Managing Behavior Research Paper

I find an effective tool for managing behaviour is to set firm ground rules at the beginning of the course. These include clear boundaries, and expectations. If this can be done in consultation with the students it can be extremely effective, as it gives them the responsibility of managing each other’s behavior. It is useful to note however, that set sanctions must also be clearly defined and followed as a consequence for breaking the rules for this technique to be effective. The use of reward is a good method of encouraging positive behavior, the use of praise, certificates and house points for example.

McKevitt, B. C., & Braaksma, A. D. (2008). Best practices in developing a positive behavior support system at the school level. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology (5th ed., pp. 735–747). Bethesda, MD: National Association of School Psychologists.

Students all have their own personalities, which affects their actions within the classroom. Many times, a students’ behavior is caused by outside factors causing them to act out with disruptive behaviors and disciplinary issues. During these times, a teacher must have a behavior management approach to deter similar behaviors in the future. Many first time teachers are unable to handle dealing with the behaviors and leave their jobs making it all the more important to come up with an effective behavior management approach to curtail those worrisome behaviors before it gets to that point (Sugai, 2009). In an effort to thoroughly discuss an efficient behavior management approach, a common disciplinary problem within classroom and the foundation of the issue will be considered. A combination of approaches may be to needed to stop behavioral issues, such as providing motivation and establishing rules and procedures in a clear way will deter behavioral issues. Finally, an in-depth look at the steps needed in order to implement the approach into the classroom.

The author, a professor of special education, is an expert in the areas of behavior disorders, the assessment and treatment of behavioral disorders and interventions for behavioral disorders. This article provides an objective and useful discussion regarding the relationship between Behavior Intervention Plans and the issues that must be address by school staff when developing and monitoring them. The author also provides readers with specific areas which must be address when developing Behavior Intervention Plans. The information provided may be useful for teachers and school staff.

The goal of this program is to 1. Change a student’s behavior, 2. Change the behavior of the teacher, 3. Or a combinations of both. The behavior modification approaches are directed toward helping a teacher manage the behaviors in the children in the classroom.

Teachers will develop new skills, receive interventions and broaden their knowledge of behavior interventions and strategies to use in the classroom setting. Research based strategies and interventions will be provided so that participants are able to pick up useful skills to build a successful toolbox of strategies to use for Tier 1 behavior support and interventions.

Robinson, T. (2007). Cognitive Behavioral Interventions: Strategies to Help Students Make Wise Behavioral Choices. Be

As an aspiring educator, classroom management is a key element in providing a healthy learning environment for students. Some students require behavior management plans in order to ensure their success as well as the learning success of peers. Behavior modification plans and/or intervention plans are commonly used amongst teachers, students, and parents.

Data was derived from several undergraduate programs that were directed towards in general elementary education preparation courses. This particular program required no prerequisite for courses in behavior management. Within this course, several students conducted a study, preserving training for the allotted time with less than 2 hours of class time. This time was used for individual interventions and conventions for student success. The data was then given to researchers Joseph H. Wehby and Lee Kern, and revealed the allotted an average of only 39 minutes to class-wide intervention (Wehby & Kern). The given data was from various interventions and observations, describing what intensive behavior interventions were, and how it applied to emotionally disturbed students in

It is important for a classroom teacher to set behavior goals for his or her students. Behavior goals should be directly related to the classroom management plan. Students should be expected to treat their peers and teachers with respect, show respect for classroom property, are kind and courteous in all speech and actions, work diligently to accomplish assigned tasks, and demonstrate self-respect and honesty. Establishing clear and consistent goals for the operation of the classroom helps to provide an atmosphere that is conducive to learning and lends itself to alleviating opportunities for misbehavior. As a teacher I will work to provide my students with positive goals for appropriate behavior. I will also clearly define the consequences for misbehavior so that students understand fully the repercussions for failing to act in accordance with the guidelines outlined in the classroom management plan.

I agree with the statement that according to the Center for Evidence-Based Policy, successful interventions involve proactivity, focused strategies, and applicability in the proper places. However, I differ on the fact that proactive measures are preferred over reactive measures to control behaviour. The positive process of bahavior support is a general or all-inclusive method of tackling a problematic behaviour or conduct in that it does not only take into account the behaviour itself, however, it also regards the characteristics or traits and the circumstances of the individual or child that exhibit that particular conduct, as well as the conditions together with people that are around it or that form the environment. Nevertheless, the interventions

| Organizations are a social invention helping us to achieve things collectively that we could not achieve alone.

3 -4 strategies that are directly related to the student’s targeted behavior and is within the realm of modification for the classroom teacher and the student.

Qualitative methods of research are used by I/O psychologist in organizational studies. I/O psychological may use methods such as test, questionnaires, rating scales, observation, ethnography and physiological measures to answer questions about behavior (Ehigie, 2005)

Organizations depend on the management and leadership skills of individuals in order to be successful. Leaders do not have to be managers but are equally important. Leaders are individuals who possess traits, behavior and abilities to influence others to accomplish tasks and other needed objectives for the company. Leadership is defined as “the ability of an individual to influence, motivate, and enable others to contribute toward the effectiveness and success of the organization. . . .” (House et al., 1999, pg. 184).