Guiding BehaviorFirst StepDevelopmentally AppropriateSlide 4Children with DisabilitiesSlide 6Challenging BehaviorSlide 8Slide 9Slide 10Slide 11Slide 12Slide 13Slide 14Guiding BehaviorEDCI 336October 18, 2007First StepDevelop a behavior plan for your classroomShare your plan with familiesInvite feedbackAge appropriateIndividually appropriate–Children with disabilities–Learning styles–Cultural differencesDevelopmentally AppropriateDevelopmentally AppropriateKnowledge of age appropriate allows teachers to:– Know what to expect–Set reasonable expectations–Design activities and select appropriate strategiesChildren with DisabilitiesChallenges:–Communication–Ability to understand expectations–Limited exposure to group experiencesChildren with DisabilitiesTeachers must–Analyze impact of disability on behaviors–Decide on adaptations/modificationsChallenging BehaviorTypical challenging behaviorsProblematic behaviorsMaladaptive behaviorsChallenging BehaviorWhat can I do for this child?Table 8.1 page 208Guiding BehaviorEmbedding learning into activities or routinesModelingDirect TeachingGuiding BehaviorRole-playingPeer-mediated interventionsFeedback 10 positives to each negativeGuiding BehaviorReinforcement–Positive: adding something which increases likelihood the behavior will continueGuiding BehaviorReinforcement–Negative: Removing something which increases the likelihood the behavior will continueGuiding BehaviorConsider individual preferencesPair reinforcer with specific statement of positive behaviorGuiding BehaviorShaping behavior–Point of success–Successive approximations of desired