Introduction:
In this paper you will find several strategies the classroom teachers can use and implement in the classroom with their students who suffer from emotional and behavioral disorders. Selected interventions will provide information with the activities and assessments that will be used to help the teacher implement these procedures to help the students to become stronger socially, with cognitive and behavioral and emotional needs for our EBD students. Title of the strategy or principle:
Cognitive Behavioral Interventions: Strategies to students make better and wise behavioral choices. Explanation of its educational purpose – goal
Is to have an effective school-level prevention of behavioral problems, that require the teachers to provide the students with the skills and tools to promote positive behaviors from the students. Students will be taught how control their anger and be able to communicate better with others also able to do problem solving as well (Robison 2007).
A task analysis of teacher and student activities:
The activities are several performance that are related to designed and assist students with self-imaging behaviors, which include defining the problems, keeping focus, self-reinforcing, coping skills and steps in correcting errors. This basic plan will help teachers to design lessons that meet the needs of the students and the classroom which could be shorter duration on lessons or include boosting sessions presented throughout the school year; such as bi-weekly or monthly. With this students are more likely to maintain important life skills of the information presented to them throughout the school year.
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Student assessment procedures:
In order to maintain effective school-level prevention of behaviors a teacher can provide the student with skills and tools to facilitate positive student behavioral change. Students can be taught skills such as anger management, positive communication skills, and cognitive problem solving. These skills will allow the student to respond differently to issues that may arise. So this means if the instructional focus on teaching the required skills which will allow the teachers to use and implement such strategies appropriately and more effectively in the classroom. Strategy
Goal
Objective
Activities
Assessment
Anger coping program for grade 2-3
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. Any successful intervention with an aggressive preadolescent child can have 2 important kinds of results. The first result can be a positive impact on the child’s emotional adjustment on their current relationship with people and their surroundings. Aggressive children usually direct the behavior of others on those they think are against them. Helping the child to know that their action hurt the victims they verbally assault.
The second result; this intervention may help the child to reduce a long-term of negativity during the adolescent and adult years. Aggression is a behavior that forms in the middle school years to adulthood. But is caught and redirected in the early years can be successful. When the teacher has a different behavior towards the student this intervention can help the child as well. by giving the student direct and indirect services has proven to be most effective to the child.
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The second results is to allow some type of anger management program to come into the school that would meet weekly and for 6-8 weeks at least in small groups to allow the children to express themselves and give them tips on how to re-route their aggression in another manner or to even focus on school. Children can easily decrease their aggression and behaviors over a period of time and arable to keep the task of school work on time. this would take the parts of the parents and the teachers. Where teachers can respond to the aggression behavior in a consistently timely manner which would prove effective throughout the school year.
The same would be with parents in the home. This consistent would help the child not to focus on the behaving in a bad manner.
The opportunity to practice these skills in the nonthreatening environment increase the probability that the skills will stay and be consistent in a general atmosphere, the teacher-student problem solving becomes better as the school year moves along.
Reference:
Robinson, T. (2007, Fall 2007).
Cognitive Behavioral Interventions: Strategies to Help Students Make Wise Behavioral Choices. Beyond Behavior, 17(1), 7-13 Retrieved July 2009 from Education Research Complete database.
