Results of a “Psychologically Wise” professional development to increase teacher use of proactive behavior management strategies

The purpose of this pilot study was to investigate the effect of instruction differentiation in preventive classroom management strategies on preservice teachers’ selected behaviors. Results indicated no significant main effect for treatment condition, and significant main effects for lesson type and microteaching session. Findings indicated that preservice teachers benefited from extended practice in preventive classroom management strategies; however, longer microteaching sessions might be needed to provide more occasions to implement such strategies. With opportunities to practically apply classroom management skills within a university course, preservice teachers might enter their careers with more of a focus on proactive behavior management.

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A Model for Addressing Crisis Behavior in Youth With Autism Spectrum Disorder Within a Functional and Contextual Framework

The Oxford Handbook of Autism and Co-Occurring Psychiatric Conditions ◽

10.1093/oxfordhb/9780190910761.013.20 ◽

2020 ◽

pp. 386-407

Author(s):

Bryan H. King ◽

Agnieszka Rynkiewicz ◽

Małgorzata Janas-Kozik ◽

Marta Tyszkiewicz-Nwafor

Keyword(s):

Autism Spectrum Disorder ◽

Behavior Management ◽

Management Strategies ◽

Autism Spectrum ◽

Spectrum Disorder ◽

Behavior Intervention Plan ◽

Intervention Plan ◽

Contextual Framework ◽

Multiple Issues ◽

Crisis Behavior

This chapter provides a model that extends the current resources available for crisis behavior assessment and intervention for youth with autism spectrum disorder (ASD) and co-occurring psychiatric conditions who are in crisis stabilization settings. Visual diagrams and intervention materials incorporated into this chapter illustrate the use of both preventative and responsive behavior management strategies that can be implemented in a time of crisis to stabilize and treat the psychiatric patient with ASD. The chapter begins with a review of a contextual method for evaluating and understanding the function of the presenting crisis behavior by considering the multiple issues that can underlie the crisis presentation. Working from this contextual model, the chapter then provides a blueprint for implementing intervention strategies to address crisis behaviors. This includes a table illustrating key elements to consider when developing a behavior intervention plan for dissemination and generalization.

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It Has Not Been a Good Day: Managing Difficult Behaviors of Relatives With Dementia

Innovation in Aging ◽

10.1093/geroni/igaa057.2192 ◽

2020 ◽

Vol 4 (Supplement_1) ◽

pp. 639-639

Author(s):

Karen Roberto ◽

Brandy Renee McCann ◽

Tina Savla ◽

Emily Hoyt ◽

Rosemary Blieszner ◽

...

Keyword(s):

Behavior Management ◽

Service Providers ◽

Management Strategies ◽

Educational Interventions ◽

Community Dwelling ◽

Behavior Understanding ◽

Supportive Environment ◽

Memory Problems ◽

Appropriate Care ◽

With Memory

Abstract Most family caregivers provide appropriate care and a supportive environment for their older relatives with dementia (PwD), yet the stress and strain associated with caregiving can trigger potentially harmful responses. Although much has been written about dealing with memory problems, researchers know less about how caregivers cope with difficult behaviors such as hallucinations, violent outbursts, or refusing food, medicine, or bathing. Interviews with 30 relatives providing care to community-dwelling PwD in rural Virginia revealed that caregivers typically used four behavior management strategies: reasoning with PwD; redirecting PwD’s attention; forceful actions, such as shouting at PwD; and withdrawing from interactions. Forceful management strategies and withdrawing from interactions were usually employed after reasoning and redirection failed to elicit desired behavior. Understanding whether caregivers’ expectations of PwD’s capacities are realistic, and why and when caregivers use various behavior management strategies, can help service providers develop appropriate educational interventions for frustrated caregivers.

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Evaluation of increasing antecedent specificity in goal statements on adherence to positive behavior-management strategies

Journal of Applied Behavior Analysis ◽

10.1002/jaba.321 ◽

2016 ◽

Vol 49 (4) ◽

pp. 768-779 ◽

Cited By ~ 2

Author(s):

Corey M. Cohrs ◽

Mark D. Shriver ◽

Raymond V. Burke ◽

Keith D. Allen

Keyword(s):

Behavior Management ◽

Management Strategies ◽

Positive Behavior

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An Adaptation of Multitiered Systems of Professional Development to Support Teacher Implementation of Tier 2 Behavioral Supports

Beyond Behavior ◽

10.1177/10742956211026672 ◽

2021 ◽

pp. 107429562110266

Author(s):

Mark D. Samudre ◽

Jonathan L. Burt ◽

Lauren M. LeJeune

Keyword(s):

Professional Development ◽

General Education ◽

Behavior Management ◽

Behavioral Interventions ◽

Tier 2 ◽

Teacher Implementation ◽

Behavioral Supports ◽

Intervention Team ◽

Intensive Approach ◽

Support Teacher

General education teachers encounter challenges with behavior management that are compounded by limited experience and training on implementing targeted behavioral supports. One research-based method to support teacher implementation of behavioral interventions is on-site coaching. Unfortunately, coaching can be a time- and resource-intensive approach to professional development. The purpose of this article is to provide intervention team leaders with a step-by-step process for providing feasible coaching support to teacher implementers of Tier 2 behavioral supports.

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The effectiveness of talent management strategies in the development of human resources teaching from the point of view of the leaders and members of the faculty of Taibah University

المجلة العربية للعلوم ونشر الأبحاث مجلة العلوم التربوية والنفسية ◽

10.26389/ajsrp.b140319 ◽

2019 ◽

Vol 3 (15) ◽

Author(s):

Badrya Abdullah Al-Skran

Keyword(s):

Professional Development ◽

Human Resources ◽

Human Resource Development ◽

Human Resource ◽

Management Strategies ◽

Resource Development ◽

Talent Management ◽

Point Of View ◽

The University ◽

Open Question

The study aimed to identify the effectiveness of talent management strategies in human resource development at the University of Taibah, And to develop the necessary scientific solutions and recommendations, which can contribute to enhancing the effectiveness of talent management strategies in human resource development. Using the descriptive approach, study sample consisted of 67 leader, the leader of the 95 representing the entire community of the original study, and88member of the faculty members out of 365. The study relied on questionnaire tool, included thirty-eight parts, distributed over four axes, polarization, the discovery, the professional development, and the retention. In addition to an open question. The study found a range of results, which are; The general grade of the effectiveness of talent management strategies in human resources development at the University of Taibah from the perspective of leaders and members of the faculty average, is a mean 3.13.The polarization strategy is the most effective in the talent management in the development of human resources at the University of Taibah, a mean 3.35. The second was professional development with an average (3.17) and third discovery with an average of (3.09) The retention strategy came to be the least strategy in the talent management effectiveness in human resource development at the University of Taibah, a mean 2.93.In light of the results , a number of recommendations and suggestions.

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