Support Contact us Privacy statement FAQ
27 Shevat, 5785 / Tuesday, February 25, 2025
Home Early Childhood Elementary Middle School High School Special Edition Administration Kiruv
Welcome New User : Register Now
Material Type  
Search for : in
Search
Detailed Search
Search
   Login  
    Username  
     
    Password  
     
 
Remember my Username   Login
  Forgot Username or Password?  
New user?Click here to register
Share your Materials
Thousands of graphics, photos, borders and more.
Read and post messages about all aspects of Chinuch.
Workshops and classes, both audio and video.
Olomeinu Archives
Blog
Dates and fascinating information about hundreds of historical leaders.
View and share feedback about the site.
Who are we and why are we here?
Torah umesorah publication catalogue
 
The Avi Chai Foundation
 
 Chinuch.org is primarily sponsored by a grant from The Avi Chai Foundation
 
R R >> 
USER Information
This information was last updated: 05-02-2012
The last time this user logged on : -		Back To Results
User Name :Rickismom
Title :Mrs
First Name :Ruth
Last Name : Palatnik
City : Other
State : N/A
Country : Israel
 
All Contributions By This User (5)
Message Board Posts:4
1. I have found Positive Behavior Support (PBS) to be extreemely effective in working with my daughter (who is a smart, sassy, strong-willed teen with Down syndrome). PBS takes a bit of time to learn, and takes careful planning to implement, but is extreemely effective.  I learned it through the book "Parenting with Posive Behavior Support" published by BROOKES, but this book IS geared to the home. Since Brookes is princibly an educational publisher, I am sure that they have good books on PBS for teachers, although I would not know which is best.  I will outline the basic idea here, but this is NOT a good subtitution for really studying it properly.
1) Evaluate the behavior
  a) when/ where/ with whom does it occur
  b) possible contributing factors (lack of sleep, didn't eat breakfast, too
      much suger, too noisey a classroom, etc.)
  c) what happens as a result of the behavior
  d) what is the child "gaining" (even if negative attention) from the behavior

2)develope an intervention plan, trying to:
    a) decrease or remove contributing circumstances
    b) arrange that he does not get the "benefits" from the bad behavior
    c)arrange for him to gain these benefits from good behavior
    d)a way to measure results

3) implement and evaluate, revise if needed


 
2. The best explanation I have seen  for correcting behavior is Posuitive behavior support. It is worth your while to get one good book on the subject (or obtain from a library). I have a book from Brookes called "Parenting with Positive Behavior Support" by Hieneman-childs-sergay, and it is excellent, although geared to parents. I am sure that Brookes has books on PBS for teachers, but I wouldn't know which is best. The basic idea is:
1) evaluate behavior:
    a)contributing factors (sleepiness, sugar foods, noisey classroom, etc)
    b) What is the child gaining from the behavior
2) Make a plan , trying to:
    a) eliminate or decrease contributing factors
    b)trying to prevent the child from "gaining" (even negative attention)
      from the bad behavior.
    c) arranging that the child gains his "benefits" that he used to get from bad
        behavior through good behavior

3) Implement and then evaluate.


If this does not work, either the plan was lacking in proper evaluation at first, was not done consistantly, or the plan needs revamping. It is a lot of work, but extreemely effective.
3.   I am familiar only with Hebrew software, but I would look for the following in any software purchased:
1) Ability to limit sections opened by student to those which he needs to work on
2) aqbility for teacher to see scores/ rate of correct answers
3) no funny "blooper" noises fro wrong answers (kids are likely to purposely answer wrong)
4) ability to change after how many tries (if at all) the correct answer is given
5) (related to #4) the inability to "guess" ones way to the end

  For teaching math for kindergarden through 2nd grade level, I would HIGHLY recomend the Numicon system. The materials are expensive, but almost undestructible. They have a whiteboard computer software program to enhance whole class teaching, but it would be unneeded for individual to small groups.

  I find that with my daughter (who has Down syndrome + ADHD)) , software is best as a review, not so much for initial learning, for which I find interactive learning better. HOWEVER, since there is a need for a lot of repetition for the material to be really remembered, I find software usefull.
  [To anyone who might be looking here from Israel, Mattach's "Mishtamshim b'kesev" is VERY VERY good, and only has drawings of normally dressed people, making it quite appropriate for our students.]
4. Make pictures of the tasks that need to be done, and attach with velcro to a second surface (like a hanging  burlap strip). Each card can be removed as the task is done, and put in an "I did it!" box
Send a message to this user
 
  Developed by eComand Solutions LLC - info@ecomandsolutions.com
© 2025 chinuch.org