Decision model for behavior reduction

1. Decision model for behavior reduction M. G. Werts

2. Step 1.Does a problem situation exist? ASK: • Is the student making progress on instructional objectives? • Is the student completing assignments, tasks, etc? • Does the student rely on teacher assistance more than necessary? • Is the student’s behavior interfering with teaching activities? M. G. Werts

3. What type of problem behavior is it? • 1. Behavioral Excess • 2. Behavioral Deficit • 3. Inappropriate Stimulus Control State problem in goal format. Go to Step 2. M. G. Werts

4. Step 2: Define the behavior in problem situation Do medical reasons, psychological reasons, or other identifiable reasons exist for the behavior? Obtain appropriate exam. If no, proceed. If yes, address the problem with the appropriate professionals. M. G. Werts

5. What is the behavior’s function in the environment? • What specific setting events are related to the behavior? • What specific antecedent events are related to the behavior? • What specific consequent events are related to the behavior? M. G. Werts

6. Identify any communicative function of the behavior? What is the student telling you? Should we be listening? M. G. Werts

7. Assess whether the behavior should be changed? ASK: • Does the behavior cause injury to the target student or others? • Does the behavior interfere with learning of the target student or others? • Does the behavior present a safety risk to anyone? • Does the behavior cause others to avoid interacting with the student? M. G. Werts

8. Do other adults report problem behaviors? • Do other students report difficulties interacting with the student? • Does the student display behaviors that will be unacceptable in a next most probable placement? M. G. Werts

9. No  back to step 1 for next behavior • Yes  go to step 3 M. G. Werts

10. Other questions • Is the behavior age-appropriate? • Is the behavior likely to be transient? • Does the behavior occur at intervals similar to that of age peers? M. G. Werts

11. yes  back to step 1 for next behavior • no  go to step 3 M. G. Werts

12. Is the behavior due to skill deficits in other areas? • If yes, remediate the skill deficits • If no, proceed to step 3 M. G. Werts

13. Step 3: Specify the objective • Specify the behavior to be increased or decreased • Specify the conditions where behaviors will be performed M. G. Werts

14. Specify the criterion at which the behaviors will not be a problem • Determine the social validity of the objective M. G. Werts

15. M. G. Werts

16. SEGUE  M. G. Werts

17. Behavior management is a teacher function that considers: • Individual or group • Behavior under consideration • Setting • Person implementing • Purpose of the intervention M. G. Werts

18. Smith & Rivera (1993) Discipline is order among pupils so that learning may take place—system of rules for conduct • Develop a positive climate • Establish basis for a positive learning environment • Apply prevention techniques • Establish collaborative relationships with professionals and parents • Assure that intervention matches the problem • Evaluate learner progress M. G. Werts

19. Jones: Five questions to evaluate management plans: • Does the plan treat students with dignity? • Do the responses to inappropriate behavior include teaching the student? • Does the plan include an environmental analysis? • Is the response to rule violation clear to everyone? • Is there a sequence response to rule violation (for first violation, for second violation, etc.)? M. G. Werts

20. Can an educator modify a child’s behavior? • Can a parent modify a child’s behavior? • Can another child change a child’s behavior? • Who shall determine whose and which behaviors are to be changed? • Which interventions should be applied to change a child’s behavior? M. G. Werts

21. Who will legitimize and monitor the interventions? • What is the goal of the interventions? What other questions? M. G. Werts

22. Goal of behavior management is_______. M. G. Werts