BEHAVIOR SUPPORTS

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Welcome to Pops Spedster's Place, where special education teachers, parents and students will find instructional supports and accommodations for people with intellectual disabilities resulting from low incidence and acquired impairments. At Pops Spedster's Place, we use Developmentally Appropriate Instruction (DAI) to teach academic and functional skills related to developmental assessments and Common Core State Standards.

 

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TABLE OF CONTENTS

 

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Data Sheets
 
 

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COGNITIVE SUPPORTS ARE APPROPRIATE FOR INDIVIDUALS WITH BEHAVIORS THAT THEY ARE ABLE TO RECOGNIZE IN THEMSELVES. IN THE CASE OF AUTISM, MANY INDIVIDUALS AFFECTED BY THIS DISORDER HAVE A HARD TIME RECOGNIZING MEANING IN THE FACIAL EXPRESSIONS OF OTHERS.

CLICK ON THE LINK BELOW TO SEE A DISCUSSION AND VIDEO ABOUT COGNITIVE SUPPORTS.

Cognitive Suppports
 
 
 
 
 

 

 





 

 

 

 

 

 

Behavior Supports

 

Because adults with disabilities often do not possess the cognitive ability to manage their own behavior, experts in the behavioral sciences have devised various programs to address the behavioral needs of people with impaired cognitive functioning. Often, these programs come down to one simple concept – reward positive behavior constantly and replace unwanted behaviors with socially acceptable behaviors.

 

In a developmentally appropriate continuum, however attention should be given to the cognitive abilities of each individual adult. In this model, assessment of the adult’s ability to manage personal behavior should be the basis for developing an instructional plan that considers individual cognitive abilities.

 

Under IDEA, we often ask the question, “Does this person have behaviors which impede his or her own learning and/ or the learning of others?” If the answer is that the person does have such behaviors, the statute requires that we initiate various functional behavior assessments to determine the cause of the undesirable behavior, to determine what environmental conditions exist that reinforce the undesirable behavior and to determine if the behaviors are the related to the individual’s specific disability.

 

A behavior specialist then typically writes a positive behavior support plan for that individual student and for staff dealing with that student. Data is collected in the process, and used to help the instructional team promote that evasive quality – the self-regulating person with cognitive developmental impairment.

 

Adaptive Life Skill (ALS) settings however, attempt to duplicate and/ or simulate real world experiences and settings. Academic skills are emphasized only in a functional context in terms of the extent to which the academic skill is involved in daily functional routines.

 

Where undesirable behaviors are concerned in the ALS setting, attention should be given to emphasizing and increasing the adult student’s awareness of social context and the need to engage in positive, pro-social behavior in this environment which also emphasizes vocational skills. In short, in the ALS setting, the social fabric of instruction is no longer reading and writing, as much as it is simply getting along with fellow workers in a cooperative setting.

BEHAVE

 

 

SOMETIMES, IT HELPS WHEN WE CAN NAME HOW WE ARE FEELING, THESE ARE BODY LANGUAGE SYMBOLS FOR SOME OF OUR FEELINGS.

 

MOUSERIGHT CLICK ON EACH CARTOON TO PRINT COPIES FOR STUDENTS.

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ANGER

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FEAR

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PAIN

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ANNOYED

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GREETING

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GUILTY

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MOUSERIGHT CLICK ON THIS QUIZ TO PRINT COPIES FOR STUDENTS.

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QUIZ

 

 

 

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SOMETIMES WE FEEL HURT WHEN OTHERS TEASE US. SOMETIMES WE HURT OTHERS BY TEASING THEM. THE OLD SAYING GOES "STICKS AND STONES CAN B REAK MY BONES. BUT WORDS CAN NEVER HURT ME." IS THAT OLD SAYING TRUE? OR CAN WORDS HURT US?

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MOUSERIGHT CLICK AND PRINT OUT THIS EXERCISE ABOUT TEASING.

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TEASE

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Send mail to - popspedster@gmail.com with questions or comments about this web site.
Copyright © 2008 Popspedster and Company
Last modified: 4/14/2014

CONTACT US AT -

POPS SPEDSTER AND COMPANY
1627 GOLDCREST AVE. NW
SALEM, OR 97304

PHONE - 503-949-6776