Off to a Great Start Practical behavior management
Off to a Great Start! Practical behavior management strategies Presented by Aaron Stabel, M. A. , BCBA BCI, 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 Deficits Academic or cognitive Lacks basic learning skills Communication Social deficits Attention Tolerance Self-management Problem solving Excesses Noncompliant/Defiant Disruptive/Aggressive Rule breaking © 2010 BCI, LLC
Writing Activity 1. 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.
The only strategy you need. . .
“Past behavior predicts future behavior. ” Start promoting school successes! Frustration and failure Motivation and accomplishment
Different settings can produce different behaviors Critical Negative attention Punishment Unstructured Never good enough “You’re not doing it right!” “What’s wrong with you!” Compassionate Positive attention Supportive Structure Nice try! “You’re doing great!” “You’re a great kid!” © 2010 BCI, LLC
Where is the motivation?
Growing basic learning skills Sitting quietly Waiting Listening Hands to self Following directions
Positive Reinforcement 1. Observe and recognize good behaviors. 2. Immediately reinforce good behaviors (0 -3 seconds). 3. Consistency 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, LLC
© 2010 BCI, LLC
© 2010 BCI, LLC
Choosing Reinforcers for your Students Who determines if something is reinforcing? He picks it!
How well do you know your student?
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 GREATEST CLASSROOM on Earth!!! The games and rides are not free. You will need to earn TICKETS. You can’t WIN if you don’t 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 participating, finishing your work on time, or simply paying attention!! http: //www. interventioncentral. org/index. php/behavorial-resources
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. . .
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? )
How you give directions matters
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!
Use Visual Cues to Promote Good Behavior • Pre-teach • “Tell, Show, Do” • Cheerlead • Practice
How to teach. . . Direct instruction “Tell, Show, Do” Cheerlead any progress 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
Teach and Re-Teach the Rules
Where do I line up?
Where do I stand when I want to talk to the teacher?
Organized space = Organized behavior
Is this off limits?
How loud is too loud?
Consistency is Essential
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!
If there is turbulence. . .
Stop, Watch, and Take a Deep Breath “Why are you acting like this right now? ”
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”
Why is this kid screaming?
Why is this kid screaming?
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 Tantrum 12 “Don’t make me throw a shoe!”
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 1. Appropriate request 2. Pointing 3. Asking “when can I have. . . ? ” To access something: Food Computer Playground Toys Etc.
Replacement Behaviors Using profanity, tipping chairs, spitting on you 1. Raising a hand 2. Smiling and waving 3. Following directions To get your attention: Stand close to me 1: 1 time Emotional reaction More talking please
Replacement Behaviors Ignoring you, Head down, Emotional escalation 1. No thank you 2. Ask for help 3. Take some space To avoid work: Stop teaching me Walk away Reduce demands Reduce workload Let me outta here
Once again. . . Direct instruction “Tell, Show, Do” Cheerlead any progress 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 behaviors Planned ignoring Putting items out of reach Distraction and redirection Strategic instructional support Home-based supports Risks and Problems • Extinction bursts • Sometimes difficult to implement • So Plan Ahead! Time In Earning R+ Time Out Not Earning R+
Thank you very much for your attention Aaron Stabel, M. A. , BCBA BCI, LLC www. behaviorsupports. com
- Slides: 48