BEHAVIOR MANAGEMENT Prediction, Proaction and Prevention “The laughter of children is always heard in an enjoyable school. It is alive with vitality and full of smilling faces.” ~ Dr. Kiyo Kitahara A. Basic Premise In Daily Life Therapy® learning to manage behavior is an integral part of the systematic educational approach to achieve social independence and dignity. The goal of the Boston Higashi School behavior management is to enhance the character of the individual through a process of regulating reciprocal emotional relationships (establishing a bond between people). It is not based upon a procedure to control discrete behaviors. The uniqueness of Daily Life Therapy® is derived from the integrative aspects of behavior management as part of the educational approach in the entirety. In order for behavior management to be effective continuous educational progress in all areas must be achieved. Behavior management is predicated on addressing the whole life of the child and not a result of analyzing discrete behaviors. The holistic approach promotes prediction, proaction, and prevention in the regulation of emotions and behavior. The success of behavior management is achieved through physical exercise to establish a healthy daily routine, intellectual stimulation, and emphasis on high expectations which enhance richness in life directly effecting the behavior of the student. Aversive measures, punishment, medication or time-out procedures are never used and are considered counter-productive to the bond and trust between teacher and student and among teacher, student and family, the most critical aspect of Daily Life Therapy®. Behavioral Expectations for Progress: The student will increase his self-control, thereby enabling him to have many opportunities and experiences in life. The student will (be able to) return to his family and community as an active participant. The student will (be able to) benefit completely from his educational opportunities. All of the following strategies need to be examined within the context of Daily Life Therapy®. Without fulfillment in the three basic tenets of Daily Life Therapy® these strategies are incomplete. As previously mentioned, the three basic tenets include gaining stability of emotions, participation in physical education and stimulating the intellect. B. General Strategies: Prediction, Proaction and Prevention can be explained more clearly within two categories. This includes General Strategies and Specific Strategies. General Strategies are the fundamental prerequisites for establishing a foundation for learning. These are: Initial Stage Guidance: This guidance is based on the fundamental ideas of child development. In order to begin the learning process a child must first develop a basic foundation, a “readiness” to learn and a readiness to begin participating in life itself. There are three basic elements: sleeping, Daily Life Therapy ® • Behavior Management • 2014 102 CMR 3.07(7)
603 CMR 28.09(11)(d)
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