Behavior Management in Special Education
Special Education

Author's note with contact information and more details on collegiate affiliation, etc.

Special Education utilizes a combination of methods of behavior management. Behavior management is a vital part of the service that Special Education provides. Behavior management is a series of systems and strategies to help develop more socially significant, useful, and appropriate behaviors. Special Education teachers in conjunction with the students' families and specialists, compose a plan of action to identify, target, and change behaviors and/or develop skills. This paper will focus upon the use of reinforcement as one of the methods of behavior management available to Special Education professionals.

Behavior Management in Special Education

There are various methods that Special Education teachers have at their disposal to contend with behaviors that require modification. It is best for Special Education teachers to be acutely aware of all their options for behavior modification and improved learning for their…...

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References:

Otten, K. & Tuttle, J. (2012) "Individual Reinforcement Systems." 2012 January 17.

"Reinforcement." (2010) 2012 January 16.

325).
obertson & Tang (1998) demonstrate through systematic analysis how commitment in an organization can be empirically measured and how organizations can use that information to improve organizational structures, systems, behaviors and thought processes. This can only be achieved through consistent, objective and systematic processes that automatically work to support a more diverse and functioning work environment.

Q4. Explain what is meant by the term "workforce diversity?"

Workforce diversity means different things to different people, leaders, organizations and researchers. Cohen & Krause (2000) define diversity in terms of political diversity, suggesting organizational behavior can result in a decline of performance when a lack of diversity exists within an organizational setting (p. 421). Other define workforce diversity as the ability of an organization to "link individuals and groups to organizational contexts" rather than have individuals focus on the differences that exist between them; meaning the more an organization works to expand its workforce…...

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References

Cohen, D.B., Krause, G.A. (2000). Presidents, chiefs of staff, and White House organizational behavior: Survey evidence from the Reagan and Bush Administrations. Presidential Studies Quarterly, 30(3): 421

Maier, M. & Messerschmidt, J.W. (1998) Commonalities, conflicts and contradictions in organizational masculinities: Exploring the gendered genesis of the challenger disaster. The Canadian Review of Sociology and Anthropology, 35(3): 325.

Mowday, R.T. & Sutton, R.L. (1993). Organizational Behavior: Linking individuals and groups to organizational contexts. Annual Review of Psychology, 44: 195+

Robertson, P.J., & Tang, S.Y. (1995). The role of commitment in collective action: Comparing the organizational behavior and rational choice perspectives. Public Administration Review, 55(1): 67-80.

An analysis of the B-level factors show the greatest variation is in creating and giving effective presentations and the focus on self-control and personal growth. My manager has very high expectations for each of their direct reports, and this is illustrated in the differences of these B-level factors. An analysis of the B-Level factors is shown in Figure B. Consistent with feedback on the a-Level Factors Analysis, my manager sees me highly effective at planning and running meetings including follow-up. When I asked about this score, the response was given of my strengths at the core management functions of planning, organizing, leading and controlling.

Figure B: B-Level Factors Analysis

My remaining attributes were classified as C-Level and are shown in Figure C: C-Level Factors Analysis. My manager and I agree I excel at recruiting new employees and interviewing them, in addition to onboarding them. My manager however states that my judgment on…...

Behavior Management
EDFD260 ASSESSMENT A: BEHAVIOU Management PLAN

Discuss your overall philosophy of behaviour management. efer to theoretical models / approaches which have influenced you.

On the whole, behavior cannot be controlled, but can only be guided. This overall philosophy of behavior management in the classroom, built in part on Glasser's Choice Theory and stemming strongly from Bill oger's Theory of discipline, especially the concept of directional choices (Andrius, 2012). These theories both assert that only individuals themselves can control their behavior, and thus instead of attempting to assert control the most effective way for an educator to manage classroom behavior is to suggest actions and behaviors that are desirable and conducive to creating an effective learning environment, rather than trying to command or control individuals to achieve this end (Andrius, 2012; Furr & Furr, 2012). Knowing that expectations must be clearly set and calmly adhered to while behavioral control is impossible is…...

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References

Andrius, J. (2012). The William Rogers Discipline Model. Accessed 18 September 2012.  http://www.teachermatters.com/classroom-discipline/models-of-discipline/the-william-rogers-model.html 

Furr, L. & Furr, W. (2012). Choice Theory Psychology. Accessed 18 September 2012.  http://www.choicetheory.com/

Behavior Management in Education -- Empowerment, not Punishment
When having a conversation with an educational colleague who does not believe in the concept of behavior management for young children, one would first explain what exactly the concept of behavior management is.

Fundamentally, behavior management is an empowering educational tool by which students are rewarded for exhibiting positive and desirable behavior in the classroom towards others and in regards to their learning, and discouraged from exhibiting negative behaviors.

This is accomplished by only rewarding positive behavior examples and by punishing children not through punitive measures so much as withholding the stimulus of a reward.

The strategy of behavior modification can be employed in a variety of age-appropriate settings, varying the demonstrable reward with the child's level of intellectual and emotional maturity. The issues of age appropriateness is particularly important to the theory of behavior management because the child must comprehend, not simply that his or…...

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In behavior management, a young child must first be shown how his or her needs can be met, through appropriate behavior, on a basic functional level. For instance, a very young child must understand that if he or she behaves appropriately, snack time will 'happen' as a result of his or her willingness to clean up his or her work space and prepare for this desirable activity. As the child grows older and becomes more cognizant of the needs of others, he or she begins to realize that the behavior of sharing brings about positive emotional and physical responses of mutual sharing in others and results in the formation of lasting friendships. However, a child will only be willing to share his or her snack, for instance, if he or she is receiving enough food at home, and can be reliably sure that his or her own sense of security -- the snack given at snack time -- will not be arbitrarily snatched away for no reason, because of no behavior of his or her own.

Positive and reliable reinforcement ultimately results in the child or young adolescent reaching the highest principle of the hierarchy, seeking fulfillment in the larger 'scheme of things' by helping others to achieve a sense of empowerment in the world. Greater responsibility leads to greater approval and a sense of internal empowerment and satisfaction on the hierarchy of needs. This value of behavior management is in evidence not simply for children who are within the conventional, accepted framework of developmental identity, but even those children with emotional and behavior problems. The concept of IDEA, for instance, an advocacy group designed to help such children, is based upon the idea of social modeling, which states that, by being educated with other children and being placed in a relatively unrestrictive environment, troubled children will have age-appropriate social models on which to model their behaviors. (CECP.AIR.ORG, 2004) In line with Erikson's theories of behavior modification, IDEA suggests that cloistering special-needs children away from other children denies them the ability to engage in age-appropriate interactions.

Although special needs children with additional emotional, intellectual, or behavioral needs may need individual tutoring and reinforcement outside of the classroom, they also require the social teaching that takes place in the context of a community that includes all individuals, and exposes them to the needs and apprehensions of others, and the system of behavior that rewards socially open and giving behavior and discourages behavior that is selfish and threatening to the needs of others.

Behavior Manage/Elementary
Behavior management is a huge component of classroom life that often takes new teachers by surprise. Presenting creative lessons in the context of a teacher education program is much different than in an actual classroom filled with lively elementary school students.

Kraft (2010) points out that teaching and learning can take place only when the proper environment is created and maintained. Inexperienced teachers in particular may resort to "draconian classroom management tactics" (p. 45) out of frustration and fear of loss of control. Well-established classroom procedures make the classroom a student-centered place rather than one that is teacher-centered. Kraft asserts that the best-behaved students are not the ones whose teacher has the strictest rules but the one who has the most interesting and engaging lessons.

Kraft honed his theory in a challenging environment: Life Academy, a small sub-school for at-risk ninth graders at Berkeley High School in California. The goal was…...

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Reference

Kraft, M.A. (2010). From ringmaster to conductor: 10 simple techniques can turn an unruly class into a productive one. Phi Delta Kappan 91(7), pp. 44-48.

Behavior Management
Lee Canter's theory on classroom discipline is designed to accomplish two primary objectives: 1) Increase teachers' efficiency when dealing with student disruption, and 2) to reduce incidences of unacceptable behavior by students by providing proactive instruction about expected student behavior (Burden, 2003). Canter recommends a three-step cycle of behavior management to increase the positive behavior of students and ensure a productive learning environment. The three-steps of the positive behavior management cycle are as follows: 1) Pre-teach the positive behaviors that students are to perform; 2) Use positive repetition to reinforce the incidence of desirable behaviors; and, 3) If undesirable behavior do occur, following implementation of steps 1) and 2) above, the negative consequences outline in students' Discipline Plan may be used. Underlying this three-step cycle is a belief that children learn to make good choices through clear follow-up with appropriate and understood positive and negative consequences (Arthur-Kelly et al.,…...

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References

Burden, P.R. (2003). Classroom management: Creating a successful learning community (2nd ed.). Hoboken, NJ: John Wiley.

Arthur-Kelly et al. (2006) "Classroom Management: Creating positive learning environments" (2nd ed.) Austin, TX: Thomson.

Behavior Management
Discussion Questions on Behavior Management

Managing a group of people requires managers have to understand the people very well. Appreciating the psychological differences like perceptions, aspirations, and motivations of people whether at the workplace or a classroom is a recipe for successful group management. Failure to understand these aspects can cause problems in the whole management process. The same concept is very applicable to a school set up. The head teacher has to understand the psychology of the children for him to administer them well. The ability to monitor the progress of students, especially the young ones requires that the teacher in charge understands each one of them at individual level.

Question 1

Disruptive behaviors are those behaviors that children have that make them turn against systems and go against the standard norm. Disruptive behaviors make children rebellious and go against the authorities placed before them. Disruptive behaviors also make children turn…...

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Work Cited

IRIS, (2015). The IRIS Center: Classroom Management Part 1. Retrieved January 28, 2015 from  http://iris.peabody.vanderbilt.edu/module/beh1/

The management in the making / influencing of a decision. In accordance to these criteria, the Competing Values Framework identifies four categories of organizational cultures:
Hierarchy, in which a strict chain of command is implemented

Market, in which control is sought, but emphasis is placed on customers

Clan, in which greater emphasis is placed on flexibility, rather than control, and fourth

Adhocracy, in which emphasis is placed on independence and control.

Finally, the Denison Culture Model is less structural and less focused on the creation and identification of specific types of culture. It is in fact constructed on a quarter of a century of research and its focus is that of aligning the organizational culture to the organizational features and goals. The Denison Culture Model is based "on the link between organizational culture and bottom-line performance measures such as return on investment, sales growth, quality, innovation and employee satisfaction" (Denison Consulting).

Unlike the previous two…...

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References:

Richman, T., 1999, the culture wars, Inc. Magazine,   last accessed on March 4, 2011http://www.inc.com/magazine/19990515/4702.html 

Deal and Kennedy's Cultural Model, Changing minds,   last accessed on March 4, 2011http://changingminds.org/explanations/culture/deal_kennedy_culture.htm 

Denison Culture Model, Denison Consulting, last accessed on March 4, 2011http://www.denisonconsulting.com/advantage/researchModel/model.aspx

The Competing Values Framework, Changing Minds,   last accessed on March 4, 2011http://changingminds.org/explanations/culture/competing_values.htm 

Classroom Management and Behavior
It is a confirmed fact that relationships are a critical component of both classroom and behavior management. This fact is particularly truthful when applied to male students. Current research indicates that, "For so many of the boys, the issue was not what subject or instructional approach engaged them, but rather for whom they might risk engagement and effort" (eichert & Hawley, 2014). Obviously, the boys denoted in this study are "risking" their effort for the instructor. Moreover, instructors that are able to create a positive relationship with students will be able to engage them better -- better engaged students require less disciplinary efforts than less engaged students. The efficacy of a positive relationship with students to the related ease of classroom and behavior management is described in the subsequent quotation: "You don't win on the strength of your argument. You win on the strength of your relationship"…...

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References

Budden, J. (2010). Establishing the ground rules. www.teachingenglish.org Retrieved from  http://www.teachingenglish.org.uk/language-assistant/teaching-tips/establishing-ground-rules .

Ferlazzo, L. (2015). Why viewing classroom management as a mystery can be a good thing. www.edweek.org Retrieved from  http://www.edweek.org/tm/articles/2015/03/24/why-viewing-classroom-management-as-a-mystery.html 

Goulston, M. (2013). Practical tips for overcoming resistance. Harvard Business Review. Retrieved from  https://hbr.org/2013/07/practical-tips-for-overcoming-r/ 

Paton, G. (2014). Shouting at children 'increases their behavior problems'. The Telegraph.  http://www.telegraph.co.uk/education/educationnews/10750525/Shouting-at-children-increases-their-behaviour-problems.html

For example, a teacher would tell a class of first graders to "Please keep your hands and feet to yourself" instead of "Don't hit or kick." It is a distinction that seems simple but has been proven effective.
Build apport

While it is essential to establish clear teacher-student boundaries, it is important for teachers to build rapport with their students. Guerico (2011) writes that teachers can be friendly without being a friend. Students do not automatically obey an authority figure, but will obey if they respect their teacher. Again, a calm demeanor and clear expectations are important to establishing a climate of respect. Guerico further suggests that teachers let students see them as human beings by putting a few personal items in the classroom (e.g., pictures of family or pets, banners of favorite sports teams). Likewise, teachers should find out about students' interests and, when possible, attend school events such as…...

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References

Clement, M.C. (2010). Preparing teacher for classroom management: The teacher educator's role. Delta Kappa Gamma Bulletin 77 (1), 41-44.

Denton, P., & Kriete, R. (2000). The first six-week of school. Turners Falls, MA: Northeast

Foundation for Children.

Frisby, B.N., & Martin, M.M. (2010). Instructor-student and student-student rapport in the classroom. Communication Education 59 (2), 146-164.

he had read Canter's various books; had seen his skills in practice, and was impressed. he decided to use Paul as 'case study' in order to base Canter's techniques on him.
The Cycle in practice

1. Rules

On Ms. Z's first day in school she underlines three letters on the blackboard: WL. This she explains stands for:

tudents Will Learn.

Beneath these she groups 4 rules (1. No calling out; 2. No leaving chair, 3. No eating in class, 4. Respectful talking and conduct to teacher and classmates.) On the wall, has already been pasted a colorful chart with the exact same rules, pictures illustrating their intent.

Miss Z. then carefully and thoroughly walks their content, explaining the rules and their parallel consequence (both reward and punishment -- although Canter seems to emphasize punishment) when obeyed or disobeyed. Miss Z. then asks students to restate the rules in their own language, questions the students to…...

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Sources

Canter, L. Assertive discipline: More than names on the board and marbles in a jar. Web. http://campus.dyc.edu/~drwaltz/FoundLearnTheory/FLT_readings/Canter.htm.

Canter, L. (1976). Assertive discipline: A take-charge approach for today's educator. Seal Beach: Canter & Assoc.

Canter, L. & Canter, M. (1992). Canter's assertive discipline: Positive behavior management for today's classroom. CA: Canter & Assoc.

Responsibility in Student ehavior
Previous research on behavior modification has varied in effectiveness with specific type of behavior, or class of behaviors, and the specific type of behavioral intervention (Packer, 2010). The research shows programs that attempt to teach skills, such as self-control and responsibility, as well as incorporate parents and home tend to be more effective than programs that just promote discipline or obedience. The management of contingencies, such as rewards based on good behavior, may reduce inappropriate behaviors if they are implemented classroom wide.

Educational experts feel that effective strategies should focus on prevention at the system and individual levels (Smallwood). Understanding the underlying drivers of the behavior will help to address the whole problem instead of just the end result. Underlying behaviors are complex, but include the lack of social skills, peer pressure, and frustration. It also helps to identify triggers that cause the behavior. The goal should be…...

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Bibliography

Marshall, M. & . (2004, Mar). Using a Discipline System to Promote Learning. Phi Delta Kappan, 85(7), 498-507.

Marshall, M. (2005, Sept/Oct). Discipline without Stress, Punishments, or Rewards. Retrieved from The Clearing House: http://www.drradloff.com/documents/discipline-without-stress-punishment-or-reward.pdf

Marshall, M. (n.d.). The Raise Responibility System. Retrieved from Marvin Marshall: http://www.marvimarshall.com/discipline/the-raise-resposibility-systemoveriew-of-the-system-2/

Packer, L. (2010). Is Behavior Modification Even Appropriate? Retrieved from Tourette Syndrome "Plus":  http://www.tourettesyndrome.net/behaviors/is-behavior-modification-even-appropriate/

School-Wide Behavior Management
POSITIVE BEHAVIO SUPPOT ATICLE EVIEW

Positive Behavior Support: Article eview

Positive Behavior Support (PBS) is best conceived of as a framework that governs how schools consider and make choices about the discipline in their schools, rather than a particular behavioral management approach. The article suggests a four-step process for schools to better integrate PBS into their secondary and tertiary responses to the 20% of students who do not respond to the initial approach. The four step iterative approach consists of the following: (a) prediction -- not only identifying which students are most likely to misbehave, but what other factors work to create the situations in which they do; (b) high-probability interventions, using the information gathered in the prediction to intervene and avoid possible misbehavior; (c) consistency, using interventions correctly and consistency; and (d) assessment, looking to see what students are still struggling and what can be done to help them.…...

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References

Scott, T.M., Alter, P.J., Rosenberg, M., & Borgmeier, C. (2010). Decision-making in Secondary and Tertiary Interventions of School-Wide Systems of Positive Behavior Support. Education & Treatment of Children, 33(4), 513-535. Retrieved from EBSCOhost.

Organizational Behavior and Management Coursework
The objective of this report is to describe the organizational changes in the context of strategy, structure and design as a result of the changes. The report also consists of recommendations on approaches to achieve organizational effectiveness for the organization identified.

With reference to a hypothetical organization example, the company which has been identified is ZingFresh Holdings Pte Ltd. As the subject organization of this report. The efficiency and effectiveness of their corporate structure will be the topic of discussion of the case study on how the organization uses its resources, controls coordination and motivation in order to achieve the organization's goals.

Introduction of the Organization:

ZingFresh Holdings Pte Ltd. is a producer of a variety of value brand and store brand foods like ready to eat meals, sauces and frozen pre-baked products. They are well-known for their 'ezymeal' 'ezyBBQ' and 'chef's choice' brand of healthy and tasty lasagne,…...

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Reference List

Colombo, M. & Delmastro, M., 2004. Delegation of Authority in Business Organizations: An Empirical Test. The Journal of Industrial Economics, 52(1), 53-80.

Gronroos, C., 1994. From Scientific Management to Service Management: A Management Perspective for the Age of Service Competition. International Journal of Service Industry Management, 5(1), 5-20.

Hackman, J. & Oldham, G., 1976. Motivation through the design of the work: test of a theory. Organizational Behavior and Human Performance, 16(2), 250-279.

Harris, J., 1997. Scientific Management, Bureau-Professionalism, New Managerialism: The Labour Process of State Social Work. British Journal of Social Work, 28(6), 839-862.

1. The impact of early intervention programs on the academic success of students with specific learning disabilities
2. The role of assistive technology in supporting planned interventions for students with specific learning disabilities
3. The effectiveness of individualized education plans in addressing the needs of students with specific learning disabilities
4. The importance of collaboration between families, educators, and service providers in implementing planned interventions for students with specific learning disabilities
5. The benefits of incorporating social-emotional learning strategies into intervention plans for students with specific learning disabilities
6. Exploring the connection between executive functioning skills and successful intervention strategies for students with specific learning....

I. Introduction
A. Overview of Restorative Justice and Punitive Measures in Schools
B. Thesis Statement - Restorative justice is more effective in schools compared to punitive measures for promoting positive behavior and a supportive learning environment.
II. Definition of Restorative Justice and Punitive Measures in Schools
A. Restorative Justice - focus on repairing harm, promoting accountability, and fostering positive relationships
B. Punitive Measures - focus on punishment, deterrence, and compliance with rules
III. Benefits of Restorative Justice in Schools
A. Promotes a sense of community and belonging among students
B. Encourages empathy, communication, and conflict resolution skills
C. Reduces the likelihood of....

Restorative Justice vs. Punitive Measures in Schools: A Comparative Analysis
Restorative justice and punitive measures represent contrasting approaches to behavior management in schools. While restorative justice focuses on repairing harm and empowering students, punitive measures emphasize punishment and control. This essay will compare the two approaches, exploring their principles, processes, and implications for student well-being and school climate.
Principles and Processes
Restorative justice is guided by principles of accountability, empathy, and community involvement. Students responsible for misconduct are encouraged to take ownership of their actions, understand the impact on others, and repair the damage they have caused. This involves facilitated dialogue between students,....

Student Behavior in the Classroom

The Impact of Classroom Environment on Student Behavior: How the physical, social, and emotional aspects of the classroom environment influence student behavior, both positively and negatively.
Strategies to Manage Student Disruptive Behavior: Explore effective interventions and strategies for managing disruptive behavior in the classroom, such as positive reinforcement, behavior contracts, and collaborative problem-solving.
The Role of Relationships in Shaping Student Behavior: Examine the importance of teacher-student relationships and peer relationships in promoting positive student behavior and reducing negative behaviors.
The Impact of Trauma and Adverse Childhood Experiences on Student Behavior: Discuss how traumatic experiences and....