Chapter+5-+Promoting+Social,+Emotional,+and+Behavioral+Development

=Scenario=

**Social Development**







= **Emotional Development** =



= **Behavioral Development** =

















Teaching Students with Learning Problems, 8th Edition, Cecil D. Mercer; Ann R. Mercer; Paige C. Pullen (2011)

= Commercial Measures of Adaptive Behavior =


 * ==//__ Adaptive behavior __// refers to the way an individual __adjusts__ to the demands and changes in the __physical__ and __social__ environment. ==


 * == Four measures of adaptive behavior: ==


 * ===// AAMR Adaptive Behavior Scale //===


 * **// Adaptive Behavior Assessment System // – //Second Edition// **


 * ===// Scales of Independent Behavior //// — //// Revised //===


 * ===// Vineland Adaptive Behavior Scales // – // Second Edition //===

= Self-Report Instruments =


 * == Self-report techniques allow students to report on their own specific behaviors. Self-report procedures obtain information directly from the students; thus, the information is totally subjective. ==


 * === Commercial Self-Report Instruments- primary means for assessing students self-concepts and for identifying areas that cause students anxiety or concern. ===


 * === Q-sort technique- procedure for investigating self-concept that can be used to identify areas for behavior modification ===


 * === Informal Self-Report Techniques- provide general idea of a student ’ s problems ===

= Sociometric Techniques (commonly used to assess social skills and related problems) =


 * == Sociometric techniques are commonly used to assess social skills and related problems. ==


 * == 3 categories: ==


 * === peer nominations- asking students to nominate peers according to non-behavioral criteria (such as preferred work partners, best friends, or preferred play partners) ===


 * === peer ratings- all students in the classroom rate one another on a Likert-type scale according to non-behavioral criteria ===


 * === peer assessment- students are asked to nominate or rate peers on several behavioral characteristics ===


 * == A sociogram provides a visual record of the group ’ s social structure. ==

= Naturalistic Observations =


 * ==__ Direct observation __ provides an in-depth study of possible problem behaviors identified by __rating scales, checklists, and interviews__. ==


 * === Observation of behavior- direct, systematic observation of student behavior can provide information and insights about the student ’ s social and emotional skills ===


 * === Observation of Teacher – Student Interaction – measuring interactions between the teacher and the students in the entire class ===


 * === Observation of Environment- when assessing students in social, emotional, or behavioral development the teacher should assess the students in different environments ===


 * === Role-Play Assessment- elicits student ’ s behavior in response to staged social interactions like receiving criticism, and the students response is recorded ===

= General Techniques for Promoting Social, Emotional, and Behavioral Development =


 * == Teach for success- Teachers should teach effective levels that lead to academic progress and it is important that feedback to success is well documented ==


 * == Focus on promoting proactivity- Teachers need to help the students that want to have a reactive existence to set goals, give them responsibilities, and help them to engage in self-appreciation (positive self-talk) ==


 * == Promote cooperation- The three techniques for coopereation are promoting positive interaction among students, using peer tutoring, and using cooperative learning ==


 * == Teach self-management- Teachers should instruct on the three catagories of self-management, which are self-monitoring, self-evaluation, and self-reinforcement ==


 * == Model target behaviors and attributes- The students need models to imitate and emulate regarding social skills, emotional states, and appropriate behavior. Teachers should teach cognitive behavior modification and set up models in the classroom ==


 * == Focus on motivation through behavior modification- Teachers should apply consequences with adolescents and use intrinsic and extrinsic reinforces ==

= Social Development Interventions = = Emotional Development Interventions = = Improving Mood States =
 * == Social Skills Curriculum: ==
 * === Conversation skills- using body language, greeting others, introducing yourself, applying active listening, answering questions, interrupting correctly, asking questions, saying good-bye, and conversing ===
 * === Friendship skills- Include making friends, saying thank you, giving compliments, accepting thanks, accepting compliments, joining group activities, starting activities with others, and giving help ===
 * === Skills for difficult situations- include giving criticism, accepting being told no, accepting criticism, following instructions, responding to teasing, resisting peer pressure, and apologizing ===
 * === Problem-solving skills- include negotiating, giving rationales, persuading, problem solving, getting help, and asking for feedback ===
 * == Bibliotherapy- teaching technique that uses reading materials to help students better understand themselves and their problems ==
 * == Attribution retraining- person ’ s beliefs on causes of events, students have different ideas about why they succeed or fail ==
 * == Life-space interviewing- a verbal strategy for intervention that can be used in the classroom to manage a crisis or an everyday problem ==
 * == Reality therapy- used to manage behaviors by teaching students to behave responsibly and to face reality ==
 * == Suggestions for dealing with temperament, suicide, and general personality variables: ==
 * === Projective techniques ===
 * ==== Role playing- students assume the role of a character and act out a brief episode that involves a problem ====
 * ==== Puppetry- puppets can help students experience different events and express feelings and emotions ====

= Instructional Games In Emotional Development =
 * == Personality Game- purpose of game is to help students better understand themselves ==


 * == Passport Program- the program is grounded in developmental theory and the principals of rational emotive behavior therapy. ==


 * == Thinking, Feeling, Behaving- curriculum is appropriate as a preventive or remedial program to help students learn to use positive health concepts in overcoming irrational beliefs, negative feelings, and attitudes, and the negative consequences that may result ==

= Behavioral Development Interventions = = Techniques For Managing Surface Behaviors =
 * == Discipline and fighting rank among the top problems facing public schools (Rose & Gallup 2006). ==
 * === Positive Reinforcement Plan- knowledge and application of reinforcement principals can help to manage a classroom ===
 * === Contingency Contracting- contracts between the student and the classroom teacher that can help motivate the student toward desirable behavior changes ===
 * === Token Systems- used widely in behavior modification and have been validated empirically for increasing desired behaviors of students with disabilities ===
 * === Extrinsic Reinforcement- many disruptive or aggressive students need extrinsic reinforcers to establish the habits of appropriate behavior ===
 * === Punishment- effective classroom management plan focuses on prevention or proactive strategies and minimizes the use of punishment ===

(e.g. laughing, passing notes, talking out of turn, humming, and pencil tapping)

 * ==// Planned ignoring- many behaviors will stop if they are ignored rather than the teacher giving them attention //==
 * ==// Signal interference- the use of a cue can alert the student to stop a particular behavior //==
 * ==// Proximity control- some disruptive behavior can be prevented by the teacher //// ’ //// s presence in the area of potential trouble //==
 * ==// Interest boosting- // some behaviors can be managed when the teacher shows a genuine interest in the student as an individual ==
 * ==// Tension reduction through humor- a humorous remark by the teacher can release tension in an emotional situation //==
 * ==// Hurdle lessons- teacher can lessen frustration by providing individual academic assistance //==
 * ==// Support from routine- // familiar routine can provide support to a student ==
 * ==// Direct appeal to value areas- teacher needs to be aware of the student //// ’ //// s personal values to appeal to them //==
 * ==// Removing seductive objects- items that distract the student can be removed from the classroom to avoid provoking disruptive behavior //==
 * ==// Antiseptic bouncing- // student can be removed from the classroom without permission ==

= Instructional Games In Behavioral Development =
 * == Picture Puzzle Game- encourage behavior over period of time by rewarding student with requested item when puzzle is complete ==
 * == Work Around the Circle- when the student has completed circle teacher should check assignment and give the student free time until all other students have worked their way back to their seat ==
 * == Principal ’ s Game- When the game is done and points are tallied let the principal come in and be able to award the reward ==
 * == Behavior Monopoly- a game similar to monopoly that uses a variety of reinforcers ==
 * == Speed Chase- the speed on a speedometer goes up as the student gets a correct answer on an assignment at the end of the day whoever is going faster wins a reward ==
 * == The Lottery- use a beeper and when that beeper goes off throughout the day the students that are following classroom rules at that time get a checkmark by name if they have 5 or more by end of day they are eligible for the daily drawing ==
 * == Good Behavior Game- split the class into teams and when a student acts up with behavior that team gets a tally mark the team with the fewest marks win s at the end of the day ==