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Be Prepared, Be Patient, Be Consistent…The Golden Rules of Behavior Management in Physical Education
Deb Marcus, NBCT, CAPEMarley Glen SchoolGlen Burnie, Maryland
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Introductions Deb Marcus Marley Glen School 15 years!
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Experiment… Follow directions..
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Discussion What made the 3rd set of directions so
clear? How does this transfer to our Physical
Education classes?
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Challenges faced by PE teachers Large group of students with varying
degrees of needs Students with disabilities included in
general PE classes Large space Unstructured environment Down time before, during and after
activities Others?
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Managing Behaviors Which types of behaviors cause PE teachers
the most difficulties? Following directions Staying with the group Staying on task Sharing equipment Taking turns appropriately Appropriate language Sportsmanship Accepting NO as an answer
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BE PREPARED! Think about the structure of your class,
including routines and your teaching style
Assistants that come with students Skills needed to participate
independently (cues, vocabulary, time on tasks, handling down time)
Distractions – classroom /gym environment
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How information is presented Verbal instructions
Stop! Walk and sit in front of me. Get a ball and find personal space. Stand next to a partner Line up
Demonstrations Skills (part/whole) Teacher/student
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Visual supports
Communication Spots on floor to mark personal space
(where to sit, stand, line up) Schedules Vocabulary Graphic Organizers
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Examples of Visual supports
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Communication
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“Circle Map” – Graphic Organizer
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Social Stories Stories are used to teach:
What to expect in new situations Appropriate behaviors across settings
Examples
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Distractions / Structure & Routines Eliminate
distractions Equipment Staff/students
walking through Reinforcement Cues - music
Structure/Routines Know what to
expect Know what comes
next
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Schedules
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Starting and stopping signals What cues do you use to start/stop your
class? How would they need to change for
student with: Hearing impairment? Autism? Visual impairment?
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Time / Duration Time of class
Morning/afternoon Before/after
medication wears off??
Tired in afternoon?
Duration PE classes per
week Amount of time
participating Amount of time
on each activity
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Visual Timers Examples
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Whose Turn?
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What to do with children with behavioral problems? Identify behaviors that the teacher
wants to correct or redirect. Must be measurable, have clear
beginning and end, and able to be defined in objective terms
What is the student doing? How is he acting? When does the behavior occur? Where does it occur? What is happening in the class when it occurs?
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Motivation Assessment Scale Scale used to determine the functions of
the behavior – attention, escape /avoidance, tangible or sensory
Filled out by teachers, service providers, parents – anyone who sees the behavior being measured
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Sensory Behavior would occur over and over if
person left alone for period of time Person calm and unaware of what is
going on around him Person enjoys performing the behavior Examples – rocking back and forth,
running into padding on walls
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Escape/Avoidance Occurs following difficult task When request is made of person Occurs to upset teacher when you are
trying to get him to do what you ask Stops behavior when you stop working
with or placing demands on him
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Attention seeking Occurs in response to teacher not
paying attention to him Occurs to get teacher to spend time
with him Occurs to upset teacher in order to get
teacher to spend time with him
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Tangible Occurs to get a toy, piece of equipment
or activity he was told he cannot have Occurs when teacher takes away toy,
piece of equipment or activity Stops when toy, piece of equipment or
activity is given back to student
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Preference Assessment Checklist of items that the student
and/or family fills out Lists items that are preferred Could eventually be used as reinforcers Helpful when student is non-verbal and
not responding to current reinforcement
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Preference Assessment Food items (candy, ice cream, chips,
fruit, beverages) Toys/Sports equipment Electronics (iPod, computer, iPad) Certificates, awards, stickers Recess, extra PE time Time with teacher Group leader
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Positive Reinforcement Intrinsic motivation Social praise Physical activity Sensory stimuli Tangibles Group contingencies Token economies Contracts Prompts Shaping
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Tangibles Giving a student something to reinforce
behavior Use age appropriate items
Sticker Stamp Certificate Ribbon Edible
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Sensory Stimuli Providing auditory, visual, or kinesthetic
stimuli for reinforcement Music Swinging Jumping Fidgets Could be effective for students with
autism
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Shaping Reinforcing successive approximations Target behavior – go in the gym and sit on a
shape Student goes into gym and runs around all
the shapes, then sits on shape – teacher rewards student for sitting independently on the shape
Reinforcing small increments of improvement will eventually lead to mastery of skill
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Token boards
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Behavior Contract At the end of each class, teacher rates
student on whether he met his behavioral goals Circle smiley face or frowny face Point system Student returns contract to classroom
teacher for reward, if earned. Might work if computer time is very
motivating – then he could earn 5 minutes when he returns to class
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Premack Principle Recommends making high – frequency
behavior contingent on completing a low-frequency behavior
Example – Jake likes to run laps around the gym. Jake does not like to do stretching exercises. If Jake does his stretching exercises, he is allowed to run 5 laps around the gym.
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First – Then Strip
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BE PATIENT!!!!! May not work on the first try Pick one positive intervention, teach it
to the student, use it consistently Try another…. Try another… Keep smiling!
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Punishment Use only when positive reinforcement is
not working Six types of punishment:
Silent look Verbal reprimand Extinction Time – out Overcorrection Response cost
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Verbal reprimand Address the problem behavior not the
student himself. “Do not bounce the ball while I am
talking” NOT – “You can’t do anything right!”
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Extinction Ignoring inappropriate behaviors when
seen as attention seeking behaviors Most effective when combined with
positive reinforcement Very difficult because it takes lots of
patience and self control
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Time out Removing the student from the activity
for a pre-set amount of time Disadvantage – some students enjoy it
because they got out of an activity they did not want to do
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Overcorrection Restoring the environment
Vandalism – need to clean what you did plus all of the other areas that need it
Positive practice overcorrection Running in hallway – need to walk 10
times for allotted distance
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Response Cost Penalty box! Loss of minutes of time to perform
activity Loss of points of grade Loss of equipment
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Negative Reinforcement CAUTION! Use only when necessary –
negative reinforcement can increase resistance!
Taking away something to maintain or increase a behavior Avoidance procedure Escape procedure
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BE CONSISTENT!! First – give it time! Could get worse before
it gets better. DO NOT GIVE UP! (or give in!) Talk to other staff that are having difficulties
with the student to brainstorm for more ideas
Look closely at your intervention and see if you are able to put it into play effectively
If not – what do you need to do to make it effective?
HANG IN THERE!
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What to do with the rest of the class??? Ideally the student’s reinforcement
system can be used with everyone… Implementing a positive behavior
reward system for all students – “Catch ‘em being good”
Class rewards Individual rewards Other ideas?
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Group Contengencies Class Behavior Chart - When whole class
wears tennis shoes, the football moves up 10 yards. When we score a touchdown, whole class is rewarded with student picked favorite activity class.
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Other examples of Group Contengencies Class rewards chart for sportsmanship,
following directions, etc Points given based on criteria created by
teacher or students (3 pts – great teamwork, 2 pts – average sportsmanship, 1 pt – poor sportsmanship)
Reward given after so many points have been obtained