Off to a Great Start!Practical behavior management strategies
Presented by
Aaron Stabel, M.A., BCBABCI, LLC
Behavior = Communication
Smiles = “I want more”
Crying = “Help, this is hard!!”
“You’re stupid!” = “Show me a big emotional reaction!”
Hitting = “I want rough and tumble play”
Misbehavin’ Kids
ExcessesNoncompliant/DefiantDisruptive/AggressiveRule breaking
DeficitsAcademic or cognitiveLacks basic learning skillsCommunicationSocial deficitsAttentionToleranceSelf-managementProblem solving
© 2010 BCI, © 2010 BCI, LLCLLC
Writing Activity1. A teacher is one who makes herself
progressively unnecessary.
2. Treat the students the way you would want to be treated.
3. She who dares to teach must never cease to learn.
“Past behavior predicts future behavior.”
Frustration and failureFrustration and failure
Start promotingStart promotingschool school
successes!successes!
Motivation and accomplishmentMotivation and accomplishment
Different settings can produce different behaviors
CriticalCritical Negative attentionNegative attention PunishmentPunishment UnstructuredUnstructured Never good enoughNever good enough “ “You’re not doing it You’re not doing it right!”right!” “ “What’s wrong with What’s wrong with you!”you!”
CompassionateCompassionate Positive attentionPositive attention SupportiveSupportive StructureStructure Nice try!Nice try! “ “You’re doing You’re doing great!”great!” “ “You’re a great You’re a great kid!”kid!”
© 2010 BCI, © 2010 BCI, LLCLLC
Growing basic learning skills
Sitting quietlySitting quietly
Following directionsFollowing directions
WaitingWaiting
Hands to selfHands to self
ListeningListening
Positive Reinforcement
1.1.Observe Observe and recognize good behaviors.and recognize good behaviors.2.2.Immediately Immediately reinforce good behaviors (0-3 seconds).reinforce good behaviors (0-3 seconds).3.3.Consistency Consistency and frequency are very important.and frequency are very important.
Make yourself positively reinforcing!!!!
1. Know what the child likes!
2. Encourage, support, reinforce
3. Speak the same language
4. Incorporate the above into
important learning lessons
© 2010 BCI, © 2010 BCI, LLCLLC
Choosing Reinforcers for your Students
Who determines if something is reinforcing?
He picks it!He picks it!
Build An Educational Amusement Park
1. Incorporate student interests
2. Motivational
Systems
3. Focus on the positive
4. Shape and Fade
Step right in to the Step right in to the GREATEST CLASSROOM on GREATEST CLASSROOM on Earth!!! The games and Earth!!! The games and rides are not free. You will rides are not free. You will need to earn TICKETS. You need to earn TICKETS. You can’t WIN if you don’t can’t WIN if you don’t PLAY!!!!PLAY!!!!
Randomize Reinforcement Systems
Keep it fun and fresh• Wheel of Fortune• Pick-a-card• Secret Incentive• Tim Roger’s ticket system• Mystery motivator• Good behavior game• Critters Win a spin for Win a spin for
participating, finishing participating, finishing your work on time, or your work on time, or simply paying simply paying attention!!attention!!
http://www.interventioncentral.org/index.php/behavorial-http://www.interventioncentral.org/index.php/behavorial-resourcesresources
Increased participation = Decreased disruption
• Priming
• Generative learning
• Randomized participation
• Positive reinforcement: Tokens, praise, high fives
• Make learning FUN!!!!!
Priming social-emotional success
Before going out to recess
Before transitions
Before competitive activities
Before difficult tasks
Before, before, before . . .
Predicting the future & Forecasting
• Calmly explain what is about to happen
• Preview potential challenges
• List choices (+ and -)
• Describe outcomes (+ and -)
(How would you implement with ELL?)
Effective Command Strategies:How you give directions matters
• Keep it brief
• One task or objective at a time
• Matter-of-fact, business like tone
• Directives not questions
• Avoid long explanations or justifications
• Give them time to comply (5 – 15 seconds)
• Recognize and reinforce compliance!
How to teach . . . Direct instruction
“Tell, Show, Do”
Cheerlead any progress
Practice, practice, practice, practice
Use Your Visual Schedules
Tips• Reference every transition
• What did we just do?
• What are we doing next?
• Redirect off-task or disruptive students to schedule
Playing the Numbers
• “You mean I’ll get a reaction 1 out of 4 times if I keep up the screaming?!”
• Them ain’t bad odds!
Why is this child engaging in this behavior, in this setting, at this time?
-
i.e. What’s the function of this behavior?
• “Good” AND “Bad” behavior is learned.
• Everyone learns through interactions with their environments.
“Trying to get something I want”“Trying to avoid something I don’t want”
Behavior is Communication
“I will behave in order to access something
I want.”
• Attention• Preferred items• Preferred activities• Preferred sensory
“I will behave in order to avoid or escape something I don’t
like.”
• Attention• Non-preferred
items/activities• Stress, anxiety• Sensory aversion
Pain Control• How a child negotiates:
Increase tantrum volume to change your behavior
• Child learns: Tantrum works to get what I want or avoid what I don’t want
• You learn: Best way to stop the screaming = Give the child what he wants
1212
““Don’t make me Don’t make me throw a shoe!”throw a shoe!”
TantrumTantrum
Examples of Misbehaviors and Functions
• A child running away from you may actually want you to chase them (Attention)
• Q. What is a child NOT doing when they constantly argue and negotiate after you told them to do something? A. The task. (Avoidance)
• Hitting can mean, “Leave me alone!” (Escape), BUT also “Don’t leave me alone!” (Attention)
Replacement Behaviors
Screaming,Grabbing,
Physical aggression To access something:Food
ComputerPlayground
ToysEtc.
1. Appropriate request2. Pointing
3. Asking “when can I have . . .?”
Replacement Behaviors
Using profanity, tipping chairs, spitting on you To get your attention:
Stand close to me1:1 time
Emotional reactionMore talking please
1. Raising a hand2. Smiling and waving3. Following directions
Replacement Behaviors
Ignoring you,Head down,
Emotional escalation To avoid work:Stop teaching me
Walk awayReduce demandsReduce workloadLet me outta here
1. No thank you2. Ask for help
3. Take some space
Once again . . . Direct instruction
“Tell, Show, Do”
Cheerlead any progress
Practice, practice, practice, practice
Building a history of school success:Finding opportunities to practice
• Academic practice
• Rules practice
• Making a friend practice
• Lining up practice
• Sitting still practice
• Waiting your turn practice
Don’t “feed” the problem behavior!
Strategies to “starve” problem behaviorsPlanned ignoringPutting items out of reachDistraction and redirectionStrategic instructional supportHome-based supports
Risks and Problems• Extinction bursts• Sometimes difficult to implement • So Plan Ahead!
Time InTime InEarning R+Earning R+
Time OutTime OutNot EarningNot EarningR+R+