely due to their limited ability to communicate” (p.406). Preschool children do need help to regulate their emotions with teacher support, modeling and guidance. Sometimes temper tantrums can occur because the child is hungry, tired, over stimulated and other factors that teachers must look for cues in order to prevent the tantrum from occurring or helping the child deal with the temper tantrum in appropriate ways.
I felt that the YouTube (2015) video How to handle an autism tantrum was interesting as it discusses certain cues or approaches on why tantrums trigger in the first place. As mentioned in the video a child with autism who has tantrums may need to be redirected, ignoring them should be avoided. Teachers should also look for cues on the triggers that cause the tantrums. As Dunlap(2009) states. “The focus is on ignoring undesirable behavior while directing children toward more-desirable behavior” (p.402). For instance, my student who had Autism was struggling with transition because he started to have a tantrum. At that time his therapist called in sick and was not able to attend. My student looked at his picture book and saw her picture and when the teachers said she will not come; he threw himself on the floor and cried. His schedule was disrupted in which he had a tantrum. I called his mother and discussed the situation as she told him to redirect him regarding numbers. The only way was to take him to the library center to show him a book of numbers. Once he was distracted his tantrum slowly stopped. The behavioral approach that I used for this student was redirection.
Conclusion
It is always crucial that the teacher has a specific strategy at hand. Teachers must always know the student and use the correct behavioral Approach for the student who may be disruptive or have temper tantrums. For some students certain approaches like reinforcement, redirection, time out or extinction may work and sometimes it does not. Students with Autism can benefit from reinforcement and praises, while students with sensory processing disorder prefer redirection and praises. It all depends on what strategies work. When dealing with negative or undesired behavior the teacher must always observe the onset, duration and why the behavior occurs. Teachers can obtain support from parents and therapists on strategies to help the child when the behavior becomes out of hand. Moreover, certain undesired behavior can be learned, avoided as well as ignored depending on teacher strategy or approaches given to the child.
References
Dunlap, L.L. (2009) An Introduction to Early Childhood Special Education (Chapter 13)
Ohio: Pearson Education, Inc.
YouTube (2015, January 8). How to handle an autism tantrum [Video] Retrieved from:
Deiner P L (2010) Inclusive Early Childhood Education. California: Cengage (ISBN:
9781428320864) (available from the Touro College library). (p 233-234)