understanding behavior
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Understanding Behavior
LARRY SCOTT Ken-Ton School District
lscott2@kenton.k12.ny.us
Agenda
Bullying Brain & Behavior Behavior Theory Triggers, Function, & Consequences Punishment Case Scenarios Inattention / Hyperactivity Attention-Seeking Behavior Defiance / Noncompliance Communicating with Defiant Students Positive Approaches, Meaningful Incentives, & Tips
Bullying
Intentional, usually repeated acts of verbal, physical, or written aggression by a peer (or group) operating from a position of strength or power with the goal of hurting the victim physically or damaging status and/or social reputation
Bullying vs. Teasing vs. Conflict Teasing: good-natured “give & take”
between friends designed to get both parties to laugh
Conflict: A struggle, dispute, and/or misunderstanding between 2 opposing forces
Bullying: Based on power imbalance, taunting another with intent of harming; continues when other is distressed
Victims of Bullying
Have a position of relative weakness Most are passive Experience emotional distress- anxiety,
depression, suicidal thoughts, low self-esteem
In some instances can respond with extreme violence
GLBT youth most at-risk
Those Who Bully
Desire power & control Get satisfaction over others’ suffering More exposed to physical punishment
at home Average self-esteem, BUT more likely to
be depressed & feel less supported by others
Engage in other risky behaviors
Bully Prevention in School
Structured, Supportive, & Supervised Environments
Clear, consistent policies on harassment, including means of reporting
Immediate action with intervention not just punishment
Warmth, positive interest, adult involvement & appreciation of individual differences
Ongoing social development programs Programs & opportunities to connect with all
students
State Legislation and Bullying
2012- Dignity for All Students Act (DASA)Prohibits harassment of students based on race, weight, religion, national origin, ethnic group, sexual orientation, disability, gender, & sex 2013- Amendment to DASA Requires schools to act when cyberbullying occurs
Brain & Behavior
Over time our brains have evolved- new features have been added and old ones discarded as a result of social consequences, in order to better solve social problems
We have DNA encoded with information for innate behaviors. Babies are not born with blank brains (expects faces at birth, reasoning with animate/inanimate objects, crying to express needs)
Our brains are preprogrammed to express social behavior regardless of culture
Brain & Behavior
Nature and nurture: genetic components interact with various environmental influences and shape brain development/functioning
A carrier of a particular set of genes is associated with an 882% probability of committing a violent crime and 98.4% chance of being on death row
Children with particular genetic material are more likely to develop conduct disorders and become violent criminals as adults. This outcome is much more likely if these children were abused
Children with the opposite genetic material were not likely to repeat the cycle of violence even if severely maltreated
Brain & Behavior
The brain has countless rivaling operations each competing for a single output of our behavior.
A balance is optimal for the brain and behavior.
Rational System vs Emotional System
Emotional vs. Rational
Emotional SystemInvolves internal states
Emotional system is evolutionarily old and shared with other species
Emotional circuitry of the brain is associated with immediate reward and impulsive behavior (i.e. drug addiction)
Rational SystemInvolves analysis of external events
Rational system is more recent and is one unique characteristic that separates us from other species
Rational system consists of the lateral cortex circuitry associated with higher cognition and delaying gratification for longer-term rewards with higher return
Brain & Behavior Brain Plasticity
Critical Periods: Birth to 5 & Puberty
Between approximately 10 to 18 months of age is critical for shaping of brain for attachments & emotional regulation
Brain is made up of countless neural circuits which govern behavior and habits
Brain & Behavior
Bad habits take over neural circuits in the brain
The more a bad habit is practiced the more space it occupies on a neural circuit, creating less space for good habits
Makes unlearning more challenging than learning
The more habitual and automatic a behavior the more complex and specialized the neural circuitry and the less conscious awareness
Early education and intervention
Brain & BehaviorPrefrontal Cortex- Executive Functioning Regulates attention/emotion, planning, organization, self-
monitoring, and foreseeing/understanding consequences
Students with attention and emotional difficulty, usually have poor executive functioning
Studies: 1. Emotionally supportive environments with meaningful praise, affection,
& sensitivity better self-regulation
2. Emotionally neglectful environments poor self-regulation
Children with a history of trauma & emotional neglect often have dysfunction in prefrontal cortex
Middle school
Brain & Behavior
Evidence that behavior modification, talk therapy (counseling), & medication can change brain chemistry / functioning
Extrinsic motivation can change brain chemistry and increase intrinsic motivation over time
Psychotherapy: leads to decreased activation in prefrontal cortex (less blood flow) in patients who suffer from past trauma and/or anxiety
Depression, high stress, & trauma are associated with a smaller hippocampus and memory loss. Antidepressants have been found to mature hippocampus- increase neural circuitry
Behavioral Theory
All behavior serves a function or purpose.
All behavior functions within a system – environment, setting, or situation.
Environmental/situational factors create and
maintain problem behavior. By changing environmental factors and responses
to behavior, it is believed that problem behavior can be replaced with pro-social behavior.
Behavior- internal & external control
Factors Influencing Behavior
Student Characteristics
Peer Influence
Teaching Style / Classroom Practices
Family Issues
Cognitive and Academic Functioning
Emotional Functioning
Mental Health Needs
Media/Electronics
Sleep
Physical Health
Education Policies / Funding
Picture Yourself and Your Own Behavior
Do I behave differently in certain situations and settings?
Do I perform better in certain situations and settings?
Target Behaviors
Specifically identify two or three of the most problematic behaviors that you want to change.
Must be well-defined, observable, and measurable.
Be objective and avoid opinion statements and personal feelings.
The “stranger test”
Ex. – Johnny is violent
ABC’s of Problem Behavior
Antecedents to behavior – triggers, type of setting/situation
Behavior
Consequence to behavior – not always negative and punitive.
Function of Behavior
Escape/Avoidance
Attention/Control
Sensory/Perceptual
Gain Desired Item, Activity, Area
CONTROL
Replacement Behavior
Sometimes inappropriate behavior is due to not having learned a particular skill (i.e. raising hand to participate)
Learning a new skill / behavior can replace an unwanted or inappropriate behavior
The replacement behavior serves the same function as the inappropriate behavior and should be positively reinforced when it occurs
Examples
Important Behavioral Terms
Positive Reinforcement:A response to behavior that increases expected/positive behavior.
Negative Reinforcement:A response to behavior that increases negative behavior.
Punishment: A response to behavior that decreases negative behavior.
Punishment
“You can never punish anyone into being motivated, corrected, or coming to school.”
Dr. Randy Sprick
Punishment & Suspension There is no evidence that suspension works- it
has been shown to be ineffective in changing behavior and often only worsens behavior
Long-term suspension leads to negative attitudes toward school, poor attendance / work performance, and negative perception of teachers
Suspension is associated with increased defiance, more severe problem behavior, school failure and drop out, and contact with the juvenile justice system
Punishment & Suspension Black and male students are historically overrepresented
in suspensions and expulsions
Males are at least twice as likely to be suspended and expelled
Many studies show inequality in disciplinary responses and consequences: Black and male students are more likely to be suspended and more harshly for similar offenses
66% of black male students who received free/reduced lunch and were in special education were suspended at least once, only 2% of white females who paid for lunch and in regular ed. were suspended (Raffaele Mendez, 2003)
Punishment Precautions
1. Never punish for behavior that a student can’t help or has limited or no control over
2. Non-punitive techniques alone can improve behavior
3. Punishment such as isolation/seclusion (i.e. time-out) should be avoided
Missouri’s Rehabilitation Model U.S. Juvenile Confinement Rate
About 48,000 U.S. youth placed in correctional or residential facility as juvenile delinquent each night (2010)
Missouri has rehabilitation model with continuum of services (day treatment centers, group homes, and residential centers)
Includes small, therapeutic facilities with daily counseling, accredited schooling with special education, job training or community jobs, and transition services
84-88% of youth are engaged in a job or school upon release each year
Recidivism rate= 16.2% (3 years) compared to 26-62% in other states
Confinement without rehabilitation is not only financially wasteful, but detrimental to society
Effective Punishment
Pair with positive reinforcement Reduction or loss of privileges Implemented in way that instruction is not
missed (i.e. lunch detention, time away in classroom)
Serve extra time Allow student to help determine punishment MUST be MEANINGFUL to student Restitution We need to explore alternative approaches
proven to work: cognitive-behavioral and restorative justice
Volition
Do we choose our genes? Do we choose the environment we grow up in?
Given the influence of genetics, childhood experiences, environmental toxins (i.e. lead), hormones, neurotransmitters, and neural circuitry, our level of absolute free will (volition) is a relevant issue for debate
Much of our legal system and discipline methods assume that all acts are volitional, and therefore, punishment, alone, and holding one responsible will modify future behavior
Attempting to understand and uncover reasons for problem behavior does not equal excusing one’s action and absolve from blame
Volition Lawyers and clinicians have historically agreed that
neurological disorders, where biological evidence for a problem exists, often absolves an individual of volition
With advances in science, the clinical community now recognizes mental disorders as biological or organic problems
Although we can’t always detect a neurobiological problem, it is safe to assume that brain dysfunction exists in some of our most severe criminals
Brain Dysfunction & Anti-Social Behavior
Brain Tumor/Dementia
Tourettes Syndrome
Homicidal Sommambulism
Phineas Gage
Huntington’s Disease
Viral & Bacterial Infections
Evidence-Based Consequences Through advances in neuroscience and behavior we may better
understand who is likely to commit or not commit crime again
The objective is to establish more logical / evidence-based sentencing that will customize rehabilitation for those that can be modified and maintain confinement for those who cannot
Intervention might focus on the plasticity of the prefrontal cortex and poor impulse control (most people know right from wrong and understand consequences, but some have an inability to control impulses)
Effective approaches require that we not only understand how we would like people to behave, but how they actually behave
Approaches to Students with Emotional & Behavioral Needs Incentives: Earning positive social experience Good Behavior Sports Club Connections Program Engaging parents Community support Activity & Exercise Yoga & Meditation Behavior Contract Daily/Weekly Behavior Report
Students with Emotional & Behavioral Needs
More likely to have disciplinary problems, low grades, poor attendance, & run-ins with the law
About 10% of students cause 90% of disciplinary problems
Have difficulty building & maintaining relationships- TRUST
Prone to disorganization and poor work completion
Sensitive to reprimands & being held accountable- usually leads to more resistance
Negative emotions interfere with attention & decision making. Increases impulsive actions which may relieve emotional distress temporarily
Any action that causes negative emotion in a student is more likely to increase defiance/resistance
Internalizing & Externalizing Problems Internalizing Problems: high anxiety,
depression, low self-esteem, poor self-identity, socially awkward
Externalizing Problems: hyperactivity, aggression, conduct problems, disruptive, defiant
Challenges to Changing Behavior Poor collaboration and follow through from home.
Poor collaboration and follow through with community-based professionals.
Severe mental illness that is untreated or mistreated.
Substance abuse and illegal activity.
Resistance to trust
Off-task Behavior (ADHD)
ADHD effects about 2-10% of kids, more common in boys (about 10%) than girls (about 4%)
Over-diagnosed & often misdiagnosed
Neurobiological evidence that it exists
Associated with disciplinary problems, poor academic performance, substance abuse, and dropping out of school, risky sexual behavior, and future criminal behavior
Off-task Behavior (ADHD) Difficulty paying attention / Short attention-span
Distractible (internal & external)
Poor self-regulation of emotion, attention, planning, and behavior
Disorganization
Usually struggle with writing
A Neurological Understanding of ADHD Parts of the brain involved in attention are found
to be smaller and underactive
Prefrontal cortex, amygdala, and basal ganglia are found to play a major role
Dopamine & serotonin (neurotransmitter)
Antidepressants & Cognitive Behavioral Therapy have shown to improve impulsivity and aggression
Prefrontal Cortex: Executive Functioning CEO of the brain
Regulates attention/emotion, working memory, planning, organization, self-monitoring, and foreseeing/understanding consequences
Students with attention and emotional difficulty, usually have poor executive functioning
Children with a history of trauma & emotional neglect often have dysfunction in prefrontal cortex
Middle school
Media and ADHD
A large study found that exposure to TV (ages 1-3) is associated with attention problems and controlling impulses later in childhood
For every hour watched each day, their chances of developing attention
problems increased 10%
Addiction to computer / video games show similar brain functioning and behaviors as other addictions
ADHD Types
Inattention Fails to give close attention to details / makes careless
mistakes Has difficulty keeping attention on tasks Does not seem to listen when spoken to directly Does not follow through on directions and fails to finish
school work or other duties Has difficulty organizing tasks/activities Avoids or dislikes tasks that require sustained mental
effort Often loses toys, assignments, and materials needed for
tasks Is easily distracted Is often forgetful in daily activities
Hyperactivity
Fidgets with hands or feet or squirms in seat
Leaves seat when remaining seated is expected
Runs about or climbs in inappropriate situations
Has difficulty playing quietly
Is often “on the go”, acts as if “driven by a motor”, talks excessively
Impulsivity
Blurts out answers before questions have been completed
Has difficulty waiting turn
Interrupts or intrudes on others (butts into conversation or games)
Does not think before acting
Poor Impulse Control
More likely to act for short-term gratification than delaying for more valuable, long-term reward
Those with severe impairment fail to resist an impulsive act that may be dangerous to self or others
Present an understanding of right/wrong and seriousness of consequences, but cannot regulate impulse with the influence of emotion in the moment
Worksheet 1
Tips for Inattention & Hyperactivity Need others & environment to help self-regulate Break tasks into chunks/separate steps, provide
feedback, provide checklist… Close proximity Clear and consistent
expectations/routines/consequences with reminders
Structured environment with reduced distractions and limits
Frequent prompts & reminders- unobtrusive, quiet, nonverbal
Seat student near “action zone” Praise/recognize on-task behavior and work
completion
Tips for Inattention & Hyperactivity Allow movement breaks Provide alternative motor behavior that will not
distract others (gum chewing, stress ball, activity) Have student monitor behavior (i.e. call outs,
motor behavior, leaving seat…) IGNORE low level motor behavior Seat near distraction-resistant peers Anticipate potential problems and structure
appropriately Daily or Weekly Report with incentive Agenda / Organizer
The Selling of Attention Deficit DisorderNew York Times, December 14, 2013by Alan SchwarzCDC:15% of high school students have a diagnosis
Medication use for children has soared to 3.5 million from 600,000 in 1990
About 16 million prescriptions were written for adults (ages 20 -39) in 2012
2nd most frequent long-term diagnosis closely behind asthma
The Selling of Attention Deficit DisorderNew York Times, December 14, 2013by Alan Schwarz Since 2000, FDA has cited every major ADHD
med for false & misleading advertising several times:
Stimulants: Adderall, Concerta, Focalin, & Vyvanse Nonstimulants: Intuniv & Strattera
Sales of stimulant meds were almost $9 billion in 2012
The Selling of Attention Deficit DisorderNew York Times, December 14, 2013by Alan Schwarz ADHD has no definitive test: symptoms are highly
open to interpretation by patients, parents, and doctors
American Psychiatric Association has made the diagnostic criteria more liberal in the DSM V (i.e. must show symptoms before age 12 vs. show impairment from symptoms before age 7)
American Psychiatric Association receives significant funding from pharmaceutical companies.
The Selling of Attention Deficit DisorderNew York Times, December 14, 2013by Alan Schwarz Studies show that about ½ of diagnosed children do not show
impairment as adults
Long-term risks of not medically treating ADHD are often cited by big pharma & their representatives, but little is known about whether meds address and reduce these risks (FDA has cited this in many warnings)
Presenters on ADHD and those that educate doctors & clinicians on ADHD, are either from pharmaceutical companies or are affiliated with and receive compensation from these companies
A 2008, Senate investigation found that a prominent psychiatrist involved in many psychiatric studies, Dr. Joseph Beiderman, received $1.6 million in consulting fees from drug companies
The Selling of Attention Deficit DisorderNew York Times, December 14, 2013by Alan Schwarz Marketing has targeted parents
Magazine ad for Concerta: “Better test scores at school, more chores done at home, an independence I try to encourage, a smile I can always count on.”
In February of 2013, Shire paid $57.5 million in fines for misleading advertising and improper sales of Vyvanse, Adderall, & Daytrana.
CHAD (ADHD Advocacy Group) founded in 1987 with financial backing of Ciba-Giegy Pharmaceuticals, Ritalin’s manufacturer & continues to receive about $1 million per year from big pharma.
Attention-Seeking Behavior
Children value attention, some desire any attention- positive and negative.
Negative adult response (reprimand) can serve the function of attention and negatively reinforce problem behavior.
Attention-Seeking Cycle
Worksheet 1
Break Attention-Seeking Cycle
Recognize Positive Behavior
• Make eye contact & smile
• Check-in with student• Pat student on
shoulder• Call on student• Praise student (verbal,
nonverbal, written)• Converse with student• Give student a desired
task
Break Attention-Seeking Cycle Positive attention should be provided as
frequently as negative attention seeking behavior occurs
May only be required in particular settings and times
Ignore negative attention-seeking behavior or in discrete manner redirect student back on-task
Fade positive attention as negative behavior reduces or discontinues
Brain and Perception
Slight differences in brain function translate into different ways of experiencing the world
Each of us believes what we perceive is reality
The reality we perceive influences how we behave and interact with others
Our perceptions are greatly influenced by our social experiences
There are many thoughts/functions of the brain that we are unaware of
Worksheet 2
Noncompliance / Defiance Defiant students usually have a painful history of
rejection in personal relationships
Often perceive rejection and view adults as threatening
Defiant students often lack effective communication & negotiation skills
May act out to mask poor skills and/or insecurities
Often choose to defy to avoid/escape tasks and/or to gain control of situations/others
Noncompliance / Defiance
Emotional reactions to misbehavior:
Risk being reinforcing to some students
Risk making timid students afraid of you
Provide a terrible model of leadership
Noncompliance / Defiance
Conflicts / Power Struggles / Arguments involve at least two parties
Be aware of preconceptions- trivial behavior may produce angry / aggressive response and trigger resistance from student
Angry reactions (raising voice, appearing angry, or attempting to intimidate) to behavior is negative reinforcement & worsens defiance
Defiance can become deliberate strategy
Defiant students gain control with each and every angry response from adult
Worksheet 1
Nonverbal Communication with Defiant Students1. Relax and reflect on how you are feeling and will
respond2. Model that you will not be pulled into power
struggle3. Stay outwardly calm, professional, & business-like4. Low tone of voice5. Establish eye contact and call student by name6. Move toward student slowly, respect student’s
space, speak privately, & sit nearby student at their level
7. Be aware of nonverbal communication- avoid mismatch with words
Verbal Communication with Defiant Students
1. State directive in positive manner2. Use clear and specific terms, but keep it brief3. Ask open ended questions (avoid WHY
questions)4. Active Listening: summarize a person’s
ideas, opinion, or point of view5. Emotional Labeling: validate student emotion6. I-Centered Statements7. Strategic Pauses
Communication with Defiant Students1. Provide choice with logical consequences
2. Offer student a Face-Saving Out
3. Focus on behavior, while acknowledging that you value student
4. Do not attempt to force a student to comply
5. Avoid demands when student is upset
6. HUMOR
Strategies for Defiance / Noncompliance Allow student a “cool down” break when upset /
angry
Assign reflective essay or apology after misbehavior and student is calm
Consequences- predetermined, fair, consistent
Behavior Contract
Redirect / Distract student when showing signs of frustration
My Tips to Avoid Conflict
Establish relationship Random problem-solving Acknowledge student prior to stating
expectation Remove student from audience Simple nonverbal communication Time-away techniques
Meaningful Incentives
1. Choose music for class to hear2. Eat lunch with a friend in the classroom (with
teacher)3. Eat lunch outside with entire class4. Enjoy time outside with entire class5. Shoot baskets with an adult and/or with peer6. Computer time7. Assist a custodian or other staff8. Be first in lunch line9. Eat lunch with teacher, counselor, and/or
principal
Meaningful Incentives
1. Eat lunch with an invited adult (grandparent, parent, etc…)
2. Positive note, email, or phone call home3. Be helper for lower grade level4. Make deliveries in school5. Receive a note of recognition from teacher or
principal6. Receive private praise from teacher or principal7. Receive silent thumbs up or other sign indicating
praise and approval
Homework Tips
2 methods to increase homework completion:
1.Establish a consistent weekly schedule for homework
2.Physically collect homework from each student
References
Doidge, N. (2007), The Brain that Changes Itself. Gresham, F. M. (1992). Conceptualizing behavior disorders in terms of
resistance to intervention. School Psychology Review, 20, 23-37. Eagleman, D. (2011), Incognito: The Secret Lives of the Brain. Individuals with Disabilities Education Improvement Act – Amendments
to Rules of the Board of Regents and Regulations of the Commissioner of Education (NYS), Part 200.1 (r), June 23, 2006.
Nickerson, A., Director of Alberti Center for the Prevention of Bullying Abuse & School Violence, University of Buffalo
Ratey J. (2008), Spark: The Revolutionary New Science of Exercise & the Brain
Sprick, R. Safe & Civil Schools. http://www.safeandcivilschools.com/index.php
Willingham, D. (2011). Can Teachers Increase Students’ Self-Control? American Educator.
Willingham, D. (2004-05). Understanding ADHD. American Educator. Wright, J. (2006). www.jimwrightonline.com,
www.interventioncentral.org Schwarz, A. (2013). The Selling of Attention Deficit Disorder. New York
Times
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