Management and Behavioral Modification

N/A

This course aims, first of all, to show the importance and timeliness of the subject under study – behavioral problems – and provide expertise to understand the variety of reasons that may lead to the emergence and maintenance of maladaptive behaviors.
A second objective is to provide guidelines for the analysis and intervention in problem situations in order to prevent and reduce / eliminate the behaviors that can disrupt the normal functioning of the educational activities and undermine learning and development.
A third goal is to enable the educator / teacher to act, namely to implement actions and strategies that encourage appropriate behavior. However, when prevention is not effective and the problem manifests itself, there also the educational agent should be able to deal with maladaptive behaviors in order to overcome or minimize them.
Thus, we make a theoretical approach to the problem under study – which will be always appealing to knowledge on the subject that students alrea.

At the end of this course students should:
-Know several explanatory hypotheses that could lead to an understanding of the most common behavior problems exhibited by students in the school context;
-Be able to identify and assess, in an objective manner, the problem behaviors, quantifying the level and pattern of dysfunctional behavior before and after the interventions;
-Be able to foresee the dynamics of the educational relationship as the confluence of cognitive, affective, motivational and situational variables;
-Know and apply educational intervention strategies according to the principles of behavior modification;
-Be able to select, plan and implement, in a conscious an critical way, the most appropriate forms of intervention to solve every problem behavior which arise;
-Being more apt to manage the dynamics of the classroom.

Keywords: behavior problems, lack of discipline, classroom management, intervention strategies, behavior modification, educational relationship, humanistic model
1.Etiological factors of behavioral problems: variability of perspectives
2.Behavior problems: Implications and action measures in managing the classroom and in the “control” of the class behavior problems: Implications and action measures to (re) education and control of individual behavior.
3.The model of cognitive behavior modification: principles and processes of action
-theoretical framework and basic principles
-observing and recording behavior
-analysis of variables, strategy definition and operationalization of interventions
-implementing processes
-evaluation of the effectiveness and choices to be made
4.The humanistic perspective on educational interaction: a complementary position to behavioral models
5.Expectations and effectiveness of (re)educational actionÉ fundamental para qualquer professor dominar alguns ins

• - Frequency - 75.0%
• - Attendance and Participation - 25.0%

• - Exam - 100.0%

NAO

ABREU-RODRIGUES, Josele; RODRIGUES RIBEIRO, Michela (org.) (2005) . Análise do comportamento: pesquisa, teoria e aplicação. Porto Alegre : Artmed. [ ISBN 85-363-0478-2 ESEC 159.92/341]
BLIN, Jean-François ; GALLAIS-DEULOFEU, Claire (2005). Classes difíceis: ferramentas para prevenir e administrar os problemas escolares. Porto Alegre : Artmed. (Trad de: Classes difficiles: des outils pour prévenir et gérer les perturbations scolaires) . HALL, Philip S. ; HALL, Nancy D. (2008). Educar crianças com problemas de comportamento. Porto : Porto Editora (Trad. de: Educating oppositional and defiant children) . [ISBN 978-972-0-34517-2 ESEC 371.5/35]
RUTHERFORD, R.; LOPES, J. (2001). Problemas de comportamento na sala de aula: Identificação, avaliação e modificação. Porto. Porto Editora.
VAZ, J. Pimentel (1999). Indisciplina na sala de aula: enquadramento da problemática e estratégias de intervenção centradas no modelo comportamental. Coimbra: Escola Superior de Educação de Coimbra.