UCF Ex Ed Comp Exam Support for Students in the Masters Program, 2011

1. Kelly J. Grillo Ph.D. Candidate The no stress, I got this, approach !

4. Who? What? Where? Why? How?

7. Critical Issues Spoken & Written Language Behavior Management Organization & Collaboration Instructional Strategies PK-12 Assessment Specialization Core Content: Generic Core Content:

8. What enlightened/awaking have you had in teaching? What guides your teaching now? Do you know research that supports those choices?

10. Effective Behavior Management: Wong, H. K., & Wong, R. (1998). The First Days of School recommends making expectations clear, model behaviors, look professional and warrant respect in turn always be respectful to ALL students. Lovitt (1977)- As teachers did more to please their students the students did more to please their teachers, this is the idea of mutual respect. Sprick, R., Garrison, M. & Howard, L. (1998). CHAMPs . S ay to set up procedures for success, everything can be broken down procedurally. Sprick (1985)- Suggests a 3:1 ratio of positive over negative reinforcement in the classroom, he also says when teachers are positive more learning occurs and negative behaviors are fewer. Alderman (1990)- Notes a positive learning environment and student learning is enhanced when teachers believe ALL children can learn and teacher can make a difference. Borich (1992)- Maintains that the key to motivation is to bring internal and external motivators together to engage students in active learning. He encourages teachers to find students interests aspirations and use personalized learning to motivate. What Do Kids Need? Before we can understand children’s behavior, we must understand their needs. In addition to their physical needs — food, clothing, shelter — kids need fun, freedom, power, and a sense of belonging. If these needs aren’t met in positive ways, problems develop. Freedom: If I don’t get some choice in the way I work or what I learn, I won’t work at all. Behavior is a form of communication, ... once you understand what her behavior communicates about her needs, you can help her learn more appropriate behaviors. Fun: If my teacher never cracks jokes, seems to enjoy teaching, or thinks up interesting lessons, I’ll make my own fun. Belonging: If I don’t feel I’m a one of the smart kids, I’ll be one of the kids who has problems and show I don’t care. Power: If I can’t be a class leader, know a lot in a class discussion, or do an assignment well, I’ll be the class clown and get noticed. How Do You Find the Cause? Behavior is a form of communication , you’ll need to figure out your child’s message. You can help her learn more appropriate behaviors. What Happens Next? After you’ve figured out the "why" of your child’s behavior, these questions will help you develop a plan of action. What new skill — behavior — should your child learn to replace the problem behavior? How will she learn the new behavior? Who will model (show her how to do it) - you, another child, the teacher? Where will she role play (practice) it? Who will cue (remind) her to use it? What changes need to be made in the child’s environment — time of day, space, materials, interactions? What reinforcers will help her use the new behavior – stickers, a special activity or privilege, praise? How often should it be given? Who should give it? How should problem behavior be handled if it happens again? Are there specific words, cues , or consequences that should be used to stop the behavior quickly? How will everyone (parents, teachers, and child) involved work together? How often should they communicate? Behavior Management Token reinforcement Systems: Three Parts: 1. Behaviors to be reinforced clearly stated. 2. Procedures to give out reinforcing stimulus (Token) 3. Set of rules are governed to explain destitution of reinforcing objects. A token is an item given after the targeted behavior is observed. Token systems avoid boredom b/c tokens can be trades with a verity of items. Scaffolding/Fazing out (fading) can be accomplished and the amount of tokens can be modified as the desired behavior increases. Token systems work with EH students better than social reinforcement systems. Blachham and Silberman (1980)- stress Token Systems must be developed and applied thoughtfully. Positive Behavior Supports and Plans must be in place for students with EBD before crisis arise.

13. Draft Comps synthesize in writing the knowledge gained through coursework and experiences during your graduate program. Behavior Management Critical Issues Instructional Strategies Kelly J. Grillo The FRAME Routine Key Topic Main idea is about… So What? (What’s important to understand about this?) Essential details Main idea Essential details Essential details Main idea

15. Draft KU-CRL Comps synthesize in writing the knowledge gained through coursework and experiences during your graduate program. Behavior Management Critical Issues Instructional Strategies Compare and contrast the works of major contributors to the field Learning strategies (Strategic instruction Model) and study skills List and describe various theories of behavior management Citation #1: Author, (Year) Basic Summary Citation #2: Author, (Year) Basic Summary Citation #3: Author, (Year) Basic Summary Citation #1: Author, (Year) Basic Summary Citation #2: Author, (Year) Basic Summary Citation #3: Author, (Year) Basic Summary Critical Issues Sample Question: If you had to identify some major research in the field of special education within the past 10 years, what studies would you select? Defend your selections, provide a rationale for selection of the issue, discuss pros and cons of issues. Citation #2: Author, (Year) Basic Summary Citation #1: Author, (Year) Basic Summary Citation #3: Author, (Year) Basic Summary Kelly J. Grillo The FRAME Routine Key Topic Main idea is about… So What? (What’s important to understand about this?) Essential details Main idea Essential details Essential details Main idea

16. Kelly Grillo [email_address]