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Behaviour_Management_and_Cognitive

The document outlines a Behaviour Management and Cognitive Training session for parents, emphasizing the scientific understanding of behavior issues and their root causes. It discusses various methods to manage behaviors, including antecedent control and consequence management, as well as the importance of cognitive training in improving self-awareness and behavior. The session also highlights the significance of schema development and the impact of sensory modes on cognition.

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4 views

Behaviour_Management_and_Cognitive

The document outlines a Behaviour Management and Cognitive Training session for parents, emphasizing the scientific understanding of behavior issues and their root causes. It discusses various methods to manage behaviors, including antecedent control and consequence management, as well as the importance of cognitive training in improving self-awareness and behavior. The session also highlights the significance of schema development and the impact of sensory modes on cognition.

Uploaded by

rathnapriya123
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Behaviour Management and Cognitive Training session

for parents

Date: 19/March/2017
Venue : LIBA, Loyola College, Chennai
Presenters : Mr.C.K.Dhanapandian
Mr.P.R.Krishnamurthy
Behaviour Management
There is science behind the behaviour issues. Thought process is not behaviour. If a behaviour
doesn’t affect child’s learning then that is not a behaviour problem. When we understand the
science behind the behaviour, it can be managed. Behaviour change can be achieved by
training.

Scientific view on behaviour:


Any action can be consider as a behaviour with the following characteristics
 Observable
 Measurable
 Predictable and
 Trainable nature

To manage a behaviour, we need to know the following


 Understanding behaviour problems
 Functions (root cause) of Behaviour problems

Understanding behaviour problems

Normal/Desirable Behaviour Abnormal/Undesirable Behaviour

Age appropriate Not age appropriate


Support in the process of learning Hazard/barrier in the process of
learning
Help to self Self harm
Help to others Harm to others
Accept and follow the social norms Does not accept and not follow the
social norms

Functions (Root causes) of behaviour problems


The following are the functions of behaviour problem
 Attention
 Escape
 Tangible
 Sensory
 Skill deficient

Identifying the function of the behaviour


Attention
If no one is there in the surrounding, attention seeking behaviour will not be exhibited.

Escape
We may find the behaviour only when we give them any task.

When the child doesn’t like the activity, they may exhibit the behaviour.

Tangible
Child exhibit the behaviour and stand on the particular behaviour.

Sensory
When the function of the behaviour is Sensory, we need to work on cognitively and then work on the
behaviour because it is biological.

Skill deficit
We may think the behaviour is for attention seeking, but it might be due to skill deficit. If you make
them to learn, they will be independent.

How to manage

Behaviour problems can be managed through

Antecedent control

 Restructuring the environment


 Activity schedule

Consequence management

 Differential reinforcement
 Overcorrection

Method to address the behaviour

Attention:

If the behaviour is only because of the attention seeking, that can be addressed as follows
 Ignore
 Divert
 Attend

Points to be noted while addressing behaviour

Addressing behaviour due to attention seeking with “ ignore” method

1. While addressing, first the behaviour will be strengthen for sometime, then it will be
reduced.
2. Be emotionally strong.
3. Reinforcement may not be required in some places.

Escape:

Child exhibits the behaviour When he/she has the skill but no will to do an activity. To address this
follow the below steps

1. Be firm and don’t give explicit facial expressions.


2. Use maximum of 3 words. (Example, “No, do it”.

Tangible:

If the behaviour is due to tangible, that can be addressed as follows

1. Be firm
2. Withstand with your firm decision.(example, if you say “ no”, even when child demands say “no”
)
3. Condition them when the behaviour is exhibited.

Sensory:

Sensory is basically either Hypo or Hyper

When the child is Hypo sensitive, they have less threshold towards the sense and their seeking
behaviour for the particular sense will be high. Child will adapt when we introduce all the required
senses.

When the child is hyper sensitive, then they will avoid the particular sense, so they try to resist for the
sense. Help them to reduce the particular sense by restructuring the environment.

Skill deficit:

Depends on the skill deficit, follow the steps

 Be cheerful
 Play way method
 Reinforce
 Don’t go with prediction, that will lead to failure.

Cognitive Training

For increasing a good behaviour and reducing a bad behaviour, cognition is important.

There are seven different Sensory modes

1. Visual
2. Auditory
3. Smell
4. Taste
5. Tactile
6. Proprioception
7. Vestibular

To sustain a modified behaviour, we require good “ cognition “.

Cognition is processing with the help of senses. This will strengthen our mind which will develop our
personality I.e. SELF

Without stimulating the self, we cannot develop the skill.

Train the child cognitively, so that child understand himself/herself and the environment.

Schema development

 Assimilation
- Adapt to new information
 Accommodation
- Order to fit in the new information
 Difference
 Important period of cognitive development

0 - 3 years

3 – 6 years

When the assimilation is proper, accommodation will be improved.


Learning will not happen when the neuron in hyper or in hypo state. Learning will happen only when the
neuron in equilibrium state.

Difference is the basic of cognition.

Without meaning , without logic and without result, brain will not understand.

If we know the purpose and if we know that we will get progress, we will learn.

If without meaning, something is stored in the brain, it affects/stops the communication and language
development.

Factors affecting the schema development

 Television
 Gadgets

These factors are like stimulants for Sensory issues.

Cognition training helps in the following areas

 To understand and improve SELF


 Improve thinking
 Improve the correct behaviour

When the child is in conscious state most of the time, then the thinking process will be improved which
will help the child to understand his/her SELF.

Based on the child, strengthen the cognition to manage the behaviour.

If the child is cognitively trained, his/her SELF will be developed.

There are some activities to keep the child in conscious state which will increase the child’s attentive
state which in turn improves child’s thinking and that develops his/her SELF. The activities should be
selected as per child’s age and health issues. Consult a professional and then practice.

Disclaimer: The contents of this document are for informational purposes only. The content is not
intended to be a substitute for medical professional advice.

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