Instructional and Behavioral Support
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nstructional and Behavioral Support of Students in an Early Childhood Classroom
The instructional and behavioral support strategies affect the overall process of learning and the performance of a student. Essential steps are followed to enhance the critical transition stage in an elementary school classroom. The strategic support system will be focused on to identify and reduce behavioral problems. The instructional and behavioral support of students will point out and explain where, when, and what a problem is.
Strategies should be practical to improve both the instructional and behavioral support of students. The specific identification of a problem will be researched through data analysis during re-teaching. During its implementation systemically, it will be possible to incorporate other colleagues. For example, specialists will have time to plan and intervene in the proposed system.
The universal support system reports a reduction in behavioral problems at schools. In connection, the levels of social behavior of both typical students and those at risk are improved. During a field experience, a team was formed to carry out a research at an elementary school. The focus was laid on the changes in the behavior of children after the lunch break and in the playground. The team examined that the problems arose at specialized classes, namely during art, music, and physical exercises.
The team proposed to implement an intervention strategy consisting on a classroom and specialist teachers. It means that a class teacher will be escorting children to a specialist. Together with the specialist teacher, classes should start with the review of behavioral expectations shortly.
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xtending the support system to a non-classroom setting is recommendable. It demonstrates the combination of social skills and behavioral changes in a specific environment. An increase in the presence of supervision at elementary school reduced the number of behavioral problems. These improvements are notable in cafeteria, hallways, and playgrounds.
A follow-up study demonstrates that the combination of instructions and supervision significantly reduces the number of problems. Instructors should give children instructions with caution. They should provide the learning process. Teachers and administrators should gently carry out their roles. Punishments should be friendly but strong enough for corrections.
Although there is relatively a wide range of data on improving children behaviors, the classroom management must be effective too. It must be based on the improved routine and clear expectations. It will reduce student behavioral disorders.
To address the instructional and behavioral support strategies effectively, the contribution of small groups to the targeted system should not be ignored. These include social skills instructors, self-management mentors, and academic assistants on social behavior. The teaching staff must be willing to reduce the number of behavioral problems (Gallagher, Coleman, & Anastasiow, 2010). It must involve the continued expansion of programs for additional students.
Small groups intervention plays an important role in improving functional behavioral assessment. However, a small percentage of students require more intensive and individualized support. Preliminary data collection should reduce the number of problems.
The mentor teacher should continually use the social skills intervention strategy. It will increase the young childrens adaptive ability and reduce their problems. For example, the use of prompts and praises is associated with improved outcomes. The use of non-verbal language is encouraged. It can involve clapping and giving gifts to children with good and improved behaviors. Social skills dramatically reduce aggressiveness in kids at a high risk of behavioral disorder (Bos & Vaughn, 2002).
Preschool teachers should recognize the importance of consistent improvements of the recommended strategies. The effectiveness of systemic behavioral support strategies makes children healthy.
Incentives and positive behavioral support are in place to cater for students with disabilities. Direct and indirect assessments are used in interviews to identify behavioral functions. Semi-structured interviews allow for a thorough description of behavior in relation to situations that predict and maintain it. Indirect methods should not substitute direct observation (Saracho, 1997).
Information about a student with a disability is collected from parents, other students, education personnel, and the community. It concerns the students progress and needs. It should supplement data collected from other sources based on the specific assessment of the ability to communicate, symptoms of anxiety, and adaptive skills of the disabled students.
The teacher-parent data assist in collecting quality information about a student, namely parents concerns and changes in sleep patterns. Determining the availability of resources from the community is necessary to aid in behavioral development. For better understanding of the students needs, it is important to emphasize frequent and quality interactions among key holders.
Education and program planning is also important in the assessment of disabled students. The main aim is to gather data on how their needs will align with the instructional context. The profile of these groups of students is summarized to describe their learning characteristics. It guides in selecting and modifying curricula in terms of instructional and behavioral support. U
nderstanding each students unique learning characteristics is necessary for the general design of the classroom. It should not only follow the instructional content, but also help the needy students. In essence, it must ensure their participation in the learning process and produce quality outcomes.
School representatives and support programs should drive, monitor, and implement strategies. These will make it possible to define students specific challenges and characters, such as the presence of intellectual disabilities and language impairments. Research based practice and data collections will help to make decisions that support them.
The cognitive assessment is useful in identifying how individuals react to different situations. It includes habitual strategies that distinguish the individual style of perception, remembering, and thinking over problem solving. This strategy goes beyond the normal learning process. It involves ways to deal with different changes in behaviors (Stormont & Lewis, 2007). It gives suggestions and phenomenal explanations to teachers in handling responses from classrooms and the social behavior of children. It is an instructional approach that is used to handle classroom organization.
The instructional and behavioral support strategies should be developed and implemented to cater for the needs of all students. It should handle the behavior of students at different developmental stages. It is crucial to incorporate physical and mental challenges in the learning process regardless of the students gender and culture. Eventually, learning institutions will be able to have economically viable students.
