SCHOOL BASED PROGRAMS

1. Physical Environment Intervention

a. Preparing the classroom Layout

Assign a seating ang grouping arrangements. Use rows for direct instruction,
round the table for discussion and clustered arrangements for group work. Place the
student with Emotional and Behavioral Disorder (EBD) in the front center aisle of the
classroom. Since they are easily distracted, they should be seated away from the door,
window, cabinets, or trash bin. Their place should be within the proximity or at the
eyesight of the teacher.

Divide the classroom into different areas with a definite purpose. Assign a work
space, a quiet space, mini library and the like. Control the visual and auditory stimulus
in the classroom to avoid distraction. Keep the classroom displays organized, cover
storage area and remove objects that are tempting, distracting, and dangerous.

b. Setting the Rules and Expectations.

The classroom control should be sated in a direct and clear behavioral term at
the start of the school year. For example, "Listen when someone is talking".

Encourage the students to contribute classroom routines that help them notice
their responsibilities and accountabilities.

Post rules and reminders on the board for the children to see.

Explain the consequences for breaking the rules to the students. When a
student breaks the rule, ask him to explain the consequences of his actions. The
consequences for breaking the rules must be fairly and consistently executed.

c. Establishing the Routines and Procedures.

Give students specific directions about how to move from one activity to another
like passing the book, notebooks, or test paper, going outside the classroom, doing the
morning routine and the cleanliness campaign.
 Rehearse the routines until the students are familiar with it. Use verbal, visual, or
auditory cues as hand signals, bell and whistle to direct students' attention.

Give notice or a warning to students before the end of each activity to prepare
them for the movement to the next activity.

Provide peer assistant for those students who are having a hard time following
routines.

2. Behavior Management Techniques

a. Self-Management

The student with EBD is trained to manage or control his behavior to avoid
disruptive outburst through this technique. The students are trained to be more
reflective before making any response. The following are the two types of self-
management techniques.

 Self-Monitoring. The student observes his behavior and records the occurrence
and non-occurrence of the target behavior/
 Self-Evaluation. The child will compare his performance to a given standard or
goal. Sometimes, the student will compare his self-rating with his teacher's rating
of the same target behavior. He can gain points if his self-evaluation matches the
teacher's evaluation.

b. Peer Mediation and Support

 Peer Monitoring. The classmate of the student with EBD will observed and
record his behavior and give him feedback whenever necessary.
 Positive Peer Reporting. The student will report all the positive behavior of
each other.
 Peer Tutoring. The classmate or friend can assist the student with EBD with his
academic and social skills.
  Peer Support and Confrontation. Every time a good behavior is displayed, the
peer will be recognized and encourage his classmate to continue with his
appropriate behavior. When undesirable behavior occurs or about to occur, peers
will explain why the behavior is inappropriate and suggest other alternatives for
appropriate response.

3. Positive Reinforcement

This technique was based from the operant conditioning of B.F. Skinner
(1904-1990) which states that behavior can be shaped by giving or delaying
reinforcements. The following are examples of positive reinforcement:

a. Praise. This can be in a form of social praise, personal notes and positive or
corrective feedback. Such things can provide encouragement from the students.

b. Group Contingencies or Token Economy. The students are asked to perform a

target behavior or skill, when done successfully, they will be given tokens or points to be
exchanged for a reward after they reached the goal.

The reward can be a homework pass, perfect quiz, bonus point, free time, movie time,
computer time, book, stickers, food and alike.

Create a visual chart to represent the progress in token or pointing system. Explain
what behavior is being rewarded so the student knows what good behavior leads to
reward.

c. Awards. Giving certificates or symbolic object for a good behavior or for completing
the task can motivate even the low performing and disturbed child to do well in
class.
4. Negative Reinforcement

This theory states that a student will perform the appropriate behavior to
avoid or escape negative consequences (Quinn et. Al 2000). The following are
examples of negative reinforcement:

a. Planned Ignoring. Teachers, parents and other significant adults ignore all
inappropriate behavior that is used to gain attention. The behavior will not decreased or
become extinct if the student still gets attention from his peers. His peers should also
ignore the undesired behavior. If the behavior is harmful, this technique is not
recommended. Initially, the undesirable behavior that is being ignored gets worse
before it becomes better.

b. Overcorrection. The student is engaged in repetitive behavior as a penalty for his

inappropriate behavior. The following are the three types of overcorrection:

In the restitution, the student must bring back the environment to its previous condition
and make it even better. For instance, a student throws trash on the floor. He should
pick up the trash that he threw and the other trash that he can see on the floor.

In positive practice, the student repeatedly practices the correct behavior. Using same
example above, the student throws the trash on the floor. He is now required to pick up
the paper, walk to the trash bin and drop the paper into it repeatedly many times until he
is able to master it.

In negative practice, the student should repeatedly practice the wrongly displayed
behavior. For instance, the student is always out of his seat. His chair will be removed
from him.
3. Time Out

The student is being removed to a positive reinforcement because of his

undesirable behavior. For example, the student blurts out answers during a group
game, he will be disqualified to participate in the next round. If the student continues to
disrupt the group at the next level, the teacher will remove him from his group. If the
disruptive behavior still persists, the teacher will place him in a separate location.

Before implementing the time out, consult the school administrators and inform
the parents about the procedures and policies at the start of the school year.

a. Specify the behavior that may lead to time out. Explain the rules to the class and post
it in the classroom.

b. Give warnings to the students before giving the time out.

c. Explain directions for going to time out, proper behavior during the time out and
procedures for returning from timeout.

d. Keep a time out logbook to monitor the student's behavior.

4. Punishments

According to Quinn et. Al (2000), the theory under punishment is when negative
behavior will be decreased if it is pursued by something that the child recognizes as
negative like losing points in token economy. Punishment observes on what the child
should not do rather than on what he should do.

Punishment should only be used for the following instances:

a. When the behavior is dangerous to the students or other

b. When every other intervention has been appropriately implemented ang failed.

c. When the student is so noxious that it prevents them from learning or forming
meaningful social relationships
CHARACTERISTIC OF STUDENTS WITH LEARNING DISABILTY

 Learning disabilities manifest at different strategies of life and deficits can be

observed in various ways according to the age of learners (learner as cited by
Gargiulo, 2009).

1. Problem with mechanical and social use of language. Most students with learning
disability have problems in grammar(syntax) and word meaning or
vocabulary(semantic).

2. Problems with perception. Students with learning disability may have problems in
auditory perception. They may find it difficult to follow verbal instructions and to
discriminate words that sound the same, like fat and fab.

3.Problems with mathematics. Mathematics is second to reading difficulties of

students with learning disability. Difficulty in computation of math facts, understanding
word problems and special relationship, writing numbers, problems with telling time,
understanding fractions and decimal are typical to them. Often, they lack the ability to
use efficient problem-solving strategies.

4.Problem with attention and hyperactivity. Very often, students with learning
disability have poor attention span and they are often easily distracted.

5.Problem with memory and cognition. Oftentimes, students with learning disability
have problems with their homework. They usually fail to remember to bring home their
homework, often distracted while doing their homework and forget to turn in their
homework.

6.Problems in social, emotional and motivational skills. Individuals with learning

disability are prone to socio-emotional problems.
TYPES OF LEARNING DISABILITY

1.DYSLEXIA.Commonly it is also introduced as developmental within this order. It is

characterized by delay and difficulty in reading even with good eyesight and normal or
above-average intelligence.

The severity of dyslexia can be mild or severe. The signs and symptoms of dyslexia
happens before school, school age and on teens and adults.

2.DYSCALCULIA. According to the American Psychiatric Association, the dyscalculia is

a specific learning disorder that is characterized by impairments in learning basic
arithmetic facts, processing numerical magnitude and performing accurate calculation.
The signs and symptoms of dyscalculia happens Before school, School age and on
teens and adults.

3.DYSGRAPHIA. The term comes from the Greek word Dyes means impaired and
graphics means handwriting. The person who has this condition has a messy
handwriting and they struggle with spelling. The common symptoms are Visual-spatial
difficulty, Fine motor difficulties, Grammar and usage problems, Handwriting issues and
Spelling issues.

SCHOOL-BASED PROGRAM

1. Content Enhancement

 Generally, a wide range of techniques can be employed by teachers to enhance

the order and implementation of the curriculum content in such a way so learners
may have successful access, interaction, comprehension and retention of
information (Heward 2009).

A. Mnemonics Strategy-the persisting problem of students with learning disability is to

recall and use the given information presented to them either verbally or in written form.
 There are Three mnemonic strategies that are known to be effective.

1. Keyword Technique -are taught how to transform an unfamiliar word to a

familiar word.

2. Peg word Technique- students learn to associate numbers with familiar

rhyming words.

3. Letter Technique- one can use acronyms or acrostics.

 Acronyms-are new words formed from the first letter of each word
that needs to be remembered.
 Acrostic -on the other hand helps the learner recall by creating a
sentence with the first letter of the words that need to be recalled.

B. Graphic Organizer-Teachers can help their student express knowledge, concept or

idea by using a graphic organizer.

C. Note taking strategies-It is important for the schoolchildren to learn an effective way
to take down notes whole tie teachers is a giving a lecture.

Note-taking strategies.

1. The strategic note taking.

2.The guided notes.

2.Cognitive training Strategy

 this technique help exercise or trains the brain learners.

a. Self-Instruction-is one example of cognitive training. In this technique, the students

are required to verbalize or to talk a loud to themselves prior and during the time they
perform the tasks.
b. Self-monitoring-is another category of cognitive training. This approach requires the
student to evaluate and record behavior.

c. Scaffolded Instruction-originated from the work Lev Vygotsky (1896-1934).

reciprocal Teaching-was developed by Palin scar and brown in 1986. This was
established to address the problem of some learners who have difficulty in decoding
and comprehending text presented to them.

3.Direct Instruction

 In the 1960s Siegfried Engelmann developed direct instruction.

Other Practical teaching techniques

1.Focusing Problems

2.Memory Problems

3.Test Inconsistency

4.Poor Handwriting