COGNITIVE BEHAVIORAL SUPPORTS
Cognitive Behavior Supports
Many people with cognitive impairments can still exercise meta-cognitive skills by analyzing their own reasons for engaging in inappropriate behaviors. Certainly, the Special Education culture contains members who engage in the same dysfunctional behaviors as people who are not part of the SPED culture.
Here are some adaptive supports for teaching cognitive behavior modification. In this model, the student takes an active part in analyzing why certain behaviors do not work.
These visual supports are visual supports and based on a cognitive change program developed in the state of Oregon and designed as an evaluation system for prison inmates who volunteered for the Oregon SUMMIT Program. The system uses 10 abstract behaviorial characteristics. Each inmate was evaluated daily by several program staff members. A simple plus(+) and minus(-) system was used to record daily data about each inmate.
At the end of the week, each inmate was presented with the results of each behavior report. Advancement in the SUMMIT Program was determined by inmates' successful modification of negative, antisocial behaviors for which the inmate received a minus(-) on the evaluation sheet.
I have successfully used an adaptive version of this system in four adaptive life skills classrooms in the public school system. I found that each abstract behavioral concept could be presented in small group settings over the period of a school year. It did not take long for most students with developmentally determined varying abilities understood that it was better to receive ppluses than minuses.
The forms I used can be found below.
RIGHT CLICK ON EACH PAGE BELOW TO PRINTOUT THE EVALUATION FORMS AND WORKSHEETS FOR THE STUDENTS.
Here is a shorter version emphasizing five behaviors that be better understood by students in adaptive life skills classrooms.
Here is a student handout sheet showing each of the 10 adverse behaviors.
Higher functioning students, particularly those placed in emotional growth classrooms, might benefit from discussing concepts such as incarceration. Often the SED population consists of teens who feel immune to the juvenile justice system and pose an attitude of invulnerablity to behavior modification techniques.
A word of caution - when I used this worksheet with a student on the ASD scale, the student became obsessed with the idea of living in a cage. The campus security officer had to park his police vehicle out of sight of this student who was constantly attempting to break into the rear cage of the vehicle.