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31 Cards in this Set
- Front
- Back
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attributions
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are the reasons that people give for what happens to them.
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behavioural model
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Emotional or behavioural deviance is the definable consequence of either mislearning or restricted learning. Normal healthy and desirable behaviours may be acquired to supplement or replace undesirable behaviours by consistently applying established behavioural principles of learning. Treatment: Rearrange environmental events. Focus on behaviour, not underlying cause. Methods: Reinforces, punishments, time-outs,
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bibliotherapy
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Reading books with a therapeutic purpose.
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biophysical model
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Behavioural difficulties represent a physiological flaw. They arise directly from constitutional, genetic, neurological or biochemical problems. Disease, malnutrition, and substance abuse are included here. Treatment: Alter child physiology. Method: Drug treatment. Change in diet.
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classroom management
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The way in which teachers manipulate the classroom environment to minimize disruptions and give all children the optimum opportunity to engage in appropriate behaviour and reach learning and social goals.
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cognitive-behavioral processes
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Conceptually related set of educational or therapeutic treatments. Conviction that students can and do learn to direct their own behaviour and in so doing ultimately can direct at least part of their own social development.
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conduct disorders
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hyper-aggressive and antisocial children and youth who display overt, aggressive, disruptive behaviour or covert antisocial acts that are repeated infractions of socially prescribed behavioural patterns that violate social norms and the rights of others.
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discipline
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helping children to learn to guide their own behaviour in a way that shows respect and caring for themselves, other people, and the physical environment.
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drug therapy
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kind of medical intervention. aka. psychopharmacology. Main way to treat ADHD.
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ecological model
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BD are a function of reciprocity between a child and the environment. Problems are the result of agitated transactions btwn the child and those in the environment. Treatment: Change the nature of the interaction between the child and the environment.
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externalizing behaviour
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Socialized aggression.
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extra-familial influences
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psychosocial model focuses on this and family. Agencies outside the family that influence a child’s cognitive, social and emotional developmen
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functional behavioural assessment (FBA)
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examines the function of a child’s behaviour- what purpose it serves-and plans how to reduce or eliminate the behaviour and replace it with a more acceptable alternate one. Also known as functional analysis, experimental analysis, functional assessment, descriptive analysis and structural analysis. Predicted on three assumptions: B is functional and serves a purpose for the child. Acceptance/affilliation, power/control, a tangible object, or escape from something. Second: B is caused by interaction of environmental factors and factors inherent in the student. Third: Identification of those factors can lead to positive behaviour interventions
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holistic model
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BD have diverse etiologies that interact with each other.
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FBA Steps
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1. Specify the behaviours of greatest concern. priortize them.
2. Collect archival data 3. Identify the behaviour though direct observation. 4. Record the data with AMC forms and/or sampling techniques. 5. Make a hypothesis about the function of the B. 6. Prepare a B. intervention plan. 7. Use initial intervention to test the plan. 8. Monitor the intervention change if necc. |
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hyperactive children
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a child’s failure to comply to age-appropriate fashion with situational demands for restrained activity, sustained attention, resistance to distracting influences, and inhibition of impulsive response.
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impulsivity
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(general characteristic of ADHD) child’s difficulty in withholding active repsonses, such as blurting out statements or grabbing materials. Difficulty organizing themselves, meed much supervision, speak out of turn, and don’t wait their turn in games or groups. Fidgets with hands, squirms in seat. Unable to stay in seat when required. Talks excessively. Blurts out answers at inappropriate time
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inattention
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(general characteristic of ADHD) Often fails to give close attention to details. Makes careless mistakes in schoolwork or other activites. Often has difficulty in sustaining attention to task or play activities. Often does not seem to listen when spoken to directly. Doesn not follow through on instructions. Fails to finish school work. Has difficulty organizing tasks or activities. Loses belongings. Is easily distracted.
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internalizing behaviour
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Anxiety/Withdrawn.
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oppositional defiant disorder (ODD)
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Children show persistent patterns of negativistic, hostile or defiant behaviour primarily directed toward adults. Argue with authority figures. Show resentment. Are touchy, angry, spiteful, and vindictive. throw temper tantrums. Less serious than conduct disorder as physical aggression is limited.
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phobias
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persistent and irrational fears of a specific object, activity or situation.
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preventative discipline
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strategies and procedures that militate against any discipline problems arising.
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psychodynamic model
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Deviant behaviour is determined by past experiences; students with BD are suffering inner turmoil; they can be helped by being made aware of their feelings and how to deal with them. Treatment: discover the underlying conflicts that cause problem behaviour. Method: Various therapies and counselling techniques; verbalization and clarification of previously repressed thoughts; corrective emotional experiences resulting from the child’s relationship with understanding adults; presentation of alternate modes of behaviour.
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psycho-educational model
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An eclectic approach that sees behaviour as having various causes. Treatment: Create trust while helping the child to meet academic goals. Method: Therapies, crisis intervention, success in academic pursuits. Perventative class room planning; permitting or sanctioning certain types of behaviour; tolerating behaviour that is beyond the child’s control.
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psychosocial model
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Can be seen as part of an ecological model, although the focus is on a child’s relationship to family, peers and others in the environment.
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psychostimulants
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Type of pschopharmological treatment. Kinds: methlphenidate. (Ritalin, Concerta, Focalin) and dextroamphetamine (dexedrine, deanol, adderall) Target at ADHD.
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self-discipline
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being able to consider an outcome and select the behaviour that will achieve it.
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self-management
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set of procedures designed to develop the self regulation of behaviour. Help children to work responsibly and independently, enabling them to select appropriate choices based on probable consequences.
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socialized aggression
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often equated with socially maladjusted rather than emotionally disturbed. BD are persistently distressing to the child while social maladjustment may not be. Lack of distress is related to the child’s activity in delinquent groups and their loyal delinquent friends.
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titration
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The process of selecting the appropriate medication. The goal is to use the lowest effective dose of medication while avoiding unwanted side effects.
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wraparound plan
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NOT a program. But an approach with an integrated plan that addresses the needs of a child or youth during and beyond the school day. The coordination of mulitiple service programs to help children with BD and their families. Mental health and child welfare agencies have traditionally been the primary points of entry.
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