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

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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.

The only strategy you need . . .

“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!”

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Where is the Where is the motivation?motivation?

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

© 2010 BCI, © 2010 BCI, LLCLLC

© 2010 BCI, © 2010 BCI, LLCLLC

Choosing Reinforcers for your Students

Who determines if something is reinforcing?

He picks it!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 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?)

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, 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

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+

Thank you very much for your attention

Aaron Stabel, M.A., BCBABCI, LLC

www.behaviorsupports.com