《儿童社会性发展与教育》中英文课件ppt chapter 7 行为矫正和个人教育计划

,Behaviour modification and Individual Education Plans,Chapter 7,content,The structure of behaviour modification programmes The use of individual education plans to support the programmes,.,.,.,The structure of behaviour modification programmes,structure,Behaviours,Consequences,Antecedents,Antecedents,Family factors School/nursery/early years setting factors Child factors Situational factors,Behaviour,Factual, not emotional Precise about the frequency Specific, not general Situational, not general,Consequences,The child themselves, such as satisfaction, attention, guilt Other children, for example, fear, pleasure, being controlled Staff and other adults, for example, frustration, anger, gaining their attention The childs parents, for example, it upsets them, it is an embarrassment, it gains their attention.,A ten-point action plan,1. Precisely and accurately describe the inappropriate or unwanted behaviour. 2. Consider the antecedents that may be important factors in causing the behaviour. 3. Consider carefully the situation in which the behaviour occurs. 4. List all the consequences that may be positive from the childs point of view. 5. Set understandable and obvious targets for change, and aim to achieve these targets in small, manageable steps.,6. Decide who will be responsible for implementing and monitoring the change. 7. Talk to and tell the child about the targets. 8. Pick a time to start the programme and decide upon a time to evaluate it, if the strategy is having an impact. 9. Implement the behaviour modification programme consistently during this time. 10. After the implementation stage, review its success, and adapt as needed.,A ten-point action plan,For any behaviour modification programme to work effectively, it must meet the following criteria,Rules or boundaries must be established and the child must be aware of them. The child must be aware of the outcomes to the behaviours, regardless of whether they positive or negative. The outcomes must be appropriate to the age and development stage of the child. The outcomes must be applied consistently, every time the behaviour occurs. The outcomes must be applied immediately. Outcomes must take into account individual likes and dislikes. The programme must involve all adults who have close contact with the child.,criteria,Practice,Scenario In a day nursery one of the two-year-olds has started biting other children and staff. Other parents have started to explain about the obvious bite marks on their children. The nursery staff find this behaviour unacceptable and want to stop the child from biting.,1. Describe the childs behaviour in terms of the ABC model. 2. What ,in your view, would be the most appropriate strategy to use to manage this behaviour? 3.Draw up an action plan to target any changes that you feel might be appropriate.,Scenario In a day nursery one of the two-year-olds has started biting other children and staff. Other parents have started to explain about the obvious bite marks on their children. The nursery staff find this behaviour unacceptable and want to stop the child from biting.,Answer the following questions:,Practice,The use of individual education plans to support behaviour modification programmes,the childs name and the date of birth a brief summary of the childs needs and or areas for development the targets who will be involved progress made, or criteria to measure success of the target date of review signatures of staff and parents,individual education plans,the information of an IEP,A step-by-step approach to writing an IEP,1. Identify the behaviour or issues that are causing concern. 2. Talk to other people who are involved with the child. 3. Talk to the child. 4. Decide what additional resources may be needed to support this child. 5. Decide exactly who will be involved with the setting of the targets, the implementation of the plan, the monitoring and review.,step-by-step,Information-gathering,Writing realistic targets,1. the IEP does not attempt to change or modify all aspects of the childs behaviour at once 2. targets need to be written that are positive 3. targets should build on success 4. consistant, focusd approach 5. the