Behavior Interventions:A System Approach

Donna K. Milanovich, Ed.D.

Randal A. Lutz

Baldwin-Whitehall School District

Session Goals

Participant will be able to:Distinguish between appropriate

instructional consequences and punishmentIdentify strategies that are effective in

managing minor and more significant behavior problems

Identify the components of a school-wide student management program

Guiding Questions

1. Compare the different approaches schools typically employ to address academic and social problems. Discuss the merits of using an educational intervention verses a negative “punitive” consequence in response to a behavior problem.

Guiding Questions

2. Apply the intervention guidelines for class meetings to problem-solve a situation in which several students are disrupting the learning environment by talking out and making rude comments to other students.

Guiding Questions

3. In Comprehensive Classroom Management: Creating Communities of Support and Solving Problems (2001), the authors propose a nine component, school-wide student management plan.

Define each component of the school-wide student management plan and provide clarifying examples to support the component’s inclusion in the plan.

As professionals, do you approach academic and social problems differently?

Disadvantages of Punishment

Punishment does not teach alternative behavior that can be utilized in the future

Punishment inhibits learningPunishment does not effectively change behaviorPunishment allows student to project blame rather

than accept responsibility for the behaviorPunishment that is connected to school activities

may create a negative attitude toward school activities

Managing Minor Disruptions

A major factor in effective classroom management is the teacher’s ability to deal with minor disruptions before they become major problems.

Kounin, (1970)

Managing Minor Disruptions

I’ve come to the frightening conclusion that I am the decisive element in the classroom. My personal approach creates the climate. My daily mood makes the weather. As a teacher, I possess a tremendous power to make a child miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or humor, hurt or heal. In all situations, it is my response that decides whether a crisis will be escalated or de-escalated and a child humanized or de-humanized.

-Haim Ginott

Managing Minor Disruptions

General Methods for Responding to Disruptive Behavior

Jones & Jones, (2001)

Key Factors In Developing Responses to Disruptive Behavior

Students must be clearly aware of the rules, procedures and consequences

Students must be given clear, polite cues indicating continuation of behavior will evoke specified consequences

Maintain consistencyStudents should be informed that they are

choosing the consequenceConsequences should be educational in nature

Skills for Confronting Inappropriate or Disruptive Behavior

1. Deal in the present2. Talk directly to the students rather than

about them3. Speak courteously4. Make eye contact and be aware of

nonverbal messages5. Use “I” messages6. Make statements rather than ask questions

Individual Problem-Solving Method

William Glasser’s Reality TherapyDevelop warm, personal relationship with studentDeal with the present behaviorMake a value judgmentWork out a planMake a commitmentFollow upNo put downs, but do not accept excuses

Jones & Jones, (2001)

Conflict Resolution and Peer Mediation

Class Meetings

Introduced to students as a tool for behavior intervention

Allow both the teacher and students to resolve problems before they become major issues

Involve students in solving their own problemsProvide students opportunity to improve their

social and problem-solving skills

Jones & Jones, (2001)

Class MeetingsGuidelines for Implementation:Teacher and students seated in a circleAll problems relating to class as a group can be

discussedAgenda created for each meetingDiscussion focused on solutions that are not

punishmentsStudent permission for individual issuesStudent responsibilities during the meetingsRole of facilitator

Behavioristic Interventions:Basic Assumptions

• Behavior is influenced by the consequences following the behavior

• Behavior change programs must focus on specific, observable behavior

• Data collection is necessary in order to alter behavior thoughtfully and systematically

Jones & Jones, (2001)

Functional Behavioral Assessment

4 Components of a Functional

Behavioral AssessmentA functional assessmentA positive behavior change planThe Implementation of this planThe ongoing monitoring and adjustment of this

plan

Jones & Jones, (2001)

Functional Behavioral Assessment

4 Questions Answered by a Functional Behavioral Assessment

What are the antecedents and the consequences that cause the behavior to exist?

What function(s) does the behavior serve for the student?

Functional Behavioral Assessment

What environmental changes can be made to change the student’s behavior?

What behaviors can we teach the student to help him act more responsibly and meet his needs without using behaviors that violate the right of others?

Jones & Jones, (2001)

Why do you need a school-wide student management plan?

Components of an Effective School-wide Student Management Program

Philosophy statementSchool rulesSchool wide proceduresRules and responsibilities of all parties

involved in managing student behavior

Jones & Jones, 2001

Components of an Effective School-wide Student Management Program

Methods for creating a positive school climate and reinforcing students for desirable behavior

Problem solving model that will be taught to staff and students

Jones & Jones, 2001

Components of an Effective School-wide Student Management Program

Format for developing positive behavior change plans for students who experience ongoing or serious behavior problems

Forums for communicating between teachers, administrators, and parents

Determining the role of the school wide student management committee

Jones & Jones, 2001