Cara-cara

Mengurangkan
Tingkah Laku yang
Bermasalah

BehaviorMengurangkan
Reduction Interventions

1) Guna
pengalihan,
membuat pilihan,
pembetulan
pengajaran

2) Interspersed
requests
(permintaan
berselang)

3) Differential
reinforcement
techniques
(kepelbagaian
teknik
pengukuhan)

Redirection
Known as
strategies
Increase a
pretask
(pengalihan) include:
positive
requests and
introduce a new
behavior that
behavioral
stimulus, engage the
cannot
coexist
momentum
student in
with the
conversation, remind
misbehavior
student to focus, use
that you want to
humor, give a choose
between good
Motivate students to decrease, this
reduces the
behavior and a minor
do a difficult or
incidence of
punishment
unpleasant task by
misbehavior
first asking them to
perform several
Choice statements
easier
tasks that
encourage students
they can complete
to choose between
successfully in a
engaging in positive
short period of time.
behavior and
accepting the
consequences
associated with
continued
misbehavior.
Use corrective
teaching by
approaching students
individually with a
positive comment,
briefly describing the
desired behavior,
explaining why the
desired behavior is
important, having
students practice and
repeat the steps in the
desired behavior, and
delivering feedback.

4) Planned
ignoring
(pengasingan)

5) Beri teguran
secara cermat

Should be
specific
This takes time statements that
to be effective direct students
and often
to engage in an
initially
appropriate
increases the
alternative
rate and
behavior
intensity of
misbehavior
Combine with
non-verbal
behaviors such
Use it only for as eye contact,
behaviors that
and avoid the
can be
use of
changed
judgmental
gradually and
language
when you can
identify and
withhold all
Speak to
reinforcers that
students
are maintaining
these behaviors privately about
behavior
problems

How Can I Prevent Students from Harming Others?

Students Who Are Bullies

Bullying and peer harassment (in a constant or repeat way) may take different form:
i) Verbal and written: threatening comments, phone calls or emails
ii) Physical: hitting, damaging personal property, extorting money
iii) Social: spreading false rumors
iv) Sexual: sexually harassing or abusing others
The school's bullying prevention program is about the warning signs that a student is
being bullied, which may include:
i) an avoidance of school
ii) a sudden decrease in academic performance
iii) an increase in being late to class
iv) a difficulty sleeping and frequent nightmares
v) a nervousness around school mates
Bullying prevention strategies and policies include:
i) conduct a survey to determine the nature of bullying problems
ii) establish school rules
iii) use a confidential message box
iv) hold meetings to discuss bullying incidents
v) identify locations where bullying is most likely to occur
vi) create a school environment
vii) refer bullies and their victims for counseling
viii) offer social-skills instructions
ix) teach students self-management
x) Ask to apologize, clean up part of school, reflect on how harassment makes their
victims feel

Students with Aggressive and Violent Behaviors

Some strategies that can be used to defuse a crisis include:

i) remain calm and controlled
ii) allow student to express anger and feelings verbally
iii) ignore irrelevant comment
iv) listen to the student
v) maintain a positive body posture
vi) consider the experiential background of the student
vi) remain close to the student
vii) persuade the student to leave the room

How Can I Adapt the Classroom Design to Accommodate

Students Learning, Social, and Physical Needs?
1) Seating Arrangements
Allow students to see clearly all presentations and displays
Students can be seated in a semicircle when small group teacher
directed instruction is used
When in a larger group teacher directed activity, all students sitting in a
row, circular, or horseshoe arrangement
When students work in groups, they can arrange desks so that they face
each other
The space around students' desks should be large enough

2) Teacher's Desk
Allow to monitor behavior and progress and to move quickly if a
problem occurs
Desk can be placed in an area that provides a view of the whole
classroom

3) Bulletin Boards and Walls

Help create a pleasant, attractive environment that promotes learning
and class pride.
Decorative bulletin boards make the room attractive and interesting
and often relate to a theme
Motivational bulletin boards encourage students by showing progress
and publicly displaying their work
Teaching wall introduces new concepts and material
Maintenance wall reviews previously learned concepts
Manipulative bulletin boards use materials that students can
manipulate to learn new skills
Include a space for displaying student assignments, as well as
pictures, posters, and art forms that reflect the students' families,
homes, neighborhoods, and other cultural groups
Posting the daily assignment schedule and examples of products on
board or wall
Wall displays include a clock, a list of class rules, and calendar large
enough to be seen

4) Learning Centers and Specialized Areas

Provide variety in the classroom and help individualize instruction
Help develop independent and problem-solving skills

5) Classroom Design Adaptions

For those with disabilities, need specific classroom design
modifications in order to perform as well as possible

Classroom Design Adaptations

Students from diverse cultural and language backgrounds

Label work areas and objects in the classroom

Give students access to materials and learning activities
Set up social and work areas, listening areas, and meeting areas
Allow students to sit and work with peer models

Students with hearing impairments

Their desks can be placed in a central location, about two rows from the front
Lighting and noise levels should be considered in setting up work areas
They may benefit from sitting next to an alert and competent peer

Students with visual impairments

By providing a glare-free and well-lighted work area
By painting mild colors on walls, using a gray-green chalkboard, placing translucent shades on
windows
Offer an unobstructed view of instuctional activities, and a direct trail to the major parts of the room
Their work areas should be in a quiet place, away from potentially harmful objects such as hot
radiators, half open doors, and paper cutters
Students with health and physical disabilities
By placing signs around school
Arrange desks and classroom furniture with aisles that can accommodate crutches and canes,
and have turning space for wheelchairs
Must have the floor coverings in the classroom
Furniture should be rounded, with no padding on the edges
Need specialized chairs to help them sit independently and maintain an upright position
Need the height and slant of their work areas to be adjusted
Attach a sturdy vertical bar as a handrail, and provide them with a sit or stand tool
Teachers must know how to reposition students and move and transfer students who use
wheelchair
Buddies can be assigned to bring assignments and materials to the students' desks
Students with behavior and attention disorders
Placing students near good peer models
Give students personalized space and examine the movement patterns in the classroom
Use a study carrel for students with attention problems

Transferring Students Who Use Wheelchairs

Wear
comfortable
footwear

Encourage
students who are
able to bear
some weight by
standing

Consult with a
physical or
occupational
therapist
Strategies transferring
students who use
wheelchairs

Ask for
assistance from
others

Use wall or
sturdy objects to
assist in
maintaining
balance

Supporting Student Learning and Behavior

Allow students to use technology by

demonstrating appropriate behavior

Use an electronic system to provide

students with feedback on their
behavior

Use handheld computers or personal

digital assistants to record and graph
observations of student behavior

Teach students to use software

packages to reflect on data regarding
their learning and behavior

Ways using technology to

create inclusive classroom
environments that support
student learning and behavior

Foster students' use of selfmanagement techniques

Use computer-based activity schedules

Use virtual reality to help students

develop their wheelchair driving and
mobility skills

Provide students with visual

impairments with illuminated magnfiers

Incorporate the principles of universal

design by having motion sensors,
automatic buttons

Using keypad entry of finger print, and

installing Braille and audible buttons

Using Learning Centers

Te
ach students how to use
each
the centers independently
and how to work in small
groups

Use a variety of centers

that allow students to
explore new skills and
practice

Include activities at each

center geared to a range of
student academic levels,
interests, and needs

Develop and organize

materials in the center

Consider the equipment

and furniture needs of
students with disabilities

Make self-correction an
integral part of centers

Observe how students

work and socialize in
learning centers