Promote positive behavior Prevent disruptive behavior

Promote positive behaviorPrevent disruptive behavior

Behavior Management

Why does a child misbehave?Causes??? Brainstorm with a partner

10 reasons a child may not be focused, follow directions or refuse to complete a task.

What can you do?

All Behaviors serve a purpose

Behavior is a form of communication

Behaviors may be attention seeking

Behaviors may occur to avoid work

Behavior may occur to escape from the environment.

Do not take misbehavior personally

Behavior Disability Types Oppositional Defiant

Persistent temper tantrums Argues with adults Refusal to comply with requests Annoys others Vindictive

Behavior Disability TypesConduct Disorder (severe behavior) Overt aggression toward people or animals

Destruction of property Deceitfulness of theft Serious violation of rules, truancy

Attention Deficit/Hyperactivity Disorder

Difficulty in sustaining attentionFailure to give close attention to

details in school workDifficulty in organizationImpulsiveness Restlessness, fidgeting, or

talkativenessDifficulty waiting for turnInterrupts conversations

Depression and Anxiety Disorders

InsomniaLoss of energy/fatiguePoor concentrationFeelings of worthlessnessExcessive worryingReluctance and refusalMood changes

Why negative behaviors?

Difficulty transitioningDifficulty understanding or

following directions (especially if there are multiple steps)

Frustration with performing a skill

Lack of structureSensory overload

Effective Strategies

Be proactive – anticipate student behaviors

Plan clearly how you will address behaviors. Ignore, apply consequences, take a break, or redirect

Implement predictability and routine

The Learning Environment

Establish class rules and proceduresPost rules List three to five rulesUse simple positive language

Add pictures and demonstrate

Connect actions with words

Our Class Rules

Do your bestRespect others

Be safeFollow directions

Share, be kind and help others

Practice Rules

What does the rule look like when someone is following or not following?

What does it sound like when someone is following or not following?

Develop practice scenarios to show rules and consequences.

Cooperation, Kindness, HonestyWhat does this look like?

What does this sound like?

What is class management?The arranging of the environment for

learning and maintaining and developing student-appropriate behavior and engagement in the content.

Rink 2002 p. 136

Class Management

Expectations clearly communicated

Routines and timelinesProtocols – enter and exit class,

water, bathroom, emergencies, fire drills, equipment

Stop Signal established and practiced

Boundaries

Time to Dance

Get up out of your seat and move

Wave your arms

Get oxygen in your lungs

Jump up and down, twist, shake, or whatever

Have fun

Teacher behavior when addressing disruptive behaviors

Maintain a calm dispositionUse a neutral VoicePresent clear concise instruction

Provide opportunities for student choice

Build on student’s strengthsUse humor when appropriate

Negative Comments:

What’s the matter with you?Excuse me !!!What is your problem?How many times to I have to tell

you?Shut Up !!!Do I have to come over there?You are always a problem.You are the worst kid I know.

Positive Comments:

You are a good listener today. I am really proud of you for putting

the ball away.Way to be, John! I like how you

shared with Mark.Khalid you did a good job today and

raised your hand when you had something to say.

Michele you were helpful and kind to Patty.

Appropriate Consequences

What types of consequences can you use in your class?

Remember the goal is for students to learn to change their behavior and be responsible.

Behavior Correction StrategiesPrivate verbal comment – Be

specificAgreed upon signal for correctionStudent checklist or contractI messages “I want you to ……..

“Logical and consistent

consequencesTime out, take a break, cool

down, use a distracterPhysical restraints and touching

Positive Reinforcements

What types of reinforcement are appropriate?

Identify immediate and delayed reinforcements.

Positive Reinforcement

Verbal CommentsWord Wall – signs Gestures – thumbs up, smiles,

clappingProximity control or change student

locationTokens – tangible items

Favorite objects – toys, stickers Food – candy, or favorite texture or taste Time – free time, time with teacher

AVOID !!!Picking teamsElimination gamesHuman targetsWaiting in long linesLong complex instruction

Exercise as a consequence

Consider the appropriateness of:The constant use of large group

activities.High level competition with an

emphasis on winning and loosing.

Posting scores for fitness achievement.

Watching one student perform for all others.

Bullying of and by students with disabilities

Can occur before, during and/or after class.Verbal comments – put downs

Physical hitting, shoving, bumping

Hitting with equipmentRejection by peers

Documenting Behaviors

Be descriptive Record over several class sessions.

What action is the student doing? Alone or with others

When does the behavior occur? What is the intensity? Distracting or

destructive Where does the behavior occur How frequent is the behavior occurring?