After the release of the NLP Bully: How to Stop Bullying and Dangerous Behavior for Children by JoAnn Simmons and Marsha Kirby, the media has been all a frenzy. Everyone seems to have a lot to say about this book. You have heard from many teachers and experts about how much helpful this book is and how it can help with challenging behaviors and how to deal with difficult students. You may even have some friends who have used this book and have gotten great results from it. However, you may be wondering if there are any mistakes or areas that the book leaves out that other programs leave out. This quick review of the book should answer those questions for you.
One mistake the book makes is not including an individual student’s story within its framework. In other programs, teachers are able to include an individual student’s story in a related context to the classroom discussions. The book does not offer this option. This means that if an individual student does not seem fit to be included in a classroom discussion, the book may leave it out entirely.
Another area that the book does not address adequately is intervention planning. It does not discuss how to choose a good intervention plan or what forms of interventions may be appropriate for a specific student behavior. Further, the book recommends using the same behavior interventions for all students regardless of their mood or circumstances. This is a dangerous recommendation as well, since some students have very different coping mechanisms and responses to stressors. It can lead to ineffective interventions that do not get the desired results. A better plan would be to identify individual student behaviors and to tailor your interventions based on that behavior.
One other area that I think the book understates is the need for classroom planning. There are many different types of interventions that can be applied in the classroom and teachers need sufficient classroom planning to incorporate them all. Unfortunately, some of the suggested strategies in the text fall short of the requirement for a complete classroom plan. This is especially true in the case of some behavior supports such as scaffolding.
Overall, this is a helpful book that provides several strategies for teachers to use in their classrooms. It also has several chapters that provide a summary of what you should know about using behavior support in the classroom. The main text includes a chapter focused on creating a behavior intervention team, teaching individual student behavior and interventions, developing classroom rules, and finishing the project. I liked that there was an emphasis on the team-building component of the intervention process. The book would have been better without the discussion of the behavior “on campus.”
Overall, I am happy that this book provides resources that help teachers understand and implement the Fidelity Factor framework. I think it will serve as a useful starting point for teachers who want to learn more about implementing fidelity in their classrooms. However, it does leave me wanting more from the whole framework. I would be interested in seeing a course on behavior and interventions with an additional chapter on fidelity as part of a school-wide course on behavioral design.
Behavior and Interventions For ADHD
If you are looking for information about behavior and interventions for ADHD, then this article was written with you in mind. Specifically, we are going to talk about how you can help your child get the support he or she needs, as well as learning about the specific behavior and interventions that are most effective for ADHD. There is a lot of information out there on the internet, and a large part of it is conflicting. Hopefully this article will help you make the right choices when it comes to your child’s behavior and treatment.
It is extremely important for your ADHD child to be monitored and evaluated in his or her classroom environment. A number of individuals, including other teachers, special education staff, and behavior experts can evaluate your child. A behavior and interventions team meeting should take place within your school. At this meeting, the team will determine which behaviors are the most problematic, and they will develop a plan to provide support for these behaviors through the use of homework help, classroom behavior intervention, group activities, parent support, and reinforcement.
Once the behavior and interventions plan are developed, the school will implement the plan. Sometimes, additional assistance may be required from the parents or families of children with ADHD. Typically, behavior and intervention strategies rely on the strengths of the specific ADHD strategies and the specific needs of the child. In order to address behavior issues, you will need to have access to a qualified behavior specialist and a medical doctor who is familiar with ADHD.