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DOCUMENT RESUME ED 380 971 EC 303 845 AUTHOR Carter, Susanne TITLE Interventions. Organizing Systems To Support Competent Social Behavior in Children and Youth. INSTITUTION Western Regional Resource Center, Eugene, OR. SPONS AGENCY Office of Special Education and Rehabilitative Services (ED), Washington, DC. PUB DATE Nov 94 CONTRACT H028-A30003 NOTE 348p. PUB TYPE Guides Non-Classroom Use (055) EDRS PRICE MFO1 /PC14 Plus Postage. DESCRIPTORS Behavior Change; *Behavior Disorders; Behavior Problems; *Classroom Techniques; *Educational Strategies; Elementary Secondary Education; *Emotional Disturbances; *Intervention; Program Effectiveness ABSTRACT This guide describes classroom and school interventions intended to meet the needs of students with emotional/behavioral disabilities and those at risk for developing these disabilities. The first section presents "Classroom Interventions," a compilation of 77 interventions which may be used in regular or self-contained classrooms. A brief description and source of further information are given for each intervention. Among the interventions described are the following: acceptance, active listening, aerobic exercise, anger management, art therapy, assertiveness training, behavior contracts, bibliotherapy, chaining, "Circle of Friends," classroom discipline plans, cooperative learning strategies, differential reinforcement of incompatible behaviors, direct instruction, discipline with dignity, early childhood interventions, functional analysis, home notes, mentoring, play therapy, prereferral intervention, reality therapy, relaxation training, self control curriculum, self-monitoring, social skills training, stress management, time out, and values clarification. The section on school interventions describes the following program interventions: the Boys Town Model, the CHAMPS (Children are Making Progress in School) program, the Commonwealth classroom, the COMP (Classroom Organization and Management Program) approach, the continuum of services for managing student behavior, Hewettic classroom management plan, and the Re-Ed model. Two extensive appendices provide additional information on implementing interventions, including record-keeping forms, examples, and guidelines. (Contains approximately 110 references and recommended readings.) ********************************************************************** * Reproductions supplied by EDRS are the best that can be made from the original document. *************,.********************************************************* U.S. DEPARTMENT OF EDUCATION Moe of Eoucational Research and Imprmment EDUc ATIONAL RESOURCES INFOR4ATION CENTER (ERIC) his document has been reproduced as received from the parson or organization originating it 0 Minor changes have been made to improve Organizing Systems to Support Competent reproduction quality. Points of view or onmionS stated in MI:docu- Social Behavior in Children and Youth ment do riot necessarily represent official 111111MIMOREMIESMOMEIMIMMIS OERI positron or policy. linteteventlions Author: Susanne Carter Layout Myrrh Sagrada Woe'. Processing: Arlene Russell November 1994 Western Regional Resource Center 1268 University of Oregon Eugene, OR 97403-1268 / This document was developed by the Western Regional Resource Center, Eugene,Oregon, pursuant to Cooperative L"Agreement Number H028-A30003 with the U.S. Department of Education, Office of SpecialEducation and Rehabilitative Services. However, the opinions expressed herein do not necessarily reflect theposition or policy of 6c,the U.S. Department of Education. Nor does mention of tradenames, commercial products, ororganizations imply (\e-) t :dorsement by the U.S. Government. [TAA#106-SED/BD] Orr ,q 4, Table of Contents Introduction Classroom Interventions Acceptance 1 Active Listening 1 Adoption by a Teacher 2 Aerobic Exercise 2 Aggression - Alternative Skills 2 Analyzing Behavior 3 Anger Management 3 Antiseptic Bouncing 5 Art Therapy 5 Assertiveness Training 6 Behavior Contracts 6 Behavior Support Teams 7 Bibliotherapy 8 Chaining 9 Circle of Friends 9 Classroom Atmosphere 10 Classroom Discipline Plans 11 Classroom Schedules 12 Classniom Space 13 Communication 13 Conference Calls 14 Cooperative Learning Strategies 14 Counseling 15 Curriculum Modifications 16 Differential Reinforcement of Incompatible Behaviors 16 Differential Reinforcement of Other Behaviors 17 Direct Instruction.. 17 Discipline with Dignity ... 18 Early Ch,ldhood Interventions 19 Environmental Engineering 20 Functional Analysis 20 TABLE OF COMMIS 21 G.O.T. IT! Problem Solving 21 Home Notes Instructional Principles to Remediate BehaviorProblems 22 22 Journal Writing 23 Level System 25 Life Space Intervention Managing Antecedents to Escalating Behaviors 28 28 Mer torirtg 29 Modeling 30 Music Therapy 31 Non-Verbal Cueing Non-Violent Physical Crisis Intervention 31 32 1-Minute Skill Builder 32 Overcorrection 33 Peer Buddy System 33 Peer Tutoring Personal Education Plan 34 34 Planned Ignoring 35 Play Therapy 36 Point Systems 36 Positive Practice 36 Positive Reinforcement 38 Precision Requests . 39 Preferral Intervention 40 Public Posting 40 Quiet Places 41 Raffle Tickets 41 Reality Therapy 42 Redirection 43 Relaxation Training 43 Response Cost 44 Schedule Changes 44 Self-Control Curriculum 44 Self-Esteem Training 45 Self-Management 48 Self-Monitoring 4 TABLE OF CONTENTS Service Learning 49 Shapiem. 50 Social Skills Training 50 Special Consideration for Teaching Young Children Social Competence 52 "Stop or I'll Shoot"-Managing Aggressive Behavior 54 Stress Management 54 Student Crisis Plan 56 Student Support Plan 57 Student Support Teams 58 Teacher Assistance Teams 59 Teacher Language 60 Teacher Movement 60 Teacher Praise 61 Teaching Good Classroom Behavior 61 Time On Computer Program 62 rune Out 63 Token Reinforcement Plan 64 Transitions 64 Turtle Technique 65 Values Clarification 65 Videotape Feedback 66 What If? Chart 67 'Yes' and 'No' Bag 67 School Interventions Boys Town Model 70 CHAMPS 70 Commonwealth Classroom 71 COMP: Classroom Organization and Management Program 71 A Continuum of Services for Managing Student Behavior 72 Hewett's Classroom Management Plan 72 Re-Ed Model 73 References 75 Recommended Sources 81 TABLZ OF COPHEIYIS Appendix A 85 Appendix B 353 6 iv Introduction Interventions is the third document in the seriesOrganizing Systems to Support Competent Social Behavior in Children and Youth to be publishedby the WRRC. Other titles in the same series include Model Programsand Services, Prevention, and Teacher Stress and Burnout. The series seeks to examine and analyze currentthinking and best strategies for: Promoting good mental health and socially competentbehaviors among students; Preventing the development of emotional/behavioraldisabilities and student involvement in gangs and violent actions by usingstrategies such as screening and earlyintervention, schoolwide discipline plans, and positive alternatives to violence and gang activities; Developing programs to meet the needs of students withemotional/ behavioral disabilities as well as those at risk for developingthese disabilities at the district, building, and classroom level; and Addressing the issues of stress and burnout among teachers whowork with students with emotional/behavioral disabilities. The interventions described in this document have beendivided into two sections- Classroom Interventions and School Interventions. TheClassroom Interventions portion of the document is a compilation of 77 interventions,presented in alphabetical order, which may be used in the regular classroom orself-contained classrooms for students with emotional and/or behavioral disabilities. ALLstudents may benefit from these interventions, especially those students with challengingbehavioral problems. Many of these interventions can be implemented without great costin time, materials or money. But, as Rhode, Jenson, and Reavis(1993) point out, "Nothing is free. The time required to implement the suggested techniques should be viewed byteachers as a wise investment. While some initial teacher time and planning are needed,the techniques will provide educational dividends in managing difficult students in thelong run that dearly outweigh the initial investments" (p. 1). The School Interventions section discusses seven programs and modelswhich have proven effective for students with significantbehavioral needs who may need more intensive treatments than can be offered in the regular classroom and mayrequire placement in segregated classrooms, at least at certain times. Many of the strategies discussed in the Classroom Interventions section may work effectivelywith these students as well. INTRODUCTION Supplemental information for ClassroomInterventions is included in AppendixA; information that supplements the SchoolInterventions section is included inAppendix B. The strategies included in thisdocument complement the preventionstrategies included in the document in this seriesentitled Organizing Systems to SupportCompetent Social Behavior in Children and Youth:Prevention. In particular, the sectionof the Prevention document devoted toSchool-wide Discipline and ClassroomManagement Plans includes proactive strategiesthat promote consistency and areeffective in preventing the development and escalationof behavioral problems amongstudents. HONORING CULTURAL, DP/ERSITY The choice of interventions used withstudents should acknowledge and respecteach student's culture, including his or herculture's belief system, familyorientation, religion,