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by Jess

ADHD Behavior Management – Teach Your Kids How

July 9, 2014 in Special Education Articles by Jess

This is a common refrain at our house – sound familiar?

“Son, you look like you’ve lost focus. What do you need to do to get back on task?”

Wouldn’t it be great if your son’s behavior management was his responsibility, not yours?

Recently, my sons answer made me laugh with pride, “I need a motivator!” he said with a huge smile on his face. He quickly created an incentive for himself (something to do with ice-cream I think) and finished his homework in record speed.

Motivation is a powerful tool for behavior management. We know that the ADHD brain needs to be motivated in order to maintain focus. It is powerful when our kids begin to understand the concept and create tools to help themselves. Read the rest of this entry →

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Book Review: The Behavior Code

July 17, 2012 in Book Review by Dennise Goldberg

Robert Langdon has nothing on Jessica Minahan and Nancy Rappaport.  While Robert Langdon was out cracking the DaVinci Code using symbology and being chased by deadly assassins Jessica and Nancy were hard at work in our public schools cracking “The Behavior Code” for our most challenging students.  In their new book, “The Behavior Code: A Practical Guide to Understanding and Teaching the Most Challenging Students,” Jessica and Nancy share their wisdom and experience working with the most misunderstood population in our schools.  This book is a must read for every Teacher in elementary school whether you are in a general education or special education setting.  I also highly recommend that Parents read this book as well to get an understanding of what it takes to change behavior and how important it is to carry these philosophies over to the home environment. Read the rest of this entry →

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Top 10 Considerations in Data Collection for Behavioral Issues

May 23, 2012 in Special Education Advisor Blog by Dennise Goldberg

Many schools use Data Collection when they are monitoring a child’s behavior. It helps them track the appropriate and inappropriate behavior of a student. The data will show patterns as to when and what triggers a specific type of behavior. In order to have a complete picture of a student with behavioral problems, data collection is essential during both structured and non-structured time. Therefore, when a behavioral goal is written, be as specific as possible when discussing how data will be collected. Read the rest of this entry →

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Why Teacher Education and Supports Matter for Children with Autism

April 27, 2012 in Special Education Advisor Blog by Doug Goldberg

The other day I read a blog by Phillip Hain, the West Region Director of Autism Speaks, called Why Awareness Matters that deeply disturbed me. In this blog Phillip shared a letter so ignorant, so abhorrent it made my skin crawl. It also made me angry, not only with the people who wrote the letter, but with the School this child attends. As you are all aware I am a Special Education Advocate and I spend my days championing for every child’s needs and writing Individualized Education Programs (IEPs) to meet those needs. Before we get into exactly why I am angry with the school and what IEP’s have to do with my anger I think it’s important for you to read the letter: Read the rest of this entry →

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by Jess

Good Functional Behavioral Assessments Lead to More Effective Behavior Intervention Plans

April 2, 2012 in Special Education Articles by Jess

Functional Behavioral Assessments (FBAs), when done correctly and thoroughly can uncover the motivation(s) behind a child’s behavior. Understanding why a child is acting out is critical to creating an effective Behavior Intervention Plan (BIP). BIPs are used to provide support, training, accommodations and strategies to children who exhibit inappropriate behavior at school. Writing a BIP without conducting an FBA can lead to valuable time being wasted on ineffective and/or inappropriate interventions.

Children exhibit inappropriate behaviors for four different reasons: to escape or avoid something, to gain something, for sensory reasons or for medical/physiological reasons. There is usually a primary reason that a child exhibits behavior but some children do exhibit behaviors for multiple reasons, which, of course, are more challenging to address. A particular behavior may look exactly the same for each of the reasons above so determining the reason(s) leads to properly addressing the behavior. For example, a child who is throwing a tantrum by flopping themselves on the floor, screaming and kicking could be exhibiting that behavior due to any of the four reasons. It could be avoidance because he was just told it was time to turn off the television and go to bed. It could be to gain attention because she needs to feel in control of situations and she was just told something she did not like. It could be because he is in a loud environment that is overly stimulating. And/or it could be because she is having an allergy to a food or substance in the environment. I would deal with each of these situations differently even though the behavior looks identical. Read the rest of this entry →

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Off Task Behavior Still Requires a Behavior Support Plan

October 21, 2011 in Special Education Advisor Blog by Dennise Goldberg

Children can exhibit off task behavior in the classroom for a variety of reasons. Maybe the student raises their hand every 2 minutes to ask the teacher a question, or they might lose focus during a math lesson when the task becomes too difficult. Whatever the reason is, a Behavior Support Plan is necessary to teach the student how to remain on task in the classroom so that they are not missing out on valuable learning time. I’m sure some of you out there are confused because you’ve only seen Behavior Support Plans for students who have disruptive behavior in class. Well I’m here to tell you that Behavior Support Plans also help students with off task behavior as well. Read the rest of this entry →

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