Behavioral Methods for Decreasing Inappropriate Behaviors

1. Behavioral Methods for Decreasing Inappropriate Behaviors Chapter 6

3. Differential Reinforcement • Differential reinforcement – turning negatives into positives. • Ask a student to answer a question or demonstrate a skill to interrupt inappropriate behavior. • Reinforce a group/individual when their behavior, although still inappropriate, is still improving (shaping). • Specify an amount of time for appropriate behavior before a reward is given. Gradually increase required time. • Fencing – tell students they must practice the stance before moving onto other skills.

4. Shift in Emphasis • Chapters 2, 3, 4, and 5 related to preventing misbehavior through: • Creating a positive atmosphere (2) • Creating a proactive management plan (3) • Reinforcement (behavioral) (4) • Increasing appropriate behavior (5) • Even with the BEST planning, BEST environment, and BEST reinforcement, behavior management issues will arise • This is completely normal. • Chapter 6 focuses on consequences, not prevention

6. Types of Misbehavior Ordered in ascending severity: • Goofing Off – being off task, leaving the assigned area, or not doing the drills in the intended manner • Disruption – talking out of turn, interrupting, or clowning around • Defiance – refusing to what is requested • Immorality – unethical behaviors such as lying, cheating, or stealing • Aggression – physical or verbal attacks on others.

7. Corrective Methods

8. Prevention 1st line of defense: non-invasive strategies • Proximity • Eye contact • Hand gestures • Vocal variety • Name in a sentence • Wait time • The goal is to reduce lost instructional time • OK to tell students what to do (expect) AND what not to do. • By telling a student what not to do, you are not generally giving them ideas. They will figure out ways to misbehave on their own. Except if the misbehavior is obscure.

9. Withdrawal of Reinforcer Planned Ignoring – use when behavior (what is reinforcing) is benign, short, and doesn’t affect the group. Student is not getting the attention they crave. • Example: Talking quietly/quickly, continuing activity after stop-command briefly, daydreaming (unless frequent) • Not to ignore: Armpit noises, tapping feet quietly then more noisily, repeated interruptions • Looking for attention • BE CAREFUL – DO NOT ignore too much or it will get worse • This is a frequent error with beginning teachers

10. Withdrawal of Reinforcer Mild Misbehavior: • Use humor in situations and chuckle at some of the things my students do.  Don't penalize "nutty" behavior that will go away in a second. • Use humor or distraction to redirect mild misbehavior. Have a sense of humor, kid around a bit so they know you’re not a robot.

11. Withdrawal of Reinforcer • Guidelines for Response Cost • Move through your hierarchy of consequences (again, for some students this will not be effective) • Suggested to review hierarchy during day 1 • Use a calm, firm, respectful tone of voice when administering consequences

12. Withdrawal of Reinforcer Response Cost – taking away a reinforcer • Reduce grading points (affective rubric) • Eliminate educational games and use drills • Remove tokens in a token economy • Class time – have the students repeat until done correctly • Wait time – can’t get to the next activity or the culminating activity until proper behavior is displayed. • “I had a really fun activity planned at the end but I’m not sure if we’ll have time for it if you keep talking.”

13. Withdrawal of Reinforcer • Guidelines for Response Cost • Student must value the reinforcer or the loss is inconsequential. • Can only take away so much before students have nothing to lose • Don’t nag or plead (shows weakness) – follow through • 1 warning or zero warning is enough • If you warn 5X’s, students learn they can misbehave four times before a consequence. • Longer behavior reinforced, more resistance (start early), more frequently behavior extinguished, more quickly extinction occur

14. Withdrawal of Reinforcer Time out – removing a student from a reinforcing environment. • Seclusionary – removal from activity but still in the gym • Must consider place, access to equipment, access to others, safety, visibility… - the place should not be rewarding • Have the student complete a “Self reflection” before returning or a “Time Out Worksheet” • Establish routines for time-outs • Self time out • Students remove themselves if they feel unable to cope • Must notify teacher

15. Withdrawal of Reinforcer Time out – removing a student from a reinforcing environment. • Exclusionary - student remains a part of the lesson but with some restrictions • Examples: • Move back from the circle where everyone is sitting • Student is not allowed to speak or answer questions • Student is not allowed to partake in a station during choice time • Student is not allowed to work with certain other students during the remainder of class.

16. Withdrawal of Reinforcer • Time out Guidelines • Be consistent – same place (create routine) • Don’t negotiate* • If there’s time, explain reason why • DO NOT make time out reinforcing • i.e. Talk, explore, engage passers by, get involved • Reset the time if students are inappropriate (back to the start of time out) • Do not allow them to avoid selected activities • Keep time outs 5 minutes or fewer • The younger, the shorter the duration

17. Aversive Stimuli One on One Chat • Meet individually with a student, preferably not in front of their peers (before class: as students are entering locker room or after changing time, after class: before or after changing time) • Step 1: I statement “Chris, I can’t be sure everyone hears when if there is talking. What’s the story? Normally, you behave wonderfully in class” • Step 2: Active listening (if appropriate for circumstance) • Step 3: Outcome - administer consequence if necessary or develop a solution with the student • May also give student a second chance (give to get)

18. Aversive Stimuli Verbal Reprimands • Concise • Listen please (not “stop talking”) • Hands to yourself (not “stop it”) • "What should you be doing right now?" • Look and sound like you mean it! Have a good “game face!” • Expanded – Telling students what behavior is unacceptable and why • Eli, please hold onto the ball. I find it distracting as do other students. • Book: “Joy, interrupting is impolite. It makes it difficult for others to follow my instructions. Please wait until I have finished to ask a question.” • DO NOT ridicule, insult, demean • If a student loses face, you’ve lost them (peer reputation is powerful) • Students will turn against you • NEVER yell at students or use disrespectful language (that is a loss of control on your part)

19. Aversive Stimuli Corporal Punishment • Banned in Connecticut – Do not use corporal punishment, you will be out of a job • Keeping your cool • At times, students may say or do things which infuriate you. Examples include swearing, insubordination, verbal abuse, and/or running away. NEVER strike, grab, or squeeze a student. Even if the student was in the wrong and states that you grabbed their arm, that will become the issue and not the original transgression.

20. Aversive Stimuli • Contracts – • Paper ones: make it generic so you can fill in specific information. • Guidelines: • Be sure that the student understands the concept of contracts by asking him/her to give an example. • Discuss and/or negotiate the requirements, reward, level of achievement, renegotiation date, etc • Read, sign, have a witness (someone with standing) • Example 1, 2, 3, 4

21. Sample Cont ract

22. Aversive Stimuli • Contracts – Setting up a contract

23. MS & HS Considerations • Rapport is extremely important (Mr. Pulisciano, Cheshire, HS) • Continue to use classroom rules, set expectations, and create routines • Game face – appropriate tone and demeanor (firm, organized, purposeful • Exude a confidence that you WILL keep the class under control and certain behaviors ARE expected and those contrary will NOT be tolerated • Incorporate level of involvement and/or affective rubric into student grades • Hold students accountable for skill improvement via assessments such as skill and cognitive quizzes • Remain firm if students violate expectations (even if they plead) • Use a series of consequences - Verbal, grade, assignment, community service, phone call, referral, parent conference • Be more age appropriate with praise • Don’t allow certain students to work together during class

24. MS & HS Considerations • Plan lessons with behavior management in mind • Complexity of drills, number of partners, amount of equipment, start with easy/fun unit, area of playing surface, gym vs. outdoors • Only under severe conditions should a student be sent to the office (it demonstrates a loss of control on your part). • Create a daily report (may combine with a contract) • Examples 1, 2 • Show concern for the students (especially in one on one conversations) • Monitor the social dynamics – establish expectations for peer relations • Conditions: captains must demonstrate pro-social behavior • Time out is not appropriate for HS, maybe MS • ALWAYS keep your cool • Be calm and dispassionate in your presentation-An upset adult is frightening to young children and funny to older ones who gain prestige among peers for "setting off" a teacher

25. Reflection • Like reflecting about the effectiveness of a lesson, also reflect about the effectiveness of your behavior management strategies. • Some things to reflect on might include: • What is the purpose of the misbehavior • How effective are my strategies • What sets off the misbehavior (time, place, people, teacher, biology) • Develop and implement a new plan Some commonalities to a functional behavioral assessment

26. Physical Restraint • Law affords protection if a student is a danger to other students, you, or themselves. For example, a fight develops: • First – with authority, tell the students to stop • Second – send for help (call office or send a trusted student) • Must act as a reasonable and prudent professional • Teachers are NOT required to break up fights or physically restrain students (role of security or police). If you attempt to do so, it is at your own risk. • Be mindful of safety to other students (may be difficult to move them elsewhere)

27. Physical Activity Punishments • Never use physical activity (laps, jumping rope, etc) as a punishment. • Students will link physical activity with negative consequences – that’s not our goal!! • Physical activity can be construed as corporal punishment • Banned by most states including CT

28. Prevention v. Punishment • REMEMBER - Promote a positive environment and prevent misbehavior. • Praise students, give positive feedback, create group/individual goals, etc • Over-reliance on consequences and corrective methods makes class less enjoyable and hinders the goals of PE

29. Finding What Works • Every student is different so it is incumbent upon teachers to find what works. Managing behaviors is a bit like a chess match-continually try new moves to find what works. Things to keep in mind: • If a strategy such as time-outs isn’t working, try something else. • Find the “hook” regarding what works with students. Personally, my hook was my parents. Call them and I was in trouble! There would not be any more misbehavior.

30. Punishment • Guidelines for Using Punishment (pp.108-109) • Establish rules • Maintain self-control • Avoid confrontations • Punish immediately • Specify behavior • Ensure use of punishment is fair • Make sure punishment fits intention of crime • Be consistent • Return to positive methods • Never hit!

31. Misc. Thoughts • Flexible (Fazio) • Give a little to gain a lot (beware being taken advantage of) • …“Now I could call your folks about you picking on Demetrius.” I’m sorry. “Instead, I want you to tell me you’ll leave him alone. Can you do that?” Ya, I won’t. “All right, now remember what you promised me b/c I don’t want to have to make that call.” • Focus on the behavior, not personal qualities • Avoid “You’re lazy” because this makes students defensive)

32. Role Play Tips • Avoid having one student active while others watch. • Maximize activity time and opportunities to respond (OTR’s) • What is the difference between activity time & OTRs • Generally refrain from asking students “How are you doing today.” This creates an opportunity for misbehavior. Greet the students (“Good morning, etc), then get into the lesson. • Deal with behaviors while the class is active. Do not put the misbehaving student on stage while the rest of the class watches.