Brief Biography
Changnam Lee received a Ph.D. degree in special education from the University of Oregon in 1993. For two years after that, he worked as a research assistant at the same university. Starting in 1996, he has taught special education courses including classroom behavior management in teacher licensure programs.
Highest Degree of Presenter(s)
Ph.D.
Presentation Abstract
Addressing students’ problem behaviors in the classroom is a primary responsibility of teachers and, therefore, should be a major emphasis for teacher education in special education. This session will present classroom applications and data to demonstrate the effectiveness of using the competing behavior (CB) model proposed by Crone and Horner (2003) as a positive behavior support procedure. Specifically, the primary presenter guided the use of a highly systematic and replicable positive behavior support procedure for inservice and preservice special education teachers during a teacher education coursework at a university. Each teacher selected a target student, conducted functional behavioral assessment (FBA), designed a complete intervention package with the CB model, collected data using single-subject designs while implementing the intervention, and analyzed the data. The CB model includes the application of three principles: (a) Make the problem behavior irrelevant, (b) make the problem behavior inefficient, and (c) make the problem behavior ineffective (Crone & Horner, 2003).
Reference
Crone, D. A., & Horner, R. H. (2003). Building positive support systems in schools. New York: Guilford.
Recommended Citation
Lee, Changnam, "Using the Competing Behavior Model in Teacher Education" (2014). Georgia Association for Positive Behavior Support Conference. 69.
https://digitalcommons.georgiasouthern.edu/gapbs/2014/2014/69
Using the Competing Behavior Model in Teacher Education
Addressing students’ problem behaviors in the classroom is a primary responsibility of teachers and, therefore, should be a major emphasis for teacher education in special education. This session will present classroom applications and data to demonstrate the effectiveness of using the competing behavior (CB) model proposed by Crone and Horner (2003) as a positive behavior support procedure. Specifically, the primary presenter guided the use of a highly systematic and replicable positive behavior support procedure for inservice and preservice special education teachers during a teacher education coursework at a university. Each teacher selected a target student, conducted functional behavioral assessment (FBA), designed a complete intervention package with the CB model, collected data using single-subject designs while implementing the intervention, and analyzed the data. The CB model includes the application of three principles: (a) Make the problem behavior irrelevant, (b) make the problem behavior inefficient, and (c) make the problem behavior ineffective (Crone & Horner, 2003).
Reference
Crone, D. A., & Horner, R. H. (2003). Building positive support systems in schools. New York: Guilford.
