Author(s):  
Jason C. Chow ◽  
Kathleen N. Zimmerman ◽  
Reed Senter

Purpose Many speech-language pathologists (SLPs) experience challenging behaviors during service delivery and also report minimal training in effective behavior management strategies. The purpose of this tutorial is to present low-effort behavior management strategies that SLPs can adopt, adapt, and implement. Method After providing an overall rationale for effective behavior management strategies, we present two evidence-based behavior management strategies aimed at improving positive behavior and engagement. We provide descriptions, steps, and applied examples for implementing visual activity schedules and behavior-specific praise. We include three implementation scenarios and resources for SLPs to access specifically tailored to speech-language pathology practice. Conclusions Visual activity schedules and behavior-specific praise are two flexible behavior management strategies that can be collaboratively created by SLPs and educators and implemented during a variety of instructional arrangements during speech and language therapy. Implementing evidence-based behavior management strategies may improve students' engagement and achievement in speech and language-focused outcomes.


Author(s):  
Bryan H. King ◽  
Agnieszka Rynkiewicz ◽  
Małgorzata Janas-Kozik ◽  
Marta Tyszkiewicz-Nwafor

This chapter provides a model that extends the current resources available for crisis behavior assessment and intervention for youth with autism spectrum disorder (ASD) and co-occurring psychiatric conditions who are in crisis stabilization settings. Visual diagrams and intervention materials incorporated into this chapter illustrate the use of both preventative and responsive behavior management strategies that can be implemented in a time of crisis to stabilize and treat the psychiatric patient with ASD. The chapter begins with a review of a contextual method for evaluating and understanding the function of the presenting crisis behavior by considering the multiple issues that can underlie the crisis presentation. Working from this contextual model, the chapter then provides a blueprint for implementing intervention strategies to address crisis behaviors. This includes a table illustrating key elements to consider when developing a behavior intervention plan for dissemination and generalization.


2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 639-639
Author(s):  
Karen Roberto ◽  
Brandy Renee McCann ◽  
Tina Savla ◽  
Emily Hoyt ◽  
Rosemary Blieszner ◽  
...  

Abstract Most family caregivers provide appropriate care and a supportive environment for their older relatives with dementia (PwD), yet the stress and strain associated with caregiving can trigger potentially harmful responses. Although much has been written about dealing with memory problems, researchers know less about how caregivers cope with difficult behaviors such as hallucinations, violent outbursts, or refusing food, medicine, or bathing. Interviews with 30 relatives providing care to community-dwelling PwD in rural Virginia revealed that caregivers typically used four behavior management strategies: reasoning with PwD; redirecting PwD’s attention; forceful actions, such as shouting at PwD; and withdrawing from interactions. Forceful management strategies and withdrawing from interactions were usually employed after reasoning and redirection failed to elicit desired behavior. Understanding whether caregivers’ expectations of PwD’s capacities are realistic, and why and when caregivers use various behavior management strategies, can help service providers develop appropriate educational interventions for frustrated caregivers.


2016 ◽  
Vol 49 (4) ◽  
pp. 768-779 ◽  
Author(s):  
Corey M. Cohrs ◽  
Mark D. Shriver ◽  
Raymond V. Burke ◽  
Keith D. Allen

1984 ◽  
Vol 7 (1) ◽  
pp. 102-107 ◽  
Author(s):  
Stephen P. Safran ◽  
Robert S. Barcikowski

The purpose of this study was to assess the impact of information commonly disseminated by consultants on teacher expectations for mainstreamed LD students. After receiving varying combinations of positive and negative communications in the areas of reading achievement, classroom behavior and learning style, subjects completed the Regular Educator Expectancy Scale-Revised — an instrument developed to measure four areas of mainstreaming (Instruction, Effects on Others, Effects on the Child, and Behavior Management Strategies). Results indicated that teachers were differentially influenced according to the type of information received. Implications for the LD consultant are discussed.


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