Individuation and Personalization

SPED 478/578Professor Ann Goldade

ppt. prepared by Mary-Ann RolfSummer, 2009

What Is It? The systematic assistance and support for which

the primary purpose is to help the student with personalization and internalization of information about alternative ways to behaving and viewing one’s beliefs, oneself and the world.

Students are systematically assisted in internalizing and personalizing new affective information and behavior skills.

-Bechard, 2003

Three Areas Targeted

A system should be in place for preventing and/or responding to emotional crises.

Students will benefit from formal and planned systems present to help them internalize and personalize, based on their experience.

Informal systems should be available, such as disability-specific interventions.

-Bechard, 2003

Social Skills/Replacement Behavior Training

Socials skills taught are an accepted practice for students with emotional and behavioral disorders.

Replacement behavior training will increase the effectiveness of social skills training.

E.g., students could be given a choice over classroom activities and when they are to be submitted to the teacher.

Students may learn to self-monitor (refer to a chart, keep a journal, or use a tally system).

-Maag, 2005

Promote EntrapmentEntrapment involves recruiting natural

communities of reinforcement when peers reinforce a target student for performing a socially appropriate behavior.

E.g., student may ask peers to join in a game. If this offer results in a positive response, it will likely be repeated in the future.

In the absence of entrapment, trained social skills are extinguished.

Student may need staff modeling and rehearsing to develop skill of initiating and maintaining activity.

-McConnell, 1987

Good Teaching Strategies are Essential

Good processing strategies are evident with the student

Student should be involved in the process such as self-regulating his/her behavior

Questions and comments acknowledge the student as a valued individual

Interaction between student and teacher is nonjudgmental

Students feelings are validated -Maag, 2005

Attention Deficit Hyperactivity Disorder

Behavior described as:• Hyperactivity (fidgety behaviors)• Inattention (distractibility-auditory, visual &

internal)• Impulsivity (does not stop to think before

speaking and does not stop to think before acting) -Long, 2007

ADHD InterventionsAllow non-disruptive, directed movement in

classroomAllow standing during seatworkUse activity as a rewardPermit specific activities (running an errand,

cleaning the board, organizing materials)Use teaching activities that encourage active

respondingUse preferential seating near the teacherDevelop a hand signal -Long, 2007

Generalized Anxiety DisorderDemonstrated by excessive worry about

events or activities (such as social functioning or school performance) and find it difficult to control these responses

Worrying affects sleep, concentration, and student may demonstrate irritability -Long, 2007

Generalized Anxiety Disorder Interventions

Help student monitor internal anxiety with a sense of control through “self talk”

E.g., student pretends that his obsessions or compulsions are like a “little monster” trying to trick him into performing these rituals.

Student is then shown ways to make the monster less threatening or powerful

Provide positive reinforcement such as verbal praise or a rewarding activity for demonstrating positive thoughts (journal or verbalization) -Long, 2007

Disruptive Behavior DisorderStudent frequently exhibits aggressive

behavior at school, at home, and while out in the community with family and friends.

Disruptive Behavior Disorder Interventions

Recommend professional counselingState clearly and firmly the positive, expected behaviors

(may use a visual chart paired with verbal)Accept student’s angry feelings but not the aggressive

behaviorRefer to the specific classroom rules that are appropriate

for aggressive behaviorEncourage student to make a good decision to solve

problemMake sure student, and not staff, is responsible for the

choice of behavior (interactive student/teacher journal)Affirm efforts made if student behavior improves -Long,

2007

Works Cited  Bechard, S., Borock, J., Cessna, K.K., & Neel, R.S. (2003). Quality

program indicators for children with emotional and behavior disorders. Beyond Behavior, 3-9.

  Long, N.J., Morse, W.C., Frank, A.F., & Newman, R.G. (2007). Conflict in

the classroom: Positive staff support for troubled students (6th ed.). Austin, TX: PRO-ED.

  Maag, J.W. (2005). Social skills training for youth with emotional and

behavioral disorders and learning disabilities: problems, conclusions, and suggestions. Exceptionality, (13(3), 155-172.

McConnell, S.R. (1987). Entrapment effects and the generalization and maintenance of social skills training for elementary school

students with behavioral disorders. Behavioral Disorders, 12, 252-263.