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|Title: ||General Perspectives on Behavioural Management: School, Learning and Teachers in focus|
|Authors: ||Chaleta, Elisa|
|Editors: ||Lebeer, Jo|
|Keywords: ||Challenging Behaviours|
|Issue Date: ||2013|
|Citation: ||Chaleta, E., Grácio, L. & Saragoça, M.J.. (2013). General Perspectives on Behavioural Management: School, Learning and Teachers in focus. In J. Lebber, L. Grácio. , H. Sart, B. Schraepen, N. Babur, R.V.Eynde, L. Stoffles &.A. Cogacz. A Preventive Approach in Inclusive Education. Differentiating Classroom practice for primary school teachers. In Service Training Guide, 87-88. Istanbul, Bogazici University Press – ISBN 978-975-518-342-8|
|Abstract: ||There are three important perspectives about Challenging Behaviours (CB), its understanding and ways of deal with them. These models are focused on school (e.g., School Wide Positive Behaviour Supports – SWPBS, Turnbull, 2002), on learning (e.g., Rogers, 2003; 2004) and on teacher (e.g., Whole Brain Behaviour Management – WBBM, Derrington & Goddart, 2008). We will address these two last models.
The Educational model (program) focused on learning and behaviour from Rogers, 2003, 2004) recognizes on one hand the multiple solicitations addressed to teachers and the limits they are faced with. In this sense it advocates the existence of support for the teachers themselves. On the other hand it emphasizes the behaviour and learning skills children should learn. In order to do so, it focus on the importance of the construction by the teacher of a planned teaching structure directed towards the development of positive behaviour and learning behaviours.|
|Appears in Collections:||PSI - Publicações - Capítulos de Livros|
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