Diese Präsentation wurde erfolgreich gemeldet.
Wir verwenden Ihre LinkedIn Profilangaben und Informationen zu Ihren Aktivitäten, um Anzeigen zu personalisieren und Ihnen relevantere Inhalte anzuzeigen. Sie können Ihre Anzeigeneinstellungen jederzeit ändern.

Presentationrussel

363 Aufrufe

Veröffentlicht am

Veröffentlicht in: Technologie, Gesundheit & Medizin
  • Loggen Sie sich ein, um Kommentare anzuzeigen.

  • Gehören Sie zu den Ersten, denen das gefällt!

Presentationrussel

  1. 1. Acting OUT ! Friends, Feelings & Behavior 1 2 3 4
  2. 2. Your Book Says… <ul><li>Besides having academic difficulties, students with learning disabilities have other problems such as </li></ul><ul><li>Social Challenges </li></ul><ul><li>Emotional Challenges </li></ul><ul><li>Behavioral Challenges </li></ul>
  3. 3. Reality 1 It’s not just students with disabilities.
  4. 4. Everyone is Challenged <ul><li>“ Hell is other people.” </li></ul><ul><li>Jean-Paul Sartre </li></ul><ul><li>“ I was lousy in school. Real screwed up. A moron. I was antisocial and didn't bother with the other kids. A really bad student. I didn't have any brains. I didn't know what I was doing there. That's why I became an actor.” </li></ul><ul><li>Anthony Hopkins </li></ul><ul><li>“ I have never let my schooling interfere with my education.” </li></ul><ul><li>Mark Twain </li></ul>
  5. 5. People are Annoying <ul><li>We irritate one another ALL THE TIME! </li></ul><ul><li>Needs </li></ul><ul><li>Wants </li></ul><ul><li>Manipulations </li></ul><ul><li>Demands </li></ul><ul><li>Requirements </li></ul><ul><li>Social hierarchies </li></ul><ul><li>Power games </li></ul><ul><li>Mind games </li></ul><ul><li>Verbal combat </li></ul><ul><li>Emotional harassment </li></ul>
  6. 6. We all LEARN to Tolerate Others Work in groups of 5—Using the worksheet, list 3 times in the last year that you have had problems with one of these. ACTION! <ul><li>Social conflict (SC) </li></ul><ul><li>Overwhelming emotional episode (EE) </li></ul><ul><li>Trouble NOT saying or doing something you know you shouldn’t (Resisting) </li></ul><ul><li>Trouble saying or doing something you know you SHOULD (Acting) </li></ul><ul><li>List the abbreviation for the challenge in the appropriate life domain column </li></ul>
  7. 7. Reality 2 It’s ALL BEHAVIOR
  8. 8. Watch & Record <ul><li>If you can observe it and record it, it must be behavior. </li></ul><ul><li>If you can’t observe it and record it, it’s a theory or a guess—not assessment </li></ul>Is self-reporting assessment?
  9. 9. Assessment is KING <ul><li>Strong assessment skills </li></ul>Poor assessment skills = = <ul><li>Good ideas </li></ul><ul><li>Creative solutions </li></ul><ul><li>Progress for students </li></ul><ul><li>Good work days for you </li></ul><ul><li>Migraines </li></ul><ul><li>Bruises </li></ul><ul><li>Frustrated students </li></ul><ul><li>Trips to the emergency room </li></ul><ul><li>Burnout for you </li></ul>
  10. 10. Data is Your Army <ul><li>Starts and restarts with DATA </li></ul>WATCH RECORD ANALYZE REPEAT
  11. 11. Your Book Says… <ul><li>Social challenges look like: </li></ul><ul><ul><li>Poor sensitivity to others </li></ul></ul><ul><ul><li>Poor handling of social interactions </li></ul></ul><ul><ul><li>Low frustration tolerance </li></ul></ul><ul><li>Emotional challenges look like: </li></ul><ul><ul><li>Depression </li></ul></ul><ul><ul><li>Lack of Resiliency </li></ul></ul><ul><ul><li>Anxiety </li></ul></ul><ul><li>Behavioral challenges look like: </li></ul><ul><ul><li>Acting out </li></ul></ul><ul><ul><li>Refusing to work </li></ul></ul><ul><ul><li>Seeking attention </li></ul></ul>
  12. 12. ACTION! Calculated Behavior Sweeties
  13. 13. Your Book Says… <ul><li>Social and Emotional assessment strategies include: </li></ul><ul><ul><li>Interview instruments - Questionnaires </li></ul></ul><ul><ul><li>Sociometrics – Quantitative evaluation of interpersonal and group interactions </li></ul></ul><ul><li>Behavioral assessment strategies include: </li></ul><ul><ul><li>Functional Behavioral assessment ABC’s </li></ul></ul>
  14. 14. Reality 2 It’s ALL BEHAVIOR
  15. 15. Behavior <ul><li>A ntecedent </li></ul><ul><li>B ehavior </li></ul><ul><li>C onsequence </li></ul><ul><li>If it’s ALL BEHAVIOR then there is and ABC for everything you can observe. </li></ul><ul><li>Think back to the videos. ABC’s? </li></ul><ul><li>Think of your own behavior. ABC’s? </li></ul>
  16. 16. ACTION! <ul><li>What will you watch? </li></ul><ul><li>How will you record it? </li></ul><ul><li>How much data will you capture? </li></ul><ul><li>How often? </li></ul><ul><li>In your group, review the case study and come up with a data collection strategy based on the questions above. </li></ul>
  17. 17. Your Book Says… <ul><li>People behave in ways to … </li></ul><ul><li>Access – to get attention, power, an object </li></ul><ul><li>Escape/Avoidance – Does not want to do a task because of fear of failure or embarrassment </li></ul><ul><li>Sensory stimulation – Over or under sensitive to certain stimuli </li></ul>
  18. 18. Educated Guessing <ul><li>Functional Behavioral Analysis???? </li></ul><ul><li>Access </li></ul><ul><ul><li>Sensory stimulation </li></ul></ul><ul><li>Avoidance </li></ul>What does a behavior data set mean? People are trying to get something or avoid something. WHAT?
  19. 19. Reality 3 There are mitigating factors
  20. 20. Factors in Assessment <ul><li>Rule out physical/medical factors first </li></ul><ul><ul><li>Medical and Neurological data must be taken and analyzed before behavior planning starts </li></ul></ul><ul><li>Environment </li></ul><ul><li>Cognition determines interpretation of stimuli and consequences. </li></ul><ul><li>The more complex and developed a person is, the more complex a functional behavioral analysis will be </li></ul>
  21. 21. Data is Your Army <ul><li>Starts and restarts with DATA </li></ul>WATCH RECORD ANALYZE REPEAT
  22. 22. Theory Established <ul><li>Functional analysis suggests a path </li></ul><ul><li>Try the path </li></ul><ul><li>Elements on the path </li></ul><ul><ul><li>Behavior programming </li></ul></ul><ul><ul><li>Therapy </li></ul></ul><ul><ul><li>Socialization training </li></ul></ul><ul><ul><li>Communication skills </li></ul></ul><ul><ul><li>Self-care </li></ul></ul><ul><ul><li>Self-advocacy </li></ul></ul><ul><ul><li>Independence </li></ul></ul><ul><ul><li>Modeling </li></ul></ul><ul><ul><li>Practice Opportunities </li></ul></ul><ul><ul><li>Anything under the sun </li></ul></ul>
  23. 23. The Programming Map Observe & Record Plan Assessment Observe & Record Rule out Physical/Medical Causes Analyze Recorded Data Theorize Function Plan & Implement Supports Analyze Recorded Data Evaluate Effectiveness
  24. 24. Devise a PROGRAM <ul><li>There is no single solution </li></ul><ul><li>Let assessment drive your work </li></ul><ul><li>Every student is completely unique and their program needs to reflect THEIR needs </li></ul><ul><li>Once a behavior is learned it is part of that person’s repertoire FOREVER. It will never disappear completely </li></ul>
  25. 25. Learn then INVENT! <ul><li>Learn all about methods and best practices </li></ul><ul><li>Get a strong foundation in theory and educational practice </li></ul><ul><li>Remember that there are mechanisms operating in all human behavioral choices </li></ul><ul><li>THEN INVENT A PROGRAM FOR EACH STUDENT </li></ul>
  26. 26. Creative Commons Citations <ul><li>Angry Girl-cc flickr Alesist's photostream </li></ul><ul><li>Sullen teen-cc flickr vanessa_hud's photostream </li></ul><ul><li>Crying boy-cc flicker JakoJellema (7j.nl)'s photostream </li></ul><ul><li>Frightened boy- cc flickr Joe the WOP's photostream </li></ul>

×