copyright (c) 2003 allyn & bacon chapter 8 managing student behavior and promoting social...

copyright (c) 2003 Allyn & Bacon

Chapter 8

Managing Student Behavior and Promoting Social Acceptance

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Managing Student Behavior

Look for the positive Using Reinforcers

– Positive– Negative– Tangible– Activity– Social– token


When Implementing a Token System (Ayllon, 1999)

Clearly identify behavior you want to change

Make tokens available and easy to administer

Identify items, activities, or reinforcers that are highly rewarding

Give regular opportunities to exchange tokens


Guidelines to Consider

Develop recordkeeping procedures

Determine class rules

Ignore on purpose

Time out


Punishment

Often ineffective in long run Often causes undesirable emotional side

effects (fear, aggression, resentment) Provides little information about what to do Person administers punishment is viewed

as harsh or negative Fear of punishment often leads to escape

behavior


Punishment is used because

Unfamiliarity with consequences of punishment

Inability to implement a more positive approach

Reinforcing to the person who administers it


Establishing a Classroom Climate

Create a learning community

– Students are children– Focus on abilities– Celebrate diversity– Demonstrate high

regard for all students– Provide opportunities

for mixed-ability groups


Positive Behavioral Supports

Behavior Support Plans– Learn how student percieves events– Invest in preventing occurrences of behavior– Teaching is most powerful support strategy– Avoid rewarding problem behaviors– Reward positive behaviors– Know what to do in a difficult situation


Preventing Violence (Skiba & Peterson, 2000; Sprague & Walker, 2000)

Conflict resolution and social instruction Classroom strategies for disruptive behavior Parent involvement Early warning signs and screening School and district-wide data systems Crisis and security planning Design, use, and supervision of space Administrators who are accessible and interested


Enhancing Self-Concepts

Hold all students to high standards

Discover and recognize students’ talents, abilities, or interests

Provide opportunties for success in non-academic ways

Recognize difficulties in learning and explain them in a way that’s easy to understand

Remember teachers’ important role in influencing self-concepts


Social and Self-Management Skills

FAST– Freeze & Think– Alternatives– Solution Evaluation– Try it

SLAM– Stop– Look– Ask– Make


Social Skills Training (Vaughn & La Greca, 1993)

Principles of Effective Instruction– Obtain student’s commitment to learn targeted skill– Assess social skills and target skills appropriate– Explain targeted skill and model appropriate uses– Identify steps in implementing skills and provide

time to rehearse– Allow students to role-play– Teach students to monitor and evaluate their

progress


Social Skills Training

Involve peers in training program for low social status students

Teach for transfer of learning (Michelson & Mannarino, 1986)

– Behaviors that will supported naturally in setting– Alternative response patterns– Adapt procedures so it becomes their own– Rehearse skills– Natural and logical consequences– Use peers as change agents

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