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**__Chapter #5__** __**Chapter Outline**__

Teaching Students with Learning Problems, 8th Edition, Cecil D. Mercer; Ann R. Mercer; Paige C. Pullen (2011)

Teaching Students with Learning Problems, 8th Edition, Cecil D. Mercer; Ann R. Mercer; Paige C. Pullen (2011)

Teaching Students with Learning Problems, 8th Edition, Cecil D. Mercer; Ann R. Mercer; Paige C. Pullen (2011) Teaching Students with Learning Problems, 8th Edition, Cecil D. Mercer; Ann R. Mercer; Paige C. Pullen (2011) Teaching Students with Learning Problems, 8th Edition, Cecil D. Mercer; Ann R. Mercer; Paige C. Pullen (2011)

Teaching Students with Learning Problems, 8th Edition, Cecil D. Mercer; Ann R. Mercer; Paige C. Pullen (2011)

Teaching Students with Learning Problems, 8th Edition, Cecil D. Mercer; Ann R. Mercer; Paige C. Pullen (2011)

Instructional Games In Emotional Development Personality Game: Promote emotional development Passport Program: Help students deal with emotional problems Thinking, Feeling, Behaving: Emotional education curriculum based on the principles of Rational Emotive Behavior Therapy. Teaching Students with Learning Problems, 8th Edition, Cecil D. Mercer; Ann R. Mercer; Paige C. Pullen (2011)

Behavioral Development Interventions Discipline and fighting rank among the top problems facing public schools (Rose &Gallup 2006) Teaching Students with Learning Problems, 8th Edition, Cecil D. Mercer; Ann R. Mercer; Paige C. Pullen (2011) Techniques For Managing Surface Behaviors (e.g. laughing, passing notes, talking out of turn, humming, and pencil tapping) Teaching Students with Learning Problems, 8th Edition, Cecil D. Mercer; Ann R. Mercer; Paige C. Pullen (2011) Social Development Interventions Teaching Students with Learning Problems, 8th Edition, Cecil D. Mercer; Ann R. Mercer; Paige C. Pullen (2011) Emotional Development Interventions Teaching Students with Learning Problems, 8th Edition, Cecil D. Mercer; Ann R. Mercer; Paige C. Pullen (2011) Improving Mood States Suggestions for dealing with temperament, suicide, and general personality variables:Projective techniques -- Role Playing: Students assume the role of a character and act out a brief episode that involves a problem. -- Puppetry: Help students experience different events and express feelings and emotions. Teaching Students with Learning Problems, 8th Edition, Cecil D. Mercer; Ann R. Mercer; Paige C. Pullen (2011) Naturalistic Observations <span style="display: block; font-family: 'Comic Sans MS',cursive; font-size: 90%; text-align: left;">Direct observation provides an in-depth study of possible problem behaviors identified by rating scales, checklists, and interviews. Teaching Students with Learning Problems, 8th Edition, Cecil D. Mercer; Ann R. Mercer; Paige C. Pullen (2011) <span style="color: #0fc279; display: block; font-family: 'Comic Sans MS',cursive; font-size: 90%; text-align: left;">General Techniques for Promoting Social, Emotional, and Behavioral Development <span style="display: block; font-family: 'Comic Sans MS',cursive; font-size: 90%; text-align: left;">Teach For Success: Educators agree effective behavior management must begin with preventive techniques and that these techniques start with good teaching. <span style="color: #00b050; display: block; font-family: 'Comic Sans MS',cursive; font-size: 90%; text-align: left;">-Teach Effectively: Leads to academic progress <span style="color: #00b050; display: block; font-family: 'Comic Sans MS',cursive; font-size: 90%; text-align: left;">- Provide Feedback: <span style="display: block; font-family: 'Comic Sans MS',cursive; font-size: 90%; text-align: left;">Focus On Promoting Proactivity: A proactive or internal locus of control is much more empowering than a reactive existence. <span style="display: block; font-family: 'Comic Sans MS',cursive; font-size: 90%; text-align: left;"> - __ Set Goals __ : when a student reaches a goal that require considerable effort, self-worth is improved <span style="display: block; font-family: 'Comic Sans MS',cursive; font-size: 90%; text-align: left;"> - __ Give Responsibility __ : Giving students responsibility demonstrates a level of trust in their ability to act maturely. <span style="display: block; font-family: 'Comic Sans MS',cursive; font-size: 90%; text-align: left;"> - __ Engage in Self-Appreciating __ : Positive self -talk can improve self-worth. <span style="display: block; font-family: 'Comic Sans MS',cursive; font-size: 90%; text-align: left;">Promote Cooperation: Students should work in a community of cooperative learners. <span style="display: block; font-family: 'Comic Sans MS',cursive; font-size: 90%; text-align: left;"> - __ Promote Positive Interactions Among Students __ : Teaching students to be positive with one another benefits individual student’s <span style="display: block; font-family: 'Comic Sans MS',cursive; font-size: 90%; text-align: left;"> - __ Use Peer Teaching __ : A successful peer tutoring program can enhance self-esteem, encourage appropriate, behavior, and foster positive and cooperative relationships among peers. <span style="display: block; font-family: 'Comic Sans MS',cursive; font-size: 90%; text-align: left;"> - __ Use Cooperative Learning __ : Instructional arrangement in which small groups or teams of students work together to achieve team success in a manner that promotes the students’ responsibility for their own learning as well as of others. <span style="display: block; font-family: 'Comic Sans MS',cursive; font-size: 90%; text-align: left;">Teach Self-Management: Divided into components of self-monitoring, self-evaluation, and self- reinforcement. <span style="display: block; font-family: 'Comic Sans MS',cursive; font-size: 90%; text-align: left;">Model Target Behaviors And Attributes : Youngsters need models to imitate and emulate regarding social skills, emotional states, and appropriate behavior. <span style="display: block; font-family: 'Comic Sans MS',cursive; font-size: 90%; text-align: left;"> - __ Teach Cognitive Behavior Modification __ : Analyzes the thinking processes involved in performing a task. <span style="display: block; font-family: 'Comic Sans MS',cursive; font-size: 90%; text-align: left;"> - __ Set Up Models in the Classroom __ : Students learn appropriate behaviors by observing and imitating others. <span style="display: block; font-family: 'Comic Sans MS',cursive; font-size: 90%; text-align: left;">Focus On Motivation Through Behavior Modification: Behavior is learned and is a function of that behaviors’ consequences. <span style="color: #ff0000; display: block; font-family: 'Comic Sans MS',cursive; font-size: 90%; text-align: left;">- Extrinsic Reinforcers <span style="color: #ff0000; display: block; font-family: 'Comic Sans MS',cursive; font-size: 90%; text-align: left;">- Intrinsic Reinforcers Teaching Students with Learning Problems, 8th Edition, Cecil D. Mercer; Ann R. Mercer; Paige C. Pullen (2011)
 * <span style="display: block; font-family: 'Comic Sans MS',cursive; font-size: 110%; text-align: left;">Positive Reinforcement Plan: Knowledge and application of reinforcement principles can help manage a classroom.
 * <span style="display: block; font-family: 'Comic Sans MS',cursive; font-size: 110%; text-align: left;">Contingency Contracting: Contracts between a student and the classroom teacher can help to motivate the student toward a desirable behavior change
 * <span style="display: block; font-family: 'Comic Sans MS',cursive; font-size: 110%; text-align: left;">Token Systems: Behaviors to be reinforced are stated clearly, procedures are devised for giving out a reinforcing stimulus when the target behavior occurs, a set of rules is explained to govern the exchange of tokens for reinforcing objects or events
 * <span style="display: block; font-family: 'Comic Sans MS',cursive; font-size: 110%; text-align: left;">Extrinsic Reinforcement: Establish the habits of appropriate behaviors.
 * <span style="display: block; font-family: 'Comic Sans MS',cursive; font-size: 110%; text-align: left;">Punishment: An effective classroom management plan focuses on prevention or proactive strategies and minimizes the use of punishment.
 * <span style="display: block; font-family: 'Comic Sans MS',cursive; font-size: 90%; text-align: left;">Planned Ignoring: Many behaviors will stop if they are ignored rather than given attention.
 * <span style="display: block; font-family: 'Comic Sans MS',cursive; font-size: 90%; text-align: left;">Signal Interference: The use of cues can alert the student to stop a particular behavior.
 * <span style="display: block; font-family: 'Comic Sans MS',cursive; font-size: 90%; text-align: left;">Proximity Control: Some disruptive behavior can be prevented by the teacher’s presence in the area of potential trouble.
 * <span style="display: block; font-family: 'Comic Sans MS',cursive; font-size: 90%; text-align: left;">Interest Boosting: Can be managed when the teacher shows a genuine interest in the student as an individual
 * <span style="display: block; font-family: 'Comic Sans MS',cursive; font-size: 90%; text-align: left;">Tension Reduction Through Humor: A humorous remark by the teacher can release tension in an emotional situation
 * <span style="display: block; font-family: 'Comic Sans MS',cursive; font-size: 90%; text-align: left;">Hurdle Lessons: The teacher can lessen frustration by providing individual academic assistance.
 * <span style="display: block; font-family: 'Comic Sans MS',cursive; font-size: 90%; text-align: left;">Support From Routine: A familiar routine can provide support to the student
 * <span style="display: block; font-family: 'Comic Sans MS',cursive; font-size: 90%; text-align: left;">Direct Appeal To Value Areas: The teacher needs to be aware of the student’s personal values to appeal to them
 * <span style="display: block; font-family: 'Comic Sans MS',cursive; font-size: 90%; text-align: left;">Removing Seductive Objects: Items that distract the student can be removed from the classroom to avoid provoking disruptive behavior.
 * <span style="display: block; font-family: 'Comic Sans MS',cursive; font-size: 90%; text-align: left;">Antiseptic Bouncing: The student can be removed from the classroom without punishment
 * <span style="display: block; font-family: 'Comic Sans MS',cursive; font-size: 90%; text-align: left;">Social Skills Curriculum Conversation Skills: Body language, greeting others, introducing self, applying listening skills, answering questions, interrupting correctly, asking questions, saying good-bye, and coversing.
 * <span style="display: block; font-family: 'Comic Sans MS',cursive; font-size: 90%; text-align: left;">Friendship Skills : Making friends, saying thank you, giving compliments, accepting thanks, accepting compliments, joining group activities, starting activities with others, and giving help.
 * <span style="display: block; font-family: 'Comic Sans MS',cursive; font-size: 90%; text-align: left;">Skills For Difficult Situations: Giving criticism, accepting being told “no”, accepting criticism, following instructions, responding to teasing, resisting peer pressure, and apologizing.
 * <span style="display: block; font-family: 'Comic Sans MS',cursive; font-size: 90%; text-align: left;">Problem-Solving Skills: Negotiating, giving rationales, persuading, problem solving, getting help, and asking for feedback.
 * <span style="display: block; font-family: 'Comic Sans MS',cursive; font-size: 90%; text-align: left;">Bibliotherapy: Teaching technique that uses reading materials to help students better understand themselves and their problems.
 * <span style="display: block; font-family: 'Comic Sans MS',cursive; font-size: 90%; text-align: left;">Attribution Retraining: A person’s beliefs concerning the causes of events
 * <span style="display: block; font-family: 'Comic Sans MS',cursive; font-size: 90%; text-align: left;">Life-Space Interviewing: A verbal strategy for intervention that can be used in the classroom to manage a crisis or an everyday problem.
 * <span style="display: block; font-family: 'Comic Sans MS',cursive; font-size: 90%; text-align: left;">Reality Therapy: Used to manage behaviors by teaching students to behave responsibly and to face reality.
 * <span style="display: block; font-family: 'Comic Sans MS',cursive; font-size: 90%; text-align: left;">Observation of Behavior: Direct, systematic observation of student behavior can provide information and insights about the student’s social and emotional skills.
 * <span style="display: block; font-family: 'Comic Sans MS',cursive; font-size: 90%; text-align: left;">Observation of Teacher–Student Interaction: Measuring the interactions between the teacher and the students in the entire class.
 * <span style="display: block; font-family: 'Comic Sans MS',cursive; font-size: 90%; text-align: left;">Observation of Environment: The teacher should observe the student in different environments.
 * <span style="display: block; font-family: 'Comic Sans MS',cursive; font-size: 90%; text-align: left;">Role-Play Assessment: Elicits a student’s behavior in response to staged social interactions and the student’s performance is recorded.

**<span style="color: #800080; font-family: 'Comic Sans MS',cursive; font-size: 130%;">Question #1 ** <span style="color: #000000; font-family: 'Comic Sans MS',cursive; font-size: 12.8px;">I do feel that it is important to teach students about sharing. Sharing teaches many different skills. Students learn to communicate with one another, they learn cooperation skills, they learn to respect others when they are using something until it is their turn, and they learn about taking turns and that everyone can play if we take a turn and let others play with us. Students learn that sharing makes others happy and if they are sharing their friends will be happy to play with them and they can have fun together. I do think that movie had a good concept to it, the students understand what the video was trying to tell them, and they understood how the fish changed and began sharing toward the end.

**<span style="color: #800080; font-family: 'Comic Sans MS',cursive; font-size: 130%;">Question #2 ** <span style="color: #000000; font-family: 'Comic Sans MS',cursive; font-size: 12.8px;">I think this is a good activity for the students. It gets the students all together and doing the activity as one. The students learn how to communicate clearly with others and follow the directions of the teacher. The students are all participating in the activities while learning something as a group. The teachers make sure that the students all take part in the activity. The songs they sing are helping everyone learn and remember important things. The students all work together to complete the activity with everyone taking part in the activity.<span style="font-family: 'Comic Sans MS',cursive;"> The students are keeping active throughout the activities which will help to keep the attention and activities usually do not last to long. I feel this activity is good because everything they are learning to do will be useful throughout their life. Without the skills they are being taught life could be very difficult for the students.

**<span style="color: #800080; font-family: 'Comic Sans MS',cursive; font-size: 130%;">Question #3 ** <span style="color: #000000; font-family: 'Comic Sans MS',cursive; font-size: 12.8px;">I think the students on the conflict resolution team will benefit from this experience because they learn communication skills, listening skills, reasoning skills, and learning to walk step through step with a conflict and figure out how to dissolve a conflict that has come about. These students will be able to break down situations and find a way to solve a problem or conflict they are having in school or in life some day. The students are learning skills that will benefit from the skills they are being taught for life. The students will be good communicators, listeners, and having good reasoning skills.

**<span style="color: #800080; font-family: 'Comic Sans MS',cursive; font-size: 130%;">Question #4 ** <span style="color: #000000; font-family: 'Comic Sans MS',cursive; font-size: 12.8px;">I like how the teacher is asking the students what they think the saying or command may mean. All students may have a different opinion of what is proper and appropriate than someone else. I think having the students repeat what the teachers says will help them to remember what they sayings or commands may be. Repetition is a good way to help students remember. The skills the teacher is using is critical thinking skills about what is appropriate and right for the task at hand.

<span style="color: #008000; font-family: 'Comic Sans MS',cursive; font-size: 130%;">**What about this Scenario:**

<span style="font-family: 'Comic Sans MS',cursive; font-size: 110%;">Jeff is a student in Miss Erney’s class who lacks the ability to get along with his peers. Jeff’s inappropriate behavior includes taking toys and food from his classmates’ hands. On the playground, students try to avoid Jeff so that he does not take their things. When Miss Erney talked with Jeff about his inappropriate behavior, he refused to take responsibility and blamed his classmates for the problems. Recently, Jeff has withdrawn from the class, and he frequently can be found walking alone on the playground and after school. Miss Erney wants to help Jeff become more socially mature. <span style="font-family: 'Comic Sans MS',cursive;">I think it would be beneficial to see how students rate Jeff's behavior and analyze the reasons why they scored him this way. Miss Erney can use the information students give to consider some things that need to be worked on with Jeff. If Miss Erney can help Jeff to realize that his behaviors are keeping him from playing with others and showing him that if he starts trying to better himself that other students will want to be around him and play with him during recess. <span style="font-family: 'Comic Sans MS',cursive;">I think that it is important for a teacher to use direct instruction for helping a student such as Jeff with his social skills because I do not know if Jeff realizes that his behavior is wrong. I think it will be key for the teach to model how an appropriate conversation between people showed go. I think the teacher should also hit on how to deal with a conflict in an appropriate way since Jeff seems to struggle with dealing appropriately with issues. Jeff needs to imitate the teacher when working on social and friendship skills. Knowing how to properly approach the situation. Modeling and imitating should be used to help Jeff understand the concepts of social skills and dealing with an issue appropriately. After Jeff seems to have grasp the concepts I think the teacher could give Jeff a scenario and ask him how he would react and what the appropriate behaviors are for the situation. <span style="font-family: 'Comic Sans MS',cursive;">Best and Worst Game: I think this would be a great game for Jeff because it will hopefully help him understand what a good decision and a bad decision look like. Jeff will be able to see the decisions he is making compared to what he is doing and what others are doing. <span style="font-family: 'Comic Sans MS',cursive;">Decision Making Game: I think Jeff would benefit from this game. Decision making seems to be a struggle for him. Jeff will be able to analyze what others students are doing and what should be done. He will be able to rate his decision making on a scale. He will see what decisions he needs to turn around and what decisions he is making that are positive. <span style="font-family: 'Comic Sans MS',cursive;">Socialization Game: Jeff needs to learn how to react appropriately to different situations. Jeff will be able to play with others and listen to their responses. Hopefully this will help Jeff to recognize between good and bad decisions. <span style="font-family: 'Comic Sans MS',cursive; font-size: 110%;">Life-Space Interviewing is a verbal strategy for intervention that can be used in a classroom to solve a crisis or an everyday situation that comes about. Jeff needs to ask himself is this appropriate, why is it not appropriate, what should be have been done, what should I do differently next time a situation comes about that is more appropriate? <span style="font-family: 'Comic Sans MS',cursive; font-size: 110%;">Reality therapy is used to help students learn to manage behavior responsible and face the reality every day. Jeff needs to learn that everyday he will find something in life he probably wont agree with, but he needs to learn to take responsibility for the situation that is bothering him or the actions he has taken and face the fact that he must deal with the situation brought forth. Jeff needs to learn how to deal with the situation in a way that is positive, but also helps to solve the problem.
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 110%;">1. Discuss the use of sociometric techniques to assess social skills and related problems. How can Miss Erney use information from a sociogram to help Jeff? **
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 110%;">2. Discuss the use of social skills training to reduce Jeff’s inappropriate social behaviors. Include the use of direct instruction to increase Jeff’s interpersonal social skills. **
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 110%;">3. Describe three social development activities that may help Jeff with his social problems. Predict some of the possible outcomes of each activity. **
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 110%;">4. Instructional games promote positive peer relations and enable the teacher to work on specific social behaviors. Create a game that Miss Erney can use to help promote Jeff’s social development. **
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 110%;">5. Discuss the use of life-space interviewing and reality therapy as two interventions to manage Jeff’s behavior and promote his emotional development. **