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Book Club with Dr. Ira J. ChasnofF - Read bio


October 30, 2018

11-12 PM PST

Book Club with Dr. Ira J. Chasnoff. Follow and use the hashtag #NTIChat to join us.

Topic: Guided Growth, Chapter 5: Toward a Proactive Classroom

Synopsis: Much of what is written and practiced in the classroom involves addressing emotional and behavioral problems that have a long history and may require direct interventions to modify.  However, another important step toward addressing problems is to prevent their occurrence in the first place.  In general, it is much more effective to prevent problems than it is to respond to them after they have emerged.  There are two principles of preventive behavior management:  promoting positive, desired behaviors and minimizing behaviors that are disruptive to the instructional process.  The classroom that is prevention-focused will use procedures and techniques that focus on both components.

Questions:

1. What do we mean by a "proactive classroom?"

2. What are some ways that you can communicate to students how the classroom will function?

3. What factors make for an effective reward system?

4. What are some ways you can help children through transition times within and outside the classroom?

5. What are some things to consider when developing logical consequences for behavior?


December 11, 2018

9-10 AM PST

Book Club with Dr. Ira J. Chasnoff. Follow and use the hashtag #NTIChat to join us.

Topic: Guided Growth, Chapter 6: Relational and Behavioral Approaches to Behavior Management

Synopsis: Two traditional tools widely used and researched by behavioral psychologists for learning and behavior change are reinforcement and punishment.  Most parents and teachers probably are somewhat familiar with these ideas and use variations of them daily.  As we discuss our approach to behavior management, you will recognize variations on these two strategies that we have found to be the most successful in working with the alcohol- and drug-exposed child.  Taking into account teachers’ and parents’ differing teaching styles and children’s own learning styles, there are some criteria for applying individualized intervention strategies, especially within the context of an eight-step structured problem-solving process.