1. Ch.11: Issues and Concerns in
Behavior Management
Created by: Jerika Jenna G. Dee & Beridiana G. Balajadia
ED457/G Behavior Management in Special Education
Mrs. Cathy Cardenas

2. By the end of this presentation:
❖ you will be able to :
❖ describe recent practices in school service delivery
systems
❖ discuss potential impact of students from diverse ethnic,
cultural, and linguistic groups on behavior management
❖ discuss the potential impact of students at risk for
behavior problems
❖ describe continua of behavior management interventions
❖ explain behavior management as prevention

3. Integrated Framework and
Behavior Management
❖ Pyschodynamic
❖ Biobehavioral
❖ Environmental
❖ Behavioral

4. Ecological Perspective On
Behavior Management
❖ According to Bauer and Sapona
(1991)
❖ The role of the teacher in
behavior managements is to
facilitate the development of
each student rather than simply
to intervene in appropriate
behaviors.

5. Ecological Perspective:
Behavior Management
❖ Teachers must . . .
❖ students makes a significant contributions to the educational
process
❖ learning occurs when students feel a need to change or learn
❖ Learning is holistic
❖ Power of social context of the classroom on learning
❖ Personal understanding of learning and development
❖ Care about what takes place in the classroom

6. Education Issues that Impact
on Behavior Management
❖ Inclusion
❖ defined as the philosophy that all students, regardless of
disability, are a vital and integral part of the general
education system
❖ Integration
❖ Refers to the placement of learners with disabilities in
educational programs serving their peers

7. Basic Components of Inclusion
❖ 1. Students attend their district school
❖ 2. no more or no fewer learners with disabilities in a single
school
❖ 3. Zero-reject philosophy (no student could be excluded
from receiving educational services, regardless of disability
❖ 4. Placement would be age and grade appropriate
❖ 5. Special Education services and support will be provided in
the integrated environment
❖ 6. Cooperative learning and peer instructions provided in
the general education setting

8. Pre-referral Intervention
❖ Purpose
❖ To assist the student in the regular classroom and to avoid
identification as at-risk for disabilities and referral to special
education

9. Pre-referral Interventions . . .
❖ Teacher Assistance Team
❖ General and special education
teachers, school nurse,
psychologist, social worker,
administrator
❖ Collaborative consultation develops
interventions that increases school-
wide commitment and involvement

10. Aggression and Resistance in
❖ Aggression is define as
School
❖ hostile, injurious,or destructive behavior
or outlook especially when caused by
frustration
❖ Three essential elements in the development
of and modifications of aggression:
❖ Modeling
❖ Positive Reinforcement
❖ Negative Reinforcement

11. Aggression . . .
❖ According to Melloy (2000)
❖ Four Types of Aggressive and Violent
behaviors:
❖ Situational Violence
❖ Relationship Violence
❖ Predatory Violence
❖ Psychopathological Violence

12. Aggression
❖ Characteristics of the aggression
students:
❖ Deficits in social information
processing
❖ Poor impulse control
❖ Low frustration tolerance
❖ Limited ability to generate alternative
responses to stress
❖ Limited insight into the feeling of self
and others

13. Aggression: Stages of
Frustration
❖ Stages of Frustration ❖ Appropriate Teacher
Response
❖ Anxiety
❖ active listening, non-
❖ Non-Stress judgmental talk, surface
management strategies
❖ surface management,
proximity control,
interest boosting, hurdle
helping

14. Aggression: Stages of
Frustration
❖ Stages of Frustration ❖ Appropriate Teacher
Response
❖ Defensiveness
❖ reminder of rules, conflict,
❖ Physical Aggression resolution strategies,
acknowledgement &
❖ Tension reduction & regaining encouragement, redirecting
self-control
❖ Safety for all, removal of
student
❖ Punishment of supportive
intervention

15. Diversity and Behavior
Management
❖ Beliefs:
❖ Responsible for their own poor academic performance or
possess a defect
❖ Cultures or ethnic groups provide no academic support
❖ Schools do no differentiate their work to fit the needs of
various students
❖ Mismatch between students culture and that of the
school
❖ Held to the same “high” standards

16. Cultural Issues, Teacher
Behavior, and School Structures
❖ Social System Prospective:
❖ Schooling is generated through the interaction of the
student, teacher, family, community, and school
❖ Culture awareness
❖ Community partnership

17. Learning Styles and Diversity
❖ Learning Styles: ❖ According to Anderson
(2001)
❖ Auditory
❖ Learning styles are
❖ Visual not bipolar, either
one or the other
❖ Kinesthetic
❖ Rather, learning styles
fall on a continuum

18. Video: Classroom
Management Tips
hello there!

19. At Risk Students for Behavioral
Problems
❖ Who are at risk?
❖ disabled
❖ maltreated
❖ substitute care children
❖ children exposed prenatally to
alcohol and drugs
❖ Teachers need to be aware of
potential impact of these
conditions in behavior

20. ❖ CHARACTERISTICS:
Child ❖ fewer words
Maltreatment ❖ feels unlovable / unacceptable
❖ abused and neglected ❖ negative self image = decreased
children (physical/ competency and academic
mental,sexual,& neglected motivation
under 18)
❖ anxious, inattentive, apathetic,
and dependent
❖ disruptive,defiant,and
aggressive
❖ conversely - overly compliant
and wants to please others

21. Maltreated Children need to:
❖ predict events in
environment to facilitate
organization of behavior ❖ develop trust through
regulated, unambiguous,
❖ achieved desired objectives and consistent experiences
in socially acceptable ways
❖ develop self confidence,
❖ communicate openly with self motivation, and self
others and use control needed to enjoy
developmental language intellectual stimulation
and cognitive skills

22. Substitute Care
❖ when a primary caregivers are ❖ child can be moved from
persons other than their place to place very often
biological parents.
❖ approximately 600,000 are in
❖ can be relatives, informal or foster care - 70% school age
licensed foster parents,
adoptive families, or group ❖ school records usually
personnel incomplete due to constant
mobility
❖ sometimes temporary
❖ most of the time , can be for
long periods of time.

23. Activity:
Family Tree
Directions:
1. Create a simple family
tree
2. Present your family tree
to the class

24. What teachers can do for
children in substitute care:
❖ get information on child ❖ recognize that their will be
difficulty with peers and
❖ help the child advocate his or adults due to past experiences
her needs
❖ understand that there will be
❖ establish positive educational gaps and delays
relationships with the child’s
foster family and social ❖ avoid giving school
worker assignments that are
insensitive to nontraditional
❖ act as an advocate for the family structures.
child

25. Children exposed to prenatal substance
abuse (drug / alcohol)
❖ maternal behavior
associated with drug-
❖ exhibit more health care induced mental disorders
problems (medical, dental, are:
exposure to drugs, and lack of
timely prenatal care) ❖ seizures
❖ parents who use drugs neglect ❖ violent or aggressive
children hence, the children behavior
live in a dangerous
environment ❖ harming self
❖ impaired motor
coordination.

26. Effects of Prenatal Alcohol
Consumption
❖ fetal alcohol syndrome & possible fetal
alcohol effect.
❖ prenatal and post natal growth
retardations: weight, length, and head
circumference
❖ central nervous system involvements: signs
of abnormality, developmental delay, and
intellectual impairment
❖ common facial characteristics with at
least two symptoms: wide spaced eyes,
microcephaly, poorly developed median groove,
thin upper lip, flattening of jaw

27. Possible Fetal Alcohol Effect
❖ when two or more
symptoms are evident and
if the mother is suspected
of alcohol use during
pregnancy

28. Characteristics of children
prenatally expose to alcohol
❖ persistent distractibility and ❖ impulsive and disorganized
hyperactivity
❖ may experience stress
❖ poor attention span
❖ may receive little feedback
❖ longer reaction times
❖ experience lack of self esteem
❖ deficits in memory problem
solving, focusing, and
maintaining attention

29. Teacher and At Risk Student
❖ general education teachers behave
differently
Relationship
❖ at risk student feel:
❖ more teacher rejection
❖ low teacher expectations
❖ more negative and nonacademic
teacher feedback
❖ less academically engaged time
❖ fewer accommodations for their
behavioral and learning needs.

30. 7 Principles for teachers
implementing prevention strategies
❖ accommodate to the differences
❖ assess students strengths and
weaknesses (using functional
assessment strategies)
❖ apply a positive approach
❖ select the most appropriate and
effective strategies
❖ apply different grouping
❖ monitor strategies applied

31. Continua of Behavior
Management Interventions
❖ It has to be gradual. e.g.: rainbow
❖ Unethical for practitioners to impose
behavior management interventions
if it is more restrictive than necessary
❖ Suggest to create an inventory of
interventions that are available
❖ A continuum of behavioral
management interventions ensures
that the least restrictive intervention
is considered

32. Activity
Directions: 1. Go to pg.330 of text book 2. look for an
intervention that should be used according to Jacobs
behavior

33. Behavior Management as
prevention
❖ can be used as a
prevention of
inappropriate behavior by
systematically maintaining
acceptable behavior
❖ when a teacher
understands and applies
the principles of behavior
management problems and
conflicts can be avoided

34. What do you think?
❖ How would you include
maltreated students in
your classrom?
❖ What would do if you
realize you have a child
who lives in a foster home?
❖ How would you use
behavior management as a
prevention?

35. Summary
❖ As educational personnel, we want to create a classroom
culture that supports and welcome our students and their
families into the school setting.
❖ As educational personnel, we need to bring about awareness
in cultural differences in our lessons.
❖ As educational personnel, we want to have innovative ways
to address classroom management.
❖ Overall, if foundation is established ..educational goals can
be met!

36. Summary
❖ Students at risk include children with disabilities, maltreated children, substitute care
children, and drug/alcohol exposed children.
❖ Child maltreatment is a general term that describes both child abuse and neglect and
refers to physical and mental injury, sexual abuse, or neglect of a child.
❖ Children who maybe maltreated maybe defiant and disruptive, or compliant and
overtly concerned with pleasing.
❖ Children are said to be in substitute care when their primary caregivers are persons
other than their biological parents. Substitute care placement often includes foster
care.
❖ Families involved in substance abuse demonstrate disrupted parent-child interactions
and a shift in priorities from the child to the substance of choice
❖ Fetal alcohol effects and fetal alcohol syndrome are related to maternal prenatal
alcohol use.
❖ A continuum of behavioral management interventions insures that the least restrictive
intervention is considered

37. Resources
❖ Walker,J.E. Shea,T.M., & Bauer A. M. (2007). Behavior
Management: A practical approach for educators (9th
ed.). Columbus, OH: Pearson
❖ Anderson, J. (2001). Tailoring assessment to student learning
styles. In L. Suskie (Ed.), Assessment to promote deep learning.
Washington, DC: American Association for Higher Education.
❖ Bauer, A.M., & Sapona, R.H. (1991). Managing
Classrooms to facilitate learning. Upper Saddle River,
NJ:Prentice Hall.
❖ Melloy, K. (2000). Development of aggression
replacement behaviors in adolescents with emotional
disorders. Beyond Behavior, 10(2), 8-13.
❖ 10 Classroom Managing Tips. retrieved on July 09, 2012
from http://www.youtube.com/watch?