Seven Best Practices for Managing All Types of Behavior

1. Seven Best Practices for Managing All Types of Behavior How to enjoy teaching again!

2. Seven Essential Strategies for Managing Behaviors • Supervision • Explicit Teaching of Behaviors • High Levels of Structure and Clarity • Function Based Interventions • Differential Reinforcement • Judicious Use of Response Cost and/or Time-Out • Monitoring Verbal Interactions

3. How to Provide Active Supervision • Greet all students at the door • Watch and interact with students in the hallway near your classroom, while visually monitoring the students in your classroom (during transitions) • Continually scan all students while you are teaching • Move around the classroom as much as possible

4. How to Provide Active Supervision • Be aware when students are attempting to be private or covert (talking quietly, exchanging notes, non-verbal signals, etc.) • Give high levels of feedback, especially praise, to students throughout class time • Use all your senses to aid in supervision-train yourself to both listen to and watch your students • Provide for high levels of response and engagement in class

5. Explicitly Teaching Expected Behavior • In the beginning, ACTIVELY teach the rules: • Explain why the rule is important • Demonstrate the rule (examples and non-examples) • Have students rehearse the rule • Repeat regularly during the first 2-3 weeks of school NEVER assume that students will learn and remember the rules if you just tell them-they need active and repeated practice. DURING the year, re-teach rules as needed-after breaks, when new students enter, when behavior problems seem to increase.

6. Explicitly Teaching Expected Behavior • Do not assume that students know what you mean when you say things like “Line up.”, “Listen.” , “Take notes.” or “Go to time-out.” These behaviors must be broken down into steps and TAUGHT before they are needed. For young children, pictures and visual cues can help teach behaviors.

7. High Levels of Structure and Clarity • Rules(clear, limited, universal) • Procedures(explicitly taught) • Reminders (regularly given) • Organization(district, campus, classroom, individual) • Consistency(Universal design) A sampling of students queried should be able to describe rules and procedures and consequences for not following them.

8. Function Based Interventions • Behavior has a function-2 categories-to get something or to avoid something • Attention from teacher • Attention from peers • Attention from other adults • Power or control • Status • To avoid work or some activity • To avoid class or other situations or people

9. Interventions Based on Functions • First, determine the function of the problem behavior (Example-Johnny falls out of his desk in class to make his friends laugh- attention from peers.) • Next, determine another way for Johnny to get his peers’ attention that is acceptable (Example-When Johnny goes for 2 days without falling out of his desk, he is allowed to stand and tell a joke to the class.)

10. Differential Reinforcement • Most powerful • Least Aversive • Easiest to Use • Most Evidence Based • Helps Increase Desired Behaviors • Reduces or Eliminates Challenging Behaviors

11. Differential Reinforcement of Incompatible (DRI) or Alternative Behaviors (DRA) • Reduce specific, unacceptable behaviors by reinforcing appropriate alternative or replacement behaviors • Can b applied to groups or individuals

12. Examples of DRI/DRA

13. Differential Reinforcement of Communicative Behavior • Use like DRI/DRA • Reinforces communicative behaviors, such as: • Expressing emotions using words • Using signs or pictures to make requests • Asking for “time out” or chill breaks rather than escalating • Asking for what is needed, such as materials or help • Using assistive communication devices to request breaks, make choices

14. Examples of DRC

15. Differential reinforcement of Zero Levels of Behavior (DRO) • Reinforce for periods of time during which the target inappropriate behavior DOES NOT OCCUR • Start with limited, short intervals, gradually increase time periods • Can be used with groups or individual students

16. DRO

17. Differential reinforcement of Lower Levels of Behavior • Reinforcement is earned when total amount of inappropriate behavior is less than a pre-determined criterion • Good for reducing behaviors gradually over time • Good for minor misbehaviors

18. DRL

19. Judicious Use of Response Cost and Time-Out • Powerful techniques • Often misused • If use of a technique does not reduce the undesired behavior-then it is not a punishment for that child

20. Punishment??? • Todd is frequently late to class. Teachers send him to the office for a tardy slip. Todd’s late behaviors continue. Because he continues to be late to class, we can assume that the consequence is NOT a punishment to him. Best practice says that another system should be tried, based on why (function) Todd continues to be late.

21. Punishment????? • During a social studies lesson, Karyn regularly makes wisecracks at another student’s expense. The teacher tries calling her down publicly for it, but the behavior does not decline. Karen is usually interested in pleasing the teacher, so, after class, she calls Karyn in and talks with her, explaining that she is very disappointed in the behavior and hopes that she will make better choices in the future. Karyn does not repeat the behavior. Clearly, the talk was punishment for Karyn.

22. Response Cost • Remove tokens or privileges contingent upon target behaviors • CAUTIONS • Ensure continual access to earning tokens • Have pre-determined fine schedule • Take away portions of privileges, not entire privilege (example-minutes of free time, not entire amount) • Make sure students understand the system in advance

23. Response Cost Applications • Lose toy or object • Lonely lunch • Lunch at “detention” table • Lose minutes of free time, recess • Lost computer access • Lost tokens or tickets

24. Time-Out • Most effective when function of challenging behavior is attention • Use non-exclusionary forms first (where student continues to be in class setting and have access to teaching) • Use exclusionary if necessary • Keep time-out periods brief • Train students prior to time-outs

25. Time-Out Applications • Non-Exclusionary • Head down at desk • Move to another desk in classroom • Move to a time-out carrel in the classroom that is still in teaching area • Teacher turn-away • Time-out card used in conjunction with token system • Time-out ribbon (Fox and Shapiro, 1978)

26. Time-Out Applications-Exclusionary • Screen-placed around desk • Screen or carrel-around another location in the classroom • Time-out chair • Time-out mat • Time-out rug • Time-out room • ISS-for the period, for the day

27. Monitor Verbal Interactions (between students and adults) • Terminology • Triggers: Antecedents to problem behaviors-the action that precedes or triggers the behavior • Agitation: Beginning signs of “off-task” or problem behavior • Escalation: Increase in problem behavior in duration, frequency, or intensity • Engagement: Child tries to “hook” us-or start something • Disengagement: Refusing to be drawn in

28. John is working quietly at his desk when his teacher reminds him that his science project is due tomorrow or points will be taken off. John hasn’t finished the project. He throws his pen down, leans back in his chair, and frowns, but says nothing. The teacher asks, “ John, do you understand? Will you have your project for me tomorrow?” Without looking at his teacher, John answers, “I dunno.” His teacher proceeds to tell him that he has had lots of time to work on the project, and warns him that any more lost points will result in his making a low grade and having to take his final exam in science. John finally says in a loud and challenging tone, ”I’ve wasted all my time on this stupid project and I still don’t know what you want. Everything I’ve done you’ve said is wrong, and I’m sick of it!! There’s no pleasing you. Igive up-go ahead and take the &*%$#@@ points off. I don’t give a #$%^&**!!

29. Activity • Describe: • John’s trigger • Signs of escalation • Did John’s teacher do anything to contribute to the blow-up? • What could she have done instead?

30. Mrs. Smith tells Josh to put away his AR book and get started on his math warm-up. Josh: Just a minute-I want to finish this chapter. Mrs. S: Now, Josh. You have already had more time for AR than usual. Josh: Keeps reading. No reply. Mrs. S: Josh, did you hear me? I said to put away your book. You only have 5 minutes left to finish your math warm-up. Josh: No reply. Mrs. S: Josh, if you don’t put away your book NOW, you will have to do your math during recess. Josh: (In a whining tone.) Mrs. S, that’s not fair. I just want to finish this chapter and I’m almost done. You let Susan finish her book. I can still do my math. Mrs. S: Josh, I let Susan finish AFTER she had done her math warm-up. And look, you’re not even half-way through the chapter. Josh (yelling): I’M FINISHING MY CHAPTER!! Mrs. S: Josh, you either give me that book or I’ll take it away for the rests of the week.

31. Activity • Describe: • The trigger • Signs of agitation • Engagement • What would you advise Josh’s teacher ?

32. Final Thoughts • Good behavior management is preventive, not reactive. • Students should be able to describe both the rules and behavioral expectations • Most students require explicit teaching of the expected behaviors-don’t commit “assumicide”. • Reinforcing (rewarding) desired behaviors WILL increase their frequency