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Behavior Management. Promote positive behavior Prevent disruptive behavior. 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. - PowerPoint PPT Presentation
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Promote positive behaviorPrevent disruptive behavior
Behavior Management
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 TypesConduct Disorder (severe behavior) Overt aggression toward people or animals
Destruction of property Deceitfulness of theft Serious violation of rules, truancy
Attention Deficit/Hyperactivity Disorder
Difficulty in sustaining attentionFailure to give close attention to
details in school workDifficulty in organizationImpulsiveness Restlessness, fidgeting, or
talkativenessDifficulty waiting for turnInterrupts conversations
Depression and Anxiety Disorders
InsomniaLoss of energy/fatiguePoor concentrationFeelings of worthlessnessExcessive worryingReluctance and refusalMood changes
Why negative behaviors?
Difficulty transitioningDifficulty understanding or
following directions (especially if there are multiple steps)
Frustration with performing a skill
Lack of structureSensory 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 proceduresPost rules List three to five rulesUse simple positive language
Add pictures and demonstrate
Connect actions with words
Our Class Rules
Do your bestRespect others
Be safeFollow 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, HonestyWhat 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 timelinesProtocols – 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 dispositionUse a neutral VoicePresent clear concise instruction
Provide opportunities for student choice
Build on student’s strengthsUse 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 StrategiesPrivate verbal comment – Be
specificAgreed upon signal for correctionStudent checklist or contractI messages “I want you to ……..
“Logical and consistent
consequencesTime out, take a break, cool
down, use a distracterPhysical restraints and touching
Positive Reinforcements
What types of reinforcement are appropriate?
Identify immediate and delayed reinforcements.
Positive Reinforcement
Verbal CommentsWord Wall – signs Gestures – thumbs up, smiles,
clappingProximity control or change student
locationTokens – tangible items
Favorite objects – toys, stickers Food – candy, or favorite texture or taste Time – free time, time with teacher
AVOID !!!Picking teamsElimination gamesHuman targetsWaiting in long linesLong 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 equipmentRejection 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?