Behavior Management Promote positive behavior Prevent disruptive behavior

Why does a child misbehave? Causes? ? ? Brainstorm with a partner 10 reasons a child may not be focused, follow directions or refuse to complete a task. What can you do?

All Behaviors serve a purpose Behavior is a form of communication Behaviors may be attention seeking Behaviors may occur to avoid work Behavior may occur to escape from the environment. Do not take misbehavior personally

Behavior Disability Types Oppositional Defiant Persistent temper tantrums Argues with adults Refusal to comply with requests Annoys others Vindictive

Behavior Disability Types Conduct Disorder behavior) (severe Overt aggression toward people or animals Destruction of property Deceitfulness of theft Serious violation of rules, truancy

Attention Deficit/Hyperactivity Disorder Difficulty in sustaining attention Failure to give close attention to details in school work Difficulty in organization Impulsiveness Restlessness, fidgeting, or talkativeness Difficulty waiting for turn Interrupts conversations

Depression and Anxiety Disorders Insomnia Loss of energy/fatigue Poor concentration Feelings of worthlessness Excessive worrying Reluctance and refusal Mood changes

Why negative behaviors? Difficulty transitioning Difficulty understanding or following directions (especially if there are multiple steps) Frustration with performing a skill Lack of structure Sensory overload

Effective Strategies Be proactive – anticipate student behaviors Plan clearly how you will address behaviors. Ignore, apply consequences, take a break, or redirect Implement predictability and routine

The Learning Environment Establish class rules and procedures Post rules List three to five rules Use simple positive language Add pictures and demonstrate Connect actions with words

Our Class Rules Do your best Respect others Be safe Follow directions Share, be kind and help others

Practice Rules What does the rule look like when someone is following or not following? What does it sound like when someone is following or not following? Develop practice scenarios to show rules and consequences.

Cooperation, Kindness, Honesty What does this look like? What does this sound like?

What is class management? The arranging of the environment for learning and maintaining and developing student-appropriate behavior and engagement in the content. Rink 2002 p. 136

Class Management Expectations clearly communicated Routines and timelines Protocols – enter and exit class, water, bathroom, emergencies, fire drills, equipment Stop Signal established and practiced Boundaries

Time to Dance Get up out of your seat and move Wave your arms Get oxygen in your lungs Jump up and down, twist, shake, or whatever Have fun

Teacher behavior when addressing disruptive behaviors Maintain a calm disposition Use a neutral Voice Present clear concise instruction Provide opportunities for student choice Build on student’s strengths Use humor when appropriate

Negative Comments: What’s the matter with you? Excuse me !!! What is your problem? How many times to I have to tell you? Shut Up !!! Do I have to come over there? You are always a problem. You are the worst kid I know.

Positive Comments: You are a good listener today. I am really proud of you for putting the ball away. Way to be, John! I like how you shared with Mark. Khalid you did a good job today and raised your hand when you had something to say. Michele you were helpful and kind to Patty.

Appropriate Consequences What types of consequences can you use in your class? Remember the goal is for students to learn to change their behavior and be responsible.

Behavior Correction Strategies Private verbal comment – Be specific Agreed upon signal for correction Student checklist or contract I messages “I want you to ……. . “ Logical and consistent consequences Time out, take a break, cool down, use a distracter Physical restraints and touching

Positive Reinforcements What types of reinforcement are appropriate? Identify immediate and delayed reinforcements.

Positive Reinforcement Verbal Comments Word Wall – signs Gestures – thumbs up, smiles, clapping Proximity control or change student location Tokens – tangible items Favorite objects – toys, stickers Food – candy, or favorite texture or taste Time – free time, time with teacher

AVOID !!! Picking teams Elimination games Human targets Waiting in long lines Long complex instruction Exercise as a consequence

Consider the appropriateness of: The constant use of large group activities. High level competition with an emphasis on winning and loosing. Posting scores for fitness achievement. Watching one student perform for all others.

Bullying of and by students with disabilities Can occur before, during and/or after class. Verbal comments – put downs Physical hitting, shoving, bumping Hitting with equipment Rejection by peers

Documenting Behaviors �Be descriptive �Record over several class sessions. What action is the student doing? Alone or with others When does the behavior occur? What is the intensity? Distracting or destructive Where does the behavior occur How frequent is the behavior occurring?