Temperament can be exhibited in a child as young as three weeks and that it is firmly in place by six weeks. Temperament is defined as the combination of mental and emotional traits of a person. It is a natural predisposition toward a unique behavioral style. Remember that we have all kinds of predispositions; however, we still have choice. While many of our initial temperaments come with us from before birth, both environment and choice play an ever increasing part in who we are as we grow older. There are many stories of people who remade themselves. Gandhi is a great example. When I left home for college for the first time, I made some hard decisions to remake myself in many ways. These decisions and the changes I made have had a profound affect on my own life...The last type of temperament is called the Active/Aggressive child.
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Saturday, January 24, 2009
Next I want to talk a little more about reinforcement.
Next I want to talk a little more about reinforcement. Remember the story about the child in church above. Reinforcement is not the same for every adult and it is not the same for every child.
There are basically two different kinds of reinforcers. It's kind of complicated but basically when you get something you want or when you avoid something you don't want, both are called reinforcers, one positive and the other negative. Either type of reinforcer increases the chance that the person will do again, whatever it was that got them the desired result...Natural reinforcers are those that will be received in almost any setting from almost any person. Natural reinforcers are almost always better than contrived and should be used whenever possible. For example, in many (hopefully it is most) situations, politeness and good manners receive a natural reinforcer.
For additional information click here.
There are basically two different kinds of reinforcers. It's kind of complicated but basically when you get something you want or when you avoid something you don't want, both are called reinforcers, one positive and the other negative. Either type of reinforcer increases the chance that the person will do again, whatever it was that got them the desired result...Natural reinforcers are those that will be received in almost any setting from almost any person. Natural reinforcers are almost always better than contrived and should be used whenever possible. For example, in many (hopefully it is most) situations, politeness and good manners receive a natural reinforcer.
For additional information click here.
Fourth, the child.
Fourth, the child. You will note that all of the videos above are listed under the third section. This is because most of this is about the interaction with the child and the way the child has learned to communicate his or her wants, needs, and feelings...Another great resource is Devereux and the fabulous resources they have available.
For the rest of the information click here.
For the rest of the information click here.
Inappropriate behavior.
Consider also that an inappropriate behavior may be reinforced in another environment, if this is the case; you need to be crystal clear that it will not be reinforced in your environment, while helping the child to learn that there are more appropriate ways to get their needs met...One last point here, never forget the power of example.
For the rest of the information click here.
For the rest of the information click here.
Second, look at setting events.
Second, look at setting events...There are so many things that could be said here that it would take a chapter or two to even touch the surface of this part of our discussion.
For the rest of the information click here.
For the rest of the information click here.
If you are concerned about the behavior of a child you must:
If you are concerned about the behavior of a child you must:
First, look at the
Environment: this includes the physical environment, smell and sound.
Second, consider setting events: this includes schedule, sleep, diet, stressors (including medical)
Third, consider interactions with others: does the behavior get the child something or get the child out of something.
Fourth and last, after looking at all else, even if the child has an obvious disability, even when the answer seems to be apparent…that this child has a problem, only after all of that, and making adjustments that may help, look at the child...For a toddler it makes a lot more sense to remove an object you don’t want him or her to touch than to repeatedly try to teach the toddler not to touch the item...something that may be developmentally very difficult or even impossible to do.
To read the rest of the information click here.
First, look at the
Environment: this includes the physical environment, smell and sound.
Second, consider setting events: this includes schedule, sleep, diet, stressors (including medical)
Third, consider interactions with others: does the behavior get the child something or get the child out of something.
Fourth and last, after looking at all else, even if the child has an obvious disability, even when the answer seems to be apparent…that this child has a problem, only after all of that, and making adjustments that may help, look at the child...For a toddler it makes a lot more sense to remove an object you don’t want him or her to touch than to repeatedly try to teach the toddler not to touch the item...something that may be developmentally very difficult or even impossible to do.
To read the rest of the information click here.
Why does s/he do that.
The following is rather long and I expect that there will be both questions and discussion; however, it is worth including:
“Why does he do that? This is the age-old question. People ask this question when they see a child throw a “fit” in the store. Why does he behave like that? To date, an often-cited explanation of such undesirable behavior involves a hypothesis about the brain’s development in the child “afflicted” with such behavior. The underpinning of the undesirable tantrum behavior is hypothesized to be the result of some abnormality or underdevelopment of some part(s) of the brain. As further evidence of brain involvement, in some cases, such behavior along with other behaviors forms the basis for a mental disorder. Below is an excerpt from a hypothetical lecture in a Child Psychology class...If you are a therapist concerned with behavior, this book is a must read; however there is more to environment than just the behaviors of the adults and as the above authors acknowledge, there is more to behavior than just the environment. We’ll talk about a few important elements.
For the rest of the information click here.
“Why does he do that? This is the age-old question. People ask this question when they see a child throw a “fit” in the store. Why does he behave like that? To date, an often-cited explanation of such undesirable behavior involves a hypothesis about the brain’s development in the child “afflicted” with such behavior. The underpinning of the undesirable tantrum behavior is hypothesized to be the result of some abnormality or underdevelopment of some part(s) of the brain. As further evidence of brain involvement, in some cases, such behavior along with other behaviors forms the basis for a mental disorder. Below is an excerpt from a hypothetical lecture in a Child Psychology class...If you are a therapist concerned with behavior, this book is a must read; however there is more to environment than just the behaviors of the adults and as the above authors acknowledge, there is more to behavior than just the environment. We’ll talk about a few important elements.
For the rest of the information click here.
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