南京师范大学教育科学学院儿童社会性发展与教育英文课件Chapter7 Behaviour modification and Individual Education Plans.ppt

content The structure of behaviour modification programmes The use of individual education plans to support the programmes The structure of behaviour modification programmes Antecedents Family factors School/nursery/early years setting factors Child factors Situational factors Behaviour Factual, not emotional Precise about the frequency Specific, not general Situational, not general Consequences The child themselves, such as satisfaction, attention, guilt Other children, for example, fear, pleasure, being controlled Staff and other adults, for example, frustration, anger, gaining their attention The childs parents, for example, it upsets them, it is an embarrassment, it gains their attention. A ten-point action plan 1. Precisely and accurately describe the inappropriate or unwanted behaviour. 2. Consider the antecedents that may be important factors in causing the behaviour. 3. Consider carefully the situation in which the behaviour occurs. 4. List all the consequences that may be positive from the childs point of view. 5. Set understandable and obvious targets for change, and aim to achieve these targets in small, manageable steps. A ten-point action plan 6. Decide who will be responsible for implementing and monitoring the change. 7. Talk to and tell the child about the targets. 8. Pick a time to start the programme and decide upon a time to evaluate it, if the strategy is having an impact. 9. Implement the behaviour modification programme consistently during this time. 10. After the implementation stage, review its success, and adapt as needed. For any behaviour modification programme to work effectively, it must meet the following criteria Rules or boundaries must be established and the child must be aware of them. The child must be aware of the outcomes to the behaviours, regardless of whether they positive or negative. The outcomes must be appropriate to the age and development stage of the