behavior strategies for the elementary special education classroom

Behavior Strategies

for the Elementary

Special Education Classroom

Presented byDavid Martin, Elementary Behavior

Consultant

Schedule• 8:00 – 9:30 Work• 9:30 – 9:45 Break• 9:45 – 11:30 Work• 11:30 – 12:30 Lunch• 12:30 – 1:30 Work• 1:30 – 1:45 Break• 1:45 – 3:30 (?) Work

Materials• Thank you to the authors of, The Well

Managed Classroom 2nd Ed., 2007• Michelle Hensley• Walter Powell• Susan Lamke• Scott HartmanThe majority of material in the presentation was taken from their book.

Goals of this In-service

• To add to your ability to work with exceptional education students

• To discuss the role relationships and problem solving can play in your classroom

• To give you a foundational understanding of the principles of behavior

• To provide you with a more complete understanding of consequences

• To offer suggestions to correct problem behaviors• To offer suggestions to deal with emotionally

intense behaviors

Some Basics“Your success at creating a well-managed classroom depends largely on the quality of the relationships you forge with students. “When students feel liked and respected by their teachers and peers, they enjoy more success in school – academically and behaviorally.”

Lewis, et. All, 1996

More Basics“When interpersonal relationships are weak, communication is poor, and mutual trust and respect are lacking, fear and failure rather than safety and success characterize the climate of a classroom.”

Baker, et. All, 1997“When fear is at the center of student-teacher interactions, teaching becomes almost impossible”

Noguera, 1995

Basics Cont’d“Unless teachers are aware of whether or not students feel included and supported in their classrooms, instructionally, as well as socially, they may persist in making choices and behaving in ways that contribute to some students feeling excluded.”

Ladson-Billings, 1998

ActivityRule: No actual names of adults, students or schools will be allowed for this activity.

I want you to think of an adult and student who have a difficult relationship. I would like you to describe it to your neighbor. Write FICTITIOUS names on a paper and set them aside. We’ll use this scenario as the day progresses.

Building Relationships

How do our learning environments use policies and procedures that promote apprehension and mistrust?Does the desire to exert control or to demand compliance from students dwarf efforts to create a sense of warmth, compassion and fairness?

Activity

At your tables, discuss the last two questions. Be prepared to identify areas of concern you have and possible solutions. You will have 5 minutes.

Choose a reporter to report out.

Things I Need to Do…

Reflect on the ideas we have just discussed regarding building relationships. Are there any barriers to getting things in place at your school? Generate at least two tasks you are going to do when you get back to school.


“The more supportive and positive the classroom, the easier it is to have an instructional environment that is motivating and rewarding for students. By creating a classroom that is both open and trusting, you enable students to excel in many ways, such as demonstrating initiative, taking risks, asking questions, volunteering answers and committing themselves to learning.”

Hensley, Powell, Lamke, Hartman, 2007


HEY!!! I thought this was supposed to be about behavior!!!

It is. But the research is there (has been for a long time) indicating that WE have the greatest impact on student behaviors. Behavior research indicates that behavior is controlled by the environment (we’ll get into this a little later). We control the environment.

So…..what does that tell us?


Two variables that influence how fluid relationships develop and grow over time:

1. the personal, or affective qualities of the relationship

2. the way we communicate with our students

ActivityGo back to your fictitious student/adult relationship. Identify if there there are ways to:

1. Improve the personal relationship between the two

2. Improve the communication process between the two

3. Write your ideas on scrap paper (remember your fictitious names and places)


• Strategies to Build Positive Relationships

1. Be Kind

There are many opportunities to show kindness throughout each day. What do these opportunities look like?Think about your fictitious pair. How is this obvious in that relationship? If not present, how could it be implemented?



2. Express Empathy

When a student makes a poor choice, I like to lead with empathy and end with hope:

“I am really sorry you chose to do “X”. I know you’ll make a better choice next time.”Think about your fictitious pair. How is this obvious in that relationship? If not present, how could it be implemented?



3. Show Concern

Typically, we show concern when a student is suffering (injury, upset, traumatic event, etc.). However, we can show concern by our interest in them as individuals, their successes, their talents and accomplishments. We can bond with them by participating with them in the activities that they find interesting.What do your peers do that demonstrates their concern for you?



4. Give Dignity

In addition to relationship-building techniques, Marzano (2003) recommends that teachers build positive relationships by creating a positive classroom and being considerate of students who have differing learning styles and needs.



4. Give Dignity

When asking for answers in class, give students time to formulate their response instead of expecting instant replies or moving on before they have a chance to say anything.

Yes, wait time is that important!



4. Give Dignity

When students are unsure or confused, assist them by rephrasing your questions or clarifying what you want them to do.

In the more extreme cases, errorless learning can be used to make

participating safe for struggling learners!



4. Give Dignity

Show patience and listen. We expect students to listen to teachers and other adults in the school, but how well do adults listen to the concerns, questions, and needs of students?

Applied Behavior Analysis teaches us that we teach students to become

speakers only when they can listen and communicate their wants and desires to us. They can’t do this if we only teach

them to listen!



4. Give Dignity

When students offer input or ideas, acknowledge their suggestions and credit them rather than attributing it to yourself or to no one.

Name the idea after the student!!



4. Give Dignity

Encourage participation from all students by clearly communicating – verbally and behaviorally – the right of everyone to contribute to discussions and activities without fear of being ostracized or criticized.

More than a right, it should be an expectation!



4. Give Dignity

Increase socially mediated positive reinforcement. High fives, thumbs up, secret handshakes, pats on the back, and PLENTY of praise don’t cost anything and are powerful elicitors of positive behaviors.

Maintain a five to one ratio – positive to negative comments.



5. Communicate Respect

The importance of making eye contact, answering questions pleasantly and enthusiastically, showing pleasant facial expressions, and using humor (not sarcasm) when appropriate cannot be overemphasized.

ALWAYS speak to students as if their parents were right beside them!

ActivityPull out your ideas from the last Activity. Compare your ideas with the information we just reviewed. Share within your group those places of convergence between your ideas and the research. Share your successes! We’ll all listen.


Reflect on the ideas we have just discussed regarding building relationships. Are there students assigned to you this year who may cause you to struggle with building a positive relationship? Write their names on a piece of paper.If so, write down two ideas you may be able to take back with you to help build a more positive relationship with this child.Use the REVIEWING YOUR RELATIONSHIPS handout to guide your thinking.

Problem Solving•Here we go again!Hang on… Problem solving is a behavioral process that offers a variety of potentially effective options for dealing with a problem, and increases the probability of selecting the most effective solutions from among the various options.

Problem Solving• The Research“Effective problem solving ability is among the factors that contribute to an individual’s use of prosocial skills, rather than antisocial behavior.”

Goldstein, 1999

Problem Solving• The Research“Improved problem-solving skills among students can lead to improved classroom behavior. Likewise, inadequate problem-solving skills generally result in a young person relying on socially inappropriate and ineffective solutions to real-life problems, particularly solutions that are AGGRESSIVE OR COERCIVE in nature.”


Problem SolvingWhy is this skill so weak in our students? One of the more obvious reasons is poor modeling. Experience and environment often teach our students resolve disputes and disagreements in ways that are more destructive than constructive.

Problem SolvingResearch suggests using a MULTI-STEP process for teaching youth problem-solving strategies that include:1. problem identification2. generation of alternative responses3. evaluation of solutions4. decision making

Spivack & Schure, 1974; Glasser, 1998

Problem Solving

“Students who have a plan or strategy to follow when facing challenges in or out of school are more likely to succeed in recognizing and resolving problems.”


Problem SolvingWe’re going to look at two different programs. The first is the SODAS method adapted from a counseling method by J.B. Roosa (1973). It is more technical and involved than the second plan, POP, is an abbreviated version that is helpful with younger students or those who require support for low cognition.

Problem SolvingSODAS

S = Define the SITUATION

O = Examine OPTIONS availableD = Determine the DISADVANTAGES of each optionA = Determine the ADVANTAGES of each optionS = Decide on a SOLUTION

Problem SolvingSODAS – Define the SITUATION

Problem solving begins by helping students recognize that there is a problem. For elementary students use: • Examples & non-examples• Specific teaching• Pictures or media• Vignettes

Problem SolvingSODAS – Examine the OPTIONS

The ability to generate a list of options may be the single most important skill to teach our students. Having options may be beneficial in decreasing frustration, impulsive behavior and aggression. For elementary students: Help them generate listsHelp them clarify listsAvoid judgmentOffer frequent and consistent praise for generating alternatives

Problem SolvingSODAS – Determine the DISADVANTAGES and ADVANTAGES

First Ask Students:What do you think will happen if you ….? Or, will someone get hurt?Second Ask Students:What will (parent, principal, etc.) do when you ….?Finally, if students can’t generate logical consequences, offer your opinion without judgment.

Problem SolvingSODAS – Decide on a SOLUTION

With your guidance, let the student choose a solution (as long as it isn’t going to hurt anyone, isn’t illegal and does not contradict the values of your classroom and/or school). Use role playing scenarios (keeping roles as close to real life as possible – if the P.E. teacher is a grump, keep her grumpy in the role play).DON’T promise that it will work. Instead, explain that it may have to be improved to be effective

Problem SolvingPOP

Pop is similar to SODAS in that you• Help students clarify the PROBLEM• Identify the OPTIONS• Follow through with a PLAN

Problem SolvingSome final thoughts on teaching problem

solving

Problem solving isn’t a cure allProblem solving is reactive and does not replace proactive teaching of social skillsThese techniques are not to be used for crisisTo encourage problem solving skills, tie reinforcement to the steps (even if the steps are poorly implemented)

Problem SolvingSome final thoughts on teaching problem

solving

If you want problem solving to work, your language MUST be positive and non-judgmentalStudents must be taken to the point where they are able to generate their own options to problems they faceThe emphasis must be on teaching the skills and solution evaluation

Problem SolvingSome final thoughts on teaching problem solving

To Teach:Model problem solvingTake time to provide specific teachingFollow up with studentsOffer LOTS of praise for attemptsPromote generalization


Reflect on the ideas we have just discussed regarding problem solving. Write down two ideas you may be able to take back with you to help your students develop better problem solving skills.If SODAS and/or POP don’t appeal to you, write down any idea that you believe will be an effective replacement.

Understanding Behavior

• Basics of Behavior Analysis – Some Terms

ABC or SRS Pattern ShapingConsequences Differential ReinforcementReinforcement FadingPunishment Negative Reinforcement


• Basics of Behavior Analysis – ABC or SRS Pattern

A = Antecedent or S = Stimulus

The situation or context in which behavior occurs is the antecedent to the behavior. Antecedents may be simple (a doorbell rings before one answers the door). Or they may be complex (including location, persons involved, time of day, history with behavior or antecedent, physiological issues, abuse, etc.)



B = Behavior or R = Response

A behavior is anything a person does, or says that can be directly or indirectly observed and measured. It is VERY important to know the difference between behavior and private events. A private event can not be seen or measured. This eliminates guesses about motivation, what another person “thinks” or “knows”. It also eliminates a LOT of what we as teachers assume about our students.



C = Consequence or S = Stimulus

Consequences are changes in the environment that occur after the behavior. Like behavior, consequences usually occur quickly and will alter the probability that the behavior will occur or not occur again. A word about consequences…..


Using the ABC/SRS Pattern

We teach ABA/SRS to help adults learn to manipulate antecedents and consequences to alter behavior; either increase it (by using reinforcement) or decrease it (by using punishment).

Learning to recognize and manipulate antecedents and consequences can alter your

classroom beyond your wildest dreams!

ActivityChoose a student from last year that had problem behaviors. If you’re new, you’ll need to share with a more experienced educator.Take time to discuss her with your neighbor. Answer these questions:What typically happened IMMEDIATELY before the behavior was emitted?

What typically happed IMMEDIATELY after the behavior was emitted?

Did the adults, in any way, reinforce the behavior (as measured by any change in the environment immediately after the behavior)?

Report out.

Principles of Behavior

Changing Behavior Through Consequences ADD SUBTRACT

TO INCREASE

BEHAVIOR

TO DECREASE

BEHAVIOR

Something Pleasant

Positive Reinforcement

Something Unpleasant

Negative Reinforcement

Something Unpleasant

Punishment

Something Pleasant

Response Cost

ActivityUse the last chart to inform a short discussion at your table regarding this scenario.A student consistently yells out in class disrupting instruction. The teacher has tried many things to help the student decrease the behavior. But she has had it. Now she sends the student to the office. She’s frustrated because she doesn’t believe the principal is being strict enough to discourage the behavior. In fact, the student seems to like going to the office, and tells her, “Go ahead and send me to the office. Mr. Principal will just give me candy.”

What’s wrong with this picture?


Changing Behavior Through Motivational Operations

Valuable Not Valuable

Available

Unavailable

Available

Valuable

Available

Not Valuable

Unavailable

Valuable

Unavailable

Not Valuable

ActivityUse the last chart to inform a short discussion at your table regarding this scenario.

When Danny goes to the store with his mom, he yells and screams while she tries to calm him down. His screaming is getting worse every trip.

When Danny goes to the store with his grandma, he used to yell and scream. Grandma ignored his behavior and he eventually stopped.

When Danny goes to the store with his dad, he yells and screams until his dad buys him a cookie. His yelling is getting worse. What’s wrong with this picture?


• Shaping

“Shaping is defined as the differential reinforcement of successive approximations to a desired behavior.” Alberto & Troutman, 2006

Shaping encourages the gradual development of a new behavior by continually reinforcing small improvements or steps toward that replacement behavior or goal.


• Differential Reinforcement

Differential Reinforcement means that one behavior is reinforced, while another behavior that was previously emitted is not. Both behaviors are similar or are related, meaning they come from the same response class.


• Advantages of Shaping

It is a positive procedure because reinforcement is used consistently as the student moves closer to his goal.It can be used to teach new behaviors.It keeps the end goal, or desired behavior in sight (students know what they’re working toward).


• Disadvantages of Shaping

IT is time-consuming. Depending on the student, extended training may be necessary.There can be setbacks, or progress may be interrupted.At times, the teacher must backtrack and break the behavior up into smaller components.If the teacher doesn’t monitor progress, the entire procedure can be ineffective.


• Seven Steps to Help with Shaping1. Select a specific goal. The more

behaviorally specific, the greater the likelihood of success.

2. Decide the criteria for success. Consider rate, percentage, magnitude and duration. This helps you determine if and when the goal has been achieved (remember the monitoring statement from the last slide).


• Seven Steps to Help with Shaping3. Create a task analysis of the behavior

– what steps are necessary and in what sequence should the fall.

4. Identify the first behavior to reinforce. It should already be at least minimally present and should link to the goal behavior.


• Seven Steps to Help with Shaping5. Proceed in gradual steps. This is CRITICAL

for success. If you move ahead before the student has mastered the previous step, the procedure will fail. Impatience is not your friend in shaping!

6. Continue to deliver reinforcement when a desired behavior is emitted. If reinforcement is inconsistent, the behavior will be lost and you’ll see regression.


• Seven Steps to Help with Shaping7. When possible, link the behavior to other behaviors that will help the student be more productive at school and other areas in his life.


• Fading

“Fading is the gradual removal of antecedent prompts and cues so that naturally occurring events prompt the desired behavior.”

Hensley, Powell, Lamke & Hartman, 2007


• Fading

Typically, fading involves moving from more to less. In other words, the prompts should be placed on a continuum of most intrusive to least intrusive to zero.• Physical prompts• Verbal prompts (most common and hard to fade)

• Cues• Eye contact• Natural Events


• Negative Reinforcement

Negative Reinforcement is taking away something unpleasant immediately following a behavior in order to INCREASE the frequency of that behavior in the future. This is NOT a punishment procedure, which decreases the frequency of a behavior. It is more closely related to positive reinforcement which also increases the frequency of future behavior.



Negative Reinforcement is also closely related to pain attenuation.To help you remember:How do you spell relief? NEGATIVE REINFORCEMENT.



Two Contingencies to note…Escape/Escape stops a negative behavior. For example, if two students are name calling and the teacher reprimands them. The bickering stops immediately. The TEACHER is negatively reinforced for reprimanding, by the removal of the argument.



Two Contingencies to note…Avoidance/Avoidance occurs when a student’s behavior avoids rather than improves or changes a problem situation. A student may follow your rules to avoid being sent to the office. Or a student may stand right next to you on the playground to avoid being teased.


• Negative Reinforcement & Unintended Reinforcement

1. A student can learn to avoid class by intentionally getting sent to the office – avoiding the “pain” of working.

2. A teacher can learn that sending the student to the office immediately removes the “pain” of the student’s presence in class.


• Positive Punishment

Positive Punishment is the application of an aversive stimulus following a behavior that decreases the probability that the frequency of the behavior will decrease in the future.This means: An aversive stimulus is ONLY punishment if the behavior decreases in the future.

Question: What is it if the behavior INCREASES?



Conditioned Aversive StimuliThese are stimuli that are not aversive until we “learn” they are aversive. For example, pairing the work “no” with a harsh tone and stern look teaches children to recognize that “no” is aversive.



Unconditioned Aversive StimuliThese are stimuli that do not have to be “learned”. Pain, removal of food, loss of sleep, absence of oxygen, loud noise (for some students), are some of the most common.DO NOT ATTEMPT TO USE THESE. MANY ARE

ILLEGAL IN MOST STATES and ARE THE CAUSE OF MANY OF OUR LAWS AND

LAWSUITS!



For a stimulus to be defined as positive punishment, there must be three components:1. A behavior was displayed2. The behavior must be followed by an

aversive3. The stimulus decreases the future

frequency of the behavior

ActivityAt your tables, in small groups, answer these

questions. 1. Given the definition of positive

punishment from the principles of behavior, why do you think our penal institutions don’t work?

2. What punishment practices do we use in schools that don’t fit the definition? Why not?

Report out.


Reasons to avoid Positive Punishment:1. The punisher is negatively reinforced The person delivering the punishment learns that it may stop the frequency of future behavior, but doesn’t realize the damage done to the relationship between student and teacher. Remember the role relationship plays in learning. Without the positive relationship, students don’t learn.


Reasons to avoid Positive Punishment:2. The student may become aggressive

or emotional The student may attack, escape or become physically aggressive in an effort to stop the punishment.


Reasons to avoid Positive Punishment:3. Avoidance and EscapeA student may avoid a punishing environment (class) by skipping. A student may escape a punishing life by taking drugs and alcohol.


Reasons to avoid Positive Punishment:4. Negative ModelingIf we punish children for behaviors, they will likely imitate the punishment. (Did we really believe bullies were born that way?)


Reasons to avoid Positive Punishment:5. UnpredictabilitySide of effects of punishment can be difficult to predict prior to implementing an intervention strategy. Unless you have a complete grasp of what could happen, and a plan to deal with any contingency, AVOID using positive punishment.


• Negative Punishment or Response Cost

Response Cost is a form of punishment in which a specific amount of reinforcement is lost as a result of inappropriate behavior. As punishment, this decreases the probability of the behavior occurring in the future.



Response Cost is common in classrooms. Losing recess time for not completing work Change of levels (and accompanying privileges)

as a result of behavior A classroom stick that identifies how well a class

has behaved – liked to privileges Not leaving for lunch until everyone is quiet in

line Not being allowed to attend a field trip for fighting



Some reasons we use Response Cost1. It works. If used well, it can produce a moderate

to rapid decrease in undesirable behaviors.When combined with other effective reinforcement procedures (the fail play rule) it can be a powerful tool to motivate student to improve their behaviors

2. It is easily implemented in the classroom



A problem with Response Cost:

NEVER take something away from a student that has already been earned!Consider this: You fail to turn your grades in by a deadline. Even though you are paid in arrears, your boss tells you he’s going to take 10% of your check as punishment. How do you feel about this?


• Extinction

Extinction is a procedure in which you stop or withhold a reinforcement that maintains or encourages inappropriate behavior. Put another way, extinction consists of planned ignoring to make the behavior go away.


• Extinction and How to Make it Work

Extinction works best for students who are attention seeking. This means that everyone who works with the student must follow the “plan” to ignore. If even one school adult isn’t “on board” with the plan, there is a chance extinction won’t work.



Extinction works best for minor behaviors (talking out, tapping a pencil, getting out of a seat, making a mess, etc.)It should not be used for more severe behaviors without a solid behavior plan that addresses all contingencies of more severe behaviors (elopement, destruction of property, aggression toward adults, etc.).



This cannot be overstated - If adult attention is reinforcing a student’s inappropriate behavior, and if extinction is going to be used to correct the behavior or is a large part of a behavior plan, then all those helping the student must understand and be aware of the strategy.


Reflect on the ideas we have just discussed regarding Principles of Behavior. Write down two ideas you may be able to take back with you to help you create a classroom more free of misbehaviors.

Understanding Consequences

OK…Let’s get this straight right from the start.Consequences are the “C” in the ABC or SRS structure we discussed at the start of the in-service. They are NOT inherently aversive. So when you hear someone say in a hot and bothered voice, “He just needs some consequence for his actions!” This person most likely means a punishing consequence (positive punishment) intended to reduce the future frequency of the inappropriate behavior.

ActivityGiven what you’ve learned about punishment and reinforcement – What would you tell this person?

Come up with THREE things you would say (in your group) and report out.

Activity Cont’dDid your group come up with any of these? • You’ve used the word consequences incorrectly. You

mean punishment.• Punishment doesn’t work as well as reinforcement. • The student is getting reinforcement somewhere,

somehow from someone or the BX wouldn't continue. • The adult may be negatively reinforced for using

punishment. • Consequences may be altered to change what is and

what isn’t reinforced. We control the environment – not the kid.


• Effective Consequences

Remember that change takes time.

A consequence may not work the first time it is usedPatience is the name of the gameLook for small improvementsThe best consequences not only motivate students, they offer the most EFFICIENT and EFFECTIVE means for reaching their goals



There are certain conditions or factors that will help produce the desire behavior from students.1. AppropriatenessConsequences need to be individual. If a student receives a negative consequence (removing something) like recess for a misbehavior, but hates going outside…..not going to work.Message: KNOW your students



2. ImmediacyTo be effective, a consequence needs to be delivered IMMEDIATELY after the behavior. The more time that passes, the less likely the consequence will have any real impact on future behavior.



3. SizeThe size (or magnitude) of the reinforcer should mirror the behavior. Consider using an established criteria.If the consequence is too punishing, students can give up and lose hope.If the consequence is too trivial, students may not be motivated to make any changes to their behavior.



4. Consequence ContingenciesA student must receive a consequence only AFTER performing the behavior. I say, “If and only if “X”, then “Y”. If you raise your hand, and only if you raise your hand, will I answer your question.



5. Consequence SatiationA child who has had twenty minutes on the computer may not be motivated to make a change in behavior to get more time on the computer. Think of it like this….after drinking a tall glass of water, will the thought of getting another glass motivate you to get up from the Super Bowl (Yes, Payton will get there again) for another one?



6. Consequence DeprivationDeprivation occurs when the student can’t access the reinforcer (remember the strict teacher). Reduce the size of the behavior to be emitted along with the size/magnitude of the consequence to address this problem.



7. Overuse Negative consequences can lose their effectiveness over time.



7. Overuse Positive consequences can lose their effectiveness over time.


• Consequence Delivery

Remember that effective consequences help impact future behavior. It’s important that students understand the relationship between their behavior and the consequence.We want consequences to teach personal responsibility and to motivate!

Activity1. I’m taking five minutes of recess away from

you because you interrupted Tim’s presentation.

2. Because you interrupted Tim’s presentation, you’ll lose five minutes of recess time.

Answer the following questions at your table.

What does each statement teach? Where is the locus of behavioral ownership in each statement?



1. Be SpecificMake sure all students know what the consequence is and exactly what they did to earn it.



2. Be ConsistentDon’t give a big consequence for a behavior one time and then ignore the behavior the next time it occurs.



3. Be BriefClear messages about behavior are lost if lecture endlessly.



4. Follow ThroughIf you say it…do it. If a student or class talks you out of a negative consequence, or into a positive consequence, the incentive to change or maintain behavior is lost.



5. Be as Pleasant as PossibleInsincere or unenthusiastic praise not only loses its intent, it can actually cause damage, teaching students to distrust persons in authority. When you include sarcasm in positive socially mediated reinforcement (praise) you ruin the impact. DON’T DO THIS!


• Positive Consequences

1. Tangible Consequences (things)2. Activity-Oriented Consequences

(events/privileges) no direct cost to the teacher

3. Socially Mediated Consequences (praise, high fives, proximity, etc.)


• Potentially Harmful Consequences

1. Isolation and Removal2. Denial of Nourishment3. Loss of Personal Possessions4. Aversives

Correcting Problem Behaviors

According to Long and Wood, “Crisis is the product of a student’s stress that is kept alive by the actions and reactions of others.” 1990

And even though students may initiate behavior that causes them stress, it is largely our responses that escalate or de-escalate the situation.

The Hostility CycleStudent

• Impulsive• Acting-out

• Refusal to cooperate(has a hostile world

view)

TeacherFeels attacked or personally

disrespected (FIGHT-FLIGHT)

(Accepts Challenge)

Student Accepts challenge

from “Hostile Adult”

(Increased Rage)

TeacherFeels more threatened

(More fight or flight)s


For most teachers, the biggest challenge to correcting problem behaviors is to stay out of, or break the Hostility Cycle. When the goal of adult behavior is to “win” the argument, teaching alternative behaviors goes right out the window!

ActivityGet with two other teachers you don’t know. Share:1. The ways you keep from entering from

the Hostility Cycle. 2. How you remove yourself from the

Hostility Cycle.


Avoiding a very natural instinct (fight or flight) to act aggressively when face with aggression can be difficult.However, there are things a teacher can do to practice remaining calm, supportive and caring when faced with problematic behaviors.


• Recognizing triggers of counter-aggression:

1. Being Caught in the Hostility Cycle. According to Long (1995), as much as 50% of counter-aggression from adults in schools is triggered by participating in the Hostility Cycle.Do you now which student behaviors really set you off?

Do you remember a time when you were less than professional and would do it differently if given the chance?



2. Personal and Cherished Values are Being Violated.

When a student violate, opposes or challenges a value that a teacher holds – being honest, prompt, polite, respectful – it can elicit strong emotions form the teacher which can turn into aggressive responses.



3. You’re in a Bad MoodLife happens. Unfortunately, when a teacher has a bad day, any behavioral mistake from a student can unleash an avalanche of emotions…some of which can be aggressive.



4. Feelings of Professional InadequaciesToday, more than ever, teacher accountability factors into teacher stress levels. If we’re not careful, this stress can be misdirected toward students. Given the stressful nature of teaching, it is clear that we have to be even MORE vigilant to keep our personal and professional struggles out of our students’ lives.



5. Feeling of Rejection or HelplessnessIf a teacher invests in a relationship, building a special bond with students, it is natural to feel disappointed when students fail (academically or behaviorally). It is not unheard of for a teacher to reject a student after misinterpreting student failure as a personal slight.



6. Prejudgment in CrisisSome students have reputations that precede them. When a student with a bad “rep” are in the middle of a chaotic situation, it is easy to assume they’re at the heart of the problem. And, this may be true, but our responsibility is to know the facts PRIOR to any accusations that can turn aggressive.



7. Unfinished or Unresolved IssuesWe bring all of who we are to the classroom. But we need to learn to moderate our own responses to a situation that may reflect our past.


• Strategies That Promote Student Self-Control

1. ModelingModeling is one of the most powerful tools teachers have at their disposal. Simply model the behavior you want to see from your students. That old saying, Do as I say, not as I do….it doesn’t work in life or in the classroom!



2. Self ManagementUse a soft voiceBe aware of body language (how much of communication is verbal?)Maintain safe proximitySlow your rate of speechAllow cool down timeFocus on specific behavior and avoid blame



3. Corrective PromptsYou probably already do this. Putting a finger to your lips to signal quiet is a good example. Some teachers have “the look”. Kids know what it means!When possible, it is always best to stay away from verbal prompts. They are more difficult to fade.



4. Corrective StrategiesCoupling StatementThese are brief statements in which you describe a student’s inappropriate behavior Coupling statements are effective if you avoid vague or judgmental statements.



5. Reality StatementsThis is the “why” of behavioral expectations They can point out potential benefits or negative outcomes for a given behavior.



5. EmpathyThis strategy is particularly effective with students who struggle with a specific skill. If students experience repeated difficulty mastering a certain behavior, empathy can be the strategy that keeps them motivated to continue trying.



6. Guided Self-CorrectionThis is actually a problem-solving process you can use with a student when he or she is agreeable and willing to have a conversation (with you) about a specific issue.



6. Guided Self-Correction StepsAcknowledge the BehaviorAsk the student what he didAsk the student what should have been doneAsk the student to give a rationale for using an appropriate replacement responseAsk the student how he can improve on the skill, or how he is going to practice it


Reflect on the ideas we have just discussed regarding Correcting Problem Behaviors. Write down two ideas you are willing to try, or improve, in your classroom. Get with a peer from your building. Share your ideas and choose a date to touch base on progress (or lack of it). Hold each other accountable!!

Emotional OutburstsWell…all of this is well and good until some kid “GOES OFF”!And the truth is, we can’t always stop emotional outbursts. But there are some ways to help prevent emotional outbursts and repeat occurrences of the outbursts.

Emotional Outbursts• Prevention of Outbursts

Prevention of outbursts requires teaching. 1. Proactive Teaching – Accepting CriticismStudents are going to be subjected to feedback throughout their entire educational career.It is a social skill they will need to address and improve upon. We can help!


Prevention of outbursts requires teaching. 1. Proactive Teaching Teach: how to disagree – how to interrupt appropriately – how to control anger – how to give critical feedback – how to accept critical feedback – how to express feeling appropriately and how to resolve conflict


2. PraiseStudents who have a “reinforcement reserve” are less likely to react emotionally to a consequence. This is important because it can be difficult to build up this reserve for the students with the most challenging behaviors


2. PraiseAgain, praise has to be genuine and specific. If you want to be able to “trade on” this reserve of reinforcement, students have to believe the reinforcer was genuinely delivered. General statements won’t work. Students have to have specifics when you offer praise.


3. Behavior CorrectionThis includes items already discussed –ModelingCorrective PromptsCorrective StrategiesSelf-Management Techniques


3. Behavior CorrectionNew to this section –Intervene EARLYHelp the Student Regain Self-ControlAvoid being drawn into their “drama”

Emotional Outbursts• After the Outburst

Teach In Response to the Escalated Behavior

1. Review the antecedents that elicited a powerful, negative student response

If the student went ballistic, identify what preceded the melt-down and expose the student to the same conditions. Be sure to also practice the appropriate response. Don’t practice once, but consistently over a period of days, or even weeks.



2. Discuss the needs of your student in private to help prevent repeated outbursts.

Ask yourself,What skill does this student need to improve upon? What skill will make the greatest difference when faced with a repeat situation?

Use these questions to guide work with the student.



3. Recognize the significance of the Acquisition of Skills stage.

Many explosive incidents are a result of poor skill fluency. This is the definition of acquisition. To strengthen skills and move to fluency, skills need to be reinforced on a Continuous Reinforcement Schedule – one to one.


Reflect on the ideas we have just discussed regarding Explosive Behaviors. Write down two ideas you are willing to try, or improve, in your classroom. Get with a peer from your building. Share your ideas and choose a date to touch base on progress (or lack of it). Hold each other accountable!!

Questions…David Martin, Behavior ConsultantEmail: [email protected]

IF you would like a copy of The Well Managed Classroom, contact me via email.

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