Incorporating the Three “C”s in the Ten Rules of Behavior

Incorporating the Three “C”s in the Ten Rules of Behavior

Customer ServiceCommunityCommunication

Behavior is Learned

Behavior is Related to Context

Behavior Change takes consistency

We can improve behavior by pointing it out

We can remind ourselvesTo be more positive

Equal choices & Right Ear

Positive and NegativeReinforcement

Getting: attention, access,sensory

Escaping: attention, work,Sensory, Pain

Our reaction determinesWhether a behavior shows up again

Ten Things You Should Know

1. Behavior is learned and serves a specific purpose.

How do we get everyone to feel like they are part of the community?

No owner’s manual

Ten Things You Should Know

2. Behavior is related to the context within which it occurs.

Different context=Different behavior

Parent/Teacher Conference• Sandwich- good- issue- good• “I know they probably don’t do this at

home”• “…but, we are having this one tiny issue.”• “don’t want it to cause your child any

problems.”• “Here’s how you can help”

Ten Things You Should Know3. For every year that a behavior has been in place, you should plan to spend at least one month of consistent and appropriate intervention for you to see a change in the behavior.- This is a rule of thumb.

Stick with it

Ten Things You Should Know

4. We can improve behavior by 80% just by pointing out what one person is doing correctly.

Newsletters, Website, Lesson Plans

• BRAG- BRAG-BRAG– What gets recognition- gets done

Ten Things You Should Know5. We know we can improve behavior by 80%, yet we use it less than 10% of the time.

4 Positives for Every Negative

• Lanyard– 20 beads

• Start in the morning with all 20 beads on your left side– Every time you compliment a student on their appropriate behavior move a bead to

the right side.– Every time you reprimand a student move 4 beads back to the left side.

Make Your Own

Start bead

Goal: Get to the red bead

Paper clips• Put 30 paper clips in your left

pocket or a cup on the bus.• Every time you compliment a

student, move a paper clip into the other pocket or cup.

• Every time you “get after” a student, move 4 paper clips back to where they started.

3x5 index card

Tears for positives

Tears for negatives

11 to 5

Vibrating Watch- reminds you to catch students being good

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http://www.eseasongear.com/viviwa.html

Energy Flows Where Attention Goes

Ten Things You Should Know6. When we want compliance from our children, we should whisper in their right ear and offer them equal choices.

TUMS at the Door

• Touch them• Use their name in a positive way• Make eye contact• Smile

Ten Things You Should Know7. All behavior falls into two categories: Positive reinforcement and Negative reinforcement. Kids are either trying to gain something or escape something by their inappropriate behaviors.

What is Behavior?What we see as a failure to BEHAVE properly, is actually a failure to READ communication properly.

Ten Things You Should Know8. Things kids are trying to get:

1)Attention- (adults or siblings)

2)Access (preferred items)

3)Sensory input (proprioceptive input)

Competing Pathway ChartAntecedent Behavior Consequence(Trigger) (Target) (Maintaining Function)

Antecedent Manipulation Replacement Behavior Consequence Modification

(Rearranging the environment to set student up for success)

(What you will teach them to do instead)

(What you will do to change yourself – so you don’t feed the behavior)

Be sure toGive tons of appropriateAttention for appropriate

behavior

Child shows Flying Fickled Finger

Of Fate

Other studentsLaugh-

Teacher comes Over to desk

Controlled Random Drawing ofNew Class Job

“Vanna White of the Daily Schedule”

(Gets attention from teacher on front side and attention from students on back side)

Teach studentSecret signal if they

Have a question

Direction Given

Attention

Ten Things You Should Know9. Kids are trying to escape these things:

1) Work or Tasks2) Attention from Adults or Peers3) Pain (emotional or physical)4) Sensory overload (too much

coming in)

Competing Pathway ChartAntecedent Behavior Consequence(Trigger) (Target) (Maintaining Function)

Antecedent Manipulation Replacement Behavior Consequence Modification

(Rearranging the environment to set student up for success)

(What you will teach them to do instead)

(What you will do to change yourself – so you don’t feed the behavior)

Meet with student in CICOAnd pre-teach the

Hardest part of the lesson. They Will already know how to accomplish.

Child shows Flying Fickled Finger

Of Fate

Teacher sends studentTo the office

Teacher gives double the work he/she Wants student to do- Here are 50 Math

problemsYou can only do half.

Doesn’t matter to me which half you do.In right ear, teacher says this- and then

uses expected compliance.

Tell student if they startTo work in 3 minutes, you

Will let them choose 5 answersYou give to the whole class.

Direction Given

Escape

Ten Things You Should Know10. Your reaction determines whether a behavior will happen again or not. To change child behavior- we have to change our behavior.

You cannot teach children to behave better by making them feel worse. When children feel better, they behave better.

(Pam Leo)

Bonus Rule• If you want a student to change their behavior,

you have to make it more fun to do the right behavior than it is to do the incorrect behavior.

(Riffel, 2013)

My doctor

www.fitbit.com – More Fun

Disney Marathon Weekend

Dot Trot (Thanksgiving)

Mother’s Day- Breast Cancer

Fourth of July

Rice Experiment

References• Alberto, P., & Troutman, A. (2003). Applied behavior analysis for teachers (6th ed.). Upper Saddle

River, NJ: Merrill Prentice-Hall.• Atchison, B. (2007). Sensory modulation disorders among children with a history of trauma: a

frame of reference. Kalamazoo, WI. Language Speech and Hearing (April 38, (2) 109-116.• Bambara, L. M., & Knoster, T. (1998). Designing positive behavior support plans. Innovations –

Research to Practice Series. Washington, DC. American Association on Mental Retardation.• Bandura, A. (1976). Effecting change through participant modeling principles. In J. D. • Haydon, T., Conroy, M., Sindelar, P., Scott, T. M., Brian, & Marie, A. (2010). Comparison of Three

Types of Opportunities to Respond on Student Academic and Social Behaviors, Journal of Emotional and Behavioral.

• Riffel, L. (in press). Positive Behavior Support at the Targeted Group Level: Yellow Zone Strategies. Thousand Oaks, CA. Corwin Press

• Shores, R., Gunter, P., & Jack, S. (1993). Classroom management strategies: Are they setting events for coercion? Behavioral Disorders, 92–102