They need consistency and good role models. You must work on behaviors sequentially, as they occur, not all of the behaviors simultaneously. They need frequent reminders and cues of expectations and frequent and clear feedback. There should be a comprehensive treatment plan. It must be grounded in behavioral principles and behavior therapy.
Pttls Assignment Theory Task 4 Simon Stewart WXB9746 Explain the ways in which you could establish ground rules, with your current/future learners that underpin behaviour and respect for others. Ground rules are described as, “An agreed code of behaviour within a learning group.” (Francis and Gould p266. )Ground rules are not just a collection of mandatory rules for example, those based around health and safety, but those which are agreed by the learner and their tutor. Ground rules are important to the whole group; it enables them to form a cohesive group promoting individual learning, giving the learners a sense of ownership of the rules and their learning environment and so that they know exactly what is expected of them when in the classroom environment. I would prepare a list of ground rules which would include, punctuality, turning off mobile phones, active listening, individual participation, hand in work on time and respect each other and their opinions.
Running Head: COGNITIVE BEHAVIORAL INTERVENTION APPROACH Cognitive Behavioral Intervention Approach SPE 357 Grand Canyon University July 27, 2014 Cognitive Behavioral Intervention Approach Many times our students come into our classrooms behaving in a rebellious way that would not be tolerated in a classroom or may display some emotional problems. Sometimes some assessments may need to be done to identify the student as having emotional and behavioral disorders (EBD). Teachers follow the protocol of the Functional Behavioral Assessment (FBA) to understand the student’s behavior along with their strengths and weaknesses. In order to ensure that we are truly trying every method possible to help our students with EBD, we must use the Cognitive Behavioral Intervention (CBI) Approach. The CBI is composed of several interventions or strategies that were created to help children with EBD manage their behavior in a variety of social settings.
Assessments are systematic and ongoing processes of providing usable and useful information about the needs of a target population to those who can and will use it to make judgments about policy and programs. They are necessary when it comes to implementing new programs as they are used to set goals, planning paths to achieve goals, assess progress and plan for improvement. Needs assessments are important tools for communities. They can have important impacts on policy-making decisions, provided they are carried out well and results are disseminated effectively. It is possible to conduct assessments on various subgroups of a community as opposed to the whole community.
According to Milstead (2013), evaluating the program using objective information to create a fair an accurate description is needed to be ethically responsible. This also includes providing the report in a timely manner. It is imperative to use the best study possible to correctly classify the results of the program. When a negative effect arises or the objectives of the program are not met. It is ethically required to report these findings.
The most important tools for effectively managing is indicating strategies for treatments programs of what is best for client services. The director’s part is having a thorough evaluation such as upgraded programs, and programs that will be implemented accordingly with specifications. An evaluation that can be helpful regarding the Consultation, and Education Department director’s situation, are the basics principles of an evaluation design. An evaluation presents new ideas for solving problems and identifies constraints that need to be considered. An evaluation defines what they need to know as well as when.
Foremost among the concerns and of interest to child development specialists are practices of socialization and culturally-relevant educational practices and programs. The basic purpose of the child developmental specialist is to enhance the child’s ability to develop on both social and cognitive levels, including language proficiency. (Goss, n.d.). The NCLB Act addressed the way children with disabilities are assessed. For instance, the Act mandated a change from the overreliance on objective tests to alternative forms of assessment that help students develop their talent (Eisner,
Functional behavior assessment (FBA) has been found to be a useful tool in developing effective individualized interventions for persons with severe disabilities who exhibit challenging behavior. However, this research typically has been conducted in settings that might be described as controlled (i.e., hospitals, special schools, etc.) (Nelson, Roberts, Mathur, & Rutherford, 1999). With the passage of the Individuals with Disabilities Education Act (IDEA) in 1997, FBA is now a required procedure for all students with disabilities in public educational programs under specific conditions (e.g., weapons or drug possession, when behavior warrants consideration of a change in educational placement). Since the adoption of these “discipline amendments,” descriptive accounts and limited research data on FBA for students with mild disabilities in more inclusive and public environments have appeared in the literature (e.g., Dunlap, Kern, Dunlap, Clarke, & Robbins,1991).
Cognitive Behavioral Intervention Approach September 14, 2014 As we all may know that teaching any child with any form of disability is quite difficult because there are many diagnoses of disorders, and many different forms of interventions. We have to be extremely mindful that we have the proper care and concern goes into planning a well intervention strategy. The goal of the educator is to teach students with emotional behavioral disorder’s social and adaptive forms of behaviors that they will be able to follow after school is over. Cognitive behavioral intervention can be defined as a psychotherapeutic approach that addresses dysfunctional emotions, maladaptive behaviors and cognitive processes, also with contents through a number of goal-oriented processes. The ability to guide a child
Evidence-based programs means if there exists good evidence that they have a positive impact on the outcome that they are designed to change. Any intervention should be based on a solid theory or theoretical perspective that has been validated by research [drug courts, cognitive behavioral interventions, gang prevention, truancy prevention, academic skills and enhancements to improve performance and enhance bonding, school classroom environment, restitution/probation, family functional therapy] (Lipsey M. and Wilson, D.,