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“ ClassroomBehaviorModification”

SessionOne

Trainer:AliciaM.Williams,M.S.L

“BehaviorModification”defined…..

Istheuseofdemonstratedchangetechniquestoimprovedifficultbehavior

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WhyKidsMisbehave Attentionfrompeersoradults

Attainpower/control

RevengeorRetaliation

FeelsGood/Play

FearofFailure

Gettingsomething(SensoryInput)

Imitation

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“BehaviorModification”techniques

Bepatient

Bedemocratic

Understandthepurposeofmisbehavior

Avoidpowerstruggles

Modelthebehavior

Sandwichtechnique

Yourroleinmodifyingdifficultbehaviors:

Respect

Listen

Care

Don’tyellorshout

Haveasenseofhumor

Maintainalovingenvironment

Typesof“difficultbehaviorpersonalities”

TheTattletale

TheAggressiveChild

TheTeaser

TheChildWhoLies

TheDefiantChild

TheBully

TheHighlySensitiveChild

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TheTattletale……

Seekspower.

Usuallyseekingattention.

Self‐esteemissue

Notyetdevelopedtheskillstheyneedtosolveproblems

Familylife,culture,andsurroundings

Tattletaleinterventions… Setclearrulesregardingtattling

Teachproblemsolvingskills

Givepositiveattention

Createaculturewherechildren’sneedsaremet

BeclearonwhatyouDOwanttoknowabout

Remember: Ittookthechildalongtimetobecomeamasteroftattling,beconsistent,patientandunderstandthatchangewilltaketime.

g

TheAggressiveChild…

Attentionseekers

Weakself‐image

Inheritedcharacteristics

Environmentalormentalhealthissues

Lackofappropriateproblemsolvingandcopingstrategies

Familystress,disruptionandconflict

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TheAggressiveChild’sintervention…..

Recognizethetriggers

Staycalm

Befirmbutgentle

Avoidphysicalpunishment

Bearolemodel

Rewardgoodbehavior

TheTeaser…….

Receiveattention

Wanttofeelsuperior

Notfamiliarwithordonotunderstandculturalorethnicdifferencesorphysicaloralearningdisabilities

TheTeaser’sIntervention…

Teachsympathy

Educatethechildabouttheharmfulconsequences

Praisetheteaserforpositiveinteractions

Avoidlecturesandquickirrationaldecisions

Remember: Teachthechildthatisgettingteasedtoprovidetheteaserwitharesponsethey'renotexpecting

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TheChildWhoLies……

Afraidofconsequencesofactions

Toprotectsomebodyelse

Thetruthisboring

Forloveorapproval

Toavoidanunpleasanttask

Liketoimpressothers

TheChildWhoLiesIntervention…

Alwaysmodel'tellingthetruth'

Beneutralandasunemotionalaspossible

Identifywhatitisthatyou’reseeingandwhatyou’reconcernedabout.

Keepitveryfocusedandsimple

Concentrateonthebehavior

Thankthechildforthetruth;positivefeedback

TheDefiantchild….

Usuallynegative,stubbornorcontrolling Doestheoppositeofwhatisexpectedorasked

Facesdifficultywithtransitions Frequentlyengagesinpowerstruggles Tendstobeperfectionistandcompulsive. Usespassivedefianceasacopingstrategy

.

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TheDefiantchild'sintervention…

Calmlyhandledefiantbehavior Deliveranegativeconsequenceforadefiantbehaviorwithin10seconds

Rewardacompliantbehaviorwithin15seconds

Avoidmakingtaskdemandsduringdiscipline

Provideappropriatebehavioralalternative

Affirmthechildfrequently

TheBully…..

Isorhasbeenbulliedbyothers

Maywitnessphysicalandverbalviolenceoraggressionathome

Showlittleconcernforthefeelingsofothers

hasnotlearnedtocontrolhisorheraggression.

TheBully’sIntervention….

Helpthechildtoidentifyfeelingsandlearntocontrolthem.

Useofconsistent,effectiveconsequences

Seekhelpfromacounselorortherapistiftheybullybecauseofanger,frustration,ordepression

Developsenseofcaringandempathy

Userestorationandpositivediscipline

Neverusephysicalpunishment

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The Highly Sensitive Child….

Inborn temperament that is found in about twenty percent of children

Highly aware and quick to react to everything

Easily overwhelmed by high levels of stimulation

Generally behave conscientiously

HighlySensitiveChild’sIntervention….

Focusonstrengths

Provideopportunitiesforthechildtoexperiencesuccesses.

Understandwherethestudentisacademically;don’tpush

Provideasoothingenvironment

Helpthechildfeelsuccessfulinnewsituations

Fosterself‐esteem,shame‐reduction,andknowledgeofsensitivity

“NamethatBehavior”

Oneparticipantwillchooseadifficultbehaviorfromthegrabbagand“role‐playthebehavior”,whiletheotherparticipantsguessthebehaviorthenrespondwithappropriateintervention

GroupActivity

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“ ClassroomBehaviorModification”

SessionTwo

Trainer:AliciaM.Williams,M.S.L

BehaviorModification….

Techniquesneverfail

Methodscanbedevelopedfordefiningobservablebehaviors

Behaviorischangedorshapedbyconsequences

Temperamentalandemotionalinfluences(ADHDordepression)

Doesnotworkwhenteacherisinefficientorinconsistent

ReinforcementandPunishment

Alwaysfollowsbehavior

Followstargetbehaviorwithin10‐ 15seconds

Fitstargetbehavior

Shouldapplytothechild

Helpsdevelopalternativebehaviors

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ReinforcementandPunishment Reinforcement–consequencesthat

strengthensbehavior

Ex.Janecleansafterherself,Jane’steacherpraisesher;Janewillcontinuetocleanafterherself

Punishments‐ consequencesthatweakenbehavior

Ex.JimmyputsKimhairinpaint,Jimmy’steachersendshimtothe“thinkingchair”;Jimmywillnotconsiderputtingpaintonanyone'shair

Twotypesofreinforcement:PositiveandNegative

Positive reinforcement

Positivereinforcementisaverypowerfulandeffectivetooltohelpshapeandchangebehavior.

Positivereinforcementworksbypresentingamotivatingitemtothepersonafterthedesiredbehaviorisexhibited,makingthebehaviormorelikelytohappeninthefuture.

Twotypesofreinforcement:PositiveandNegative

Negative reinforcement

Whenacertainstimulus/itemisremovedafteraparticularbehaviorisexhibited.

Thelikelihoodoftheparticularbehavioroccurringagaininthefutureisincreasedbecauseofremoving/avoidingthenegativestimuli.

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Punishment…..

Punishmentreferstoaddingsomethingaversiveinordertodecreaseabehavior

Commonexampleofthisisdisciplining(e.g.spanking)achildformisbehaving.

Childmayfeelthattheyhavepaidfortheirmisbehaviorandarefreetomisbehaveagain

Thingstoconsiderwhenmodifyingbehavior

The classroom environment

Daily routines

Prevention practices

Correction and Control

Managing through consequences

Engaging active learning activities

Need for intervention

TheClassroomEnvironment

Allowsforeasystudentmovement

Shouldhavepersonalspaceforeachchild

Easilyaccessiblematerials

Structuredtransitiontimes

Engagingactivelearningactivities

Positiveinteractionbetweenteacherandstudent

Opportunitiesforstudentswithdisabilities

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Establishdailyroutines

Arrival/dismissal

Restrooms

Circletime/Centers

Transitions

Lunch/Snack

Outdoorplay

Independentassignments

Preventionpractices

Monitorbehaviorfrequently

Setclearrulesandprocedures.

Useseffectiveteachingpractices

Explainclassroombehaviorlimits

Modelpro‐socialbehavior.

Beconsistent!!!!

CorrectionandControl

Timelyresponsetoinappropriatebehavior

Logicalconsequences

Usedirectinstruction

Positivereinforcement

Praiseorpunishment

Verbalornon‐ verbalreprimand

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Managebehaviorthroughconsequences:

Definetheproblem

Designawaytochangethebehavior

Identifyeffectivereinforcement

Applythereinforcementconsistently

Relateconsequencestothebehavior

ThreeKeystoUsingConsequencesEffectively

Timing(within10seconds)

Intensity(determineseverity)

Consistencyofconsequence

DetermineneedforinterventionAssessment:

Familylifeexperiences

Isthechildhungry,bored,ortired?

Whatdoesthechildseektogainfromthe

behavior?

Doesthischildhaveparticulardisabilities?

Whatmightthismean?

Arethebehaviorspredictable?

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“SCENARIODISCUSSION”

Participantswillbreakintogroupsinordertoreviewreinforcementscenariosgivenonindexcards.Participantswillthencompleteaworksheetwhichwillhavethemtocompletequestionsaccordingtotheirscenario:

GroupActivity

SuggestedReadingsLandrum,T.J.,&Kauffman,J.M.(2013).Behavioralapproachestoclassroommanagement.InC.M.Evertson&C.S.Weinstein(Eds.),Handbookofclassroommanagement:Research,practice,

andcontemporaryissues (pp.7–71).Mahwah,NJ:LawrenceErlbaum.

AssessmentandTreatmentofEmotionalorBehavioralDisordersbyH.A.ChrisNinness,SigridS.Glenn,JanetEllis.168pgs.

TheHighlySensitiveChild:HelpingOurChildrenThriveWhentheWorldOverwhelmsThem

BehaviorModification:ContributionstoEducationbySidneyW.Bijou.

YoungChildrenwithChallengingBehavior:IssuesandConsiderationsforBehaviorSupport,inJournalofPositiveBehaviorInterventionsbyLise Fox,GlenDunlap,DianePowell.

http://childparenting.about.com/od/behaviorproblems/a/goodbehavior.htm

http://specialed.about.com/od/behavioremotional/Behavior_aned_Emotional_Disabilities.htm