07.750 Graduate Summative Seminar
Brandon University
June 2018
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EDUCATION OF CHILDREN WITH BEHAVIOURAL DISORDERS II
04.757
SUMMARY
This course will focus on the development of advanced skills for teaching children with behavioural disorders. The appropriateness of various educational approaches to providing for these children will be examined. Collaboration with other professionals in order to effectively support these children in the home, school, and community will be discussed.
WHAT TO EXPECT
As a continuation of Education of Children with Behavioural Disorders I, this course delves deeper into behavioural disorders and how to assist children with additional needs. There is an emphasis on internalizing and externalizing behaviours, applied behaviour analysis, and techniques to support students with complex behaviours.
REFLECTION
This was another course with several chapter tests. The course topics were relevant to my teaching at that time, which kept my interest in the course. Realizing that some of the classroom management techniques I employ are recommended, whether overt or subtle, gave me encouragement to continue on my path. The course also provided me with alternative techniques in dealing with children with behavioural disorders.
SIGNIFICANT READINGS
Alberto, P. A., & Troutman, A. C. (2013). Applied behavior analysis for teachers (9th Ed.). Upper Saddle River, NJ: Pearson.
Kern, L., Hilt-Panahon, A., & Mukherjee, A. D. (2013). Strategies to address internalizing behavior problems. In Lane, K. L., Cook, B. G., & Tankersley, M. Research-based strategies for improving outcomes in behavior (pp. 59-72). Upper Saddle River, NJ: Pearson.
Lane, K. L., Cook, B. G., & Tankersley, M. (2013). Research-based strategies for improving outcomes in behaviour. New Jersey: Pearson.
Yell, M. l., Meadows, N. B., Drasgow, E., & Shriner, J. G. (2013). Evidence-based practices for educating students with emotional and behavioral disorders (2nd Ed.) Upper Saddle River, NJ: Pearson.
ARTIFACTS
Since the course required four reflections, I chose to include all four reflections.
Through the readings, I learned that internalizing behaviours are frequently overlooked because the child of often not a distraction in the classroom. However, children with internalizing behaviours are in need of help as much as externalizing behaviours.
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The paper on pre-correction is my reflection on proactive steps and actions teachers can take to avoid undesirable behaviours in the classroom. I was pleased to learn that many of the techniques I use in the classroom are supported by research.
The reflection on the topic of opportunities to respond return to the notion that engagement leads to learning. Of interest, is that technology is again mentioned along with engagement in this piece.
In every school I’ve had the pleasure of working, the research to practice gap in education continues to loom as the white elephant in the corner. Many teachers know the proven, research-based methods, yet we continue to do what is easiest for us, not necessarily what is bet for our students. This will likely be a topic of contention for years to come. This paper was a reflection upon one of my personal experiences.
