12 Levels of Behavior Intervention for Implementing Positive Child Guidance

12 Levels of12 Levels ofBehavior InterventionBehavior Intervention

for Implementingfor ImplementingPositive Child GuidancePositive Child Guidance

Dr. Will MosierDr. Will MosierProfessorProfessor

Wright State UniversityWright State UniversityDirector of ResearchDirector of Research

Center for the Study of Center for the Study of Child DevelopmentChild Development

[email protected]@yahoo.com

How to use the 12 levels How to use the 12 levels of interventionof intervention

1.1. Always start with the beginning intervention firstAlways start with the beginning intervention first2.2. When the desired change is not achieved at a lower When the desired change is not achieved at a lower

level of intervention, add-on the next level of level of intervention, add-on the next level of intervention while continuing the previous strategiesintervention while continuing the previous strategies

3.3. Never go backwards! Do not remain using only a level Never go backwards! Do not remain using only a level of intervention previously used, without adding-on a of intervention previously used, without adding-on a higher level of intervention, if a specific undesired higher level of intervention, if a specific undesired behavior continues. (If an undesired behavior behavior continues. (If an undesired behavior continues from one day to the next, even if days are continues from one day to the next, even if days are not consecutive, add the next higher level of not consecutive, add the next higher level of intervention while continuing with the previously intervention while continuing with the previously utilized lower levels of intervention.) This is key to utilized lower levels of intervention.) This is key to reinforcing self-control! If you revert to the same reinforcing self-control! If you revert to the same level of intervention that didn’t work yesterday, level of intervention that didn’t work yesterday, don’t be surprised if the behavior continues. YOU are don’t be surprised if the behavior continues. YOU are reinforcing the behavior if the child is receiving the reinforcing the behavior if the child is receiving the same attention he/she received yesterday with no same attention he/she received yesterday with no evidence of diminished unacceptable behavior.evidence of diminished unacceptable behavior.

4.4. Do not skip levels of intervention! Increase the Do not skip levels of intervention! Increase the levels of intervention, in order, as needed.levels of intervention, in order, as needed.


12 steps toward positive child guidance12 steps toward positive child guidance1. “Ignore” unwanted behavior (Any attention will tend to

reinforce reoccurrence of the behavior) 2. Arrange environment to minimize disruptive behavior

(Rearrange room to avoid repeat of disruptive behavior)3. Use “neutral time” to discuss alternative behavior (circle

time, story time)4. Verbally commend the child when he is doing something

acceptable (Draw attention to other children when they are displaying acceptable behavior) Reinforce acceptable behavior

5. Approximate the child (Start walking toward the child)6. Stand next to the child7. Stay with the child for an extended period of time8. Apply gentle appropriate touch (Place your hand on child’s

shoulder)9. Verbally cue expected behavior while touching the child

(You must apply gentle tactile stimulation before providing verbal cue)

10. Undo/Redo (manually facilitate guiding the child’s actions)11. Keep the child with you for one transition12. Keep the child with you through as many transitions as

necessary to extinguish the disruptive behavior


Level 1: Avoid giving Level 1: Avoid giving attention to unwanted attention to unwanted

behavior (ignore)behavior (ignore) The first time you notice

a child doing an unacceptable behavior, the behavior should be ignored

The child may stop the unwanted behavior without any an additional steps

Do not give attention to unwanted behavior


Level 2: Arrange the Level 2: Arrange the environment to avoid environment to avoid disruptive behaviordisruptive behavior

See what changes to the environment can be made to help limit unwanted behavior

If the way the environment is arranged is not helping to discourage disruptive behavior, rearrange it

Plan ahead to minimize the riskrisk for repeat disruptions

Examples:Examples: Move student’s desk Move student’s desk

closer to youcloser to you Take down Take down

distractions distractions hanging from the hanging from the ceiling that may ceiling that may cause student to cause student to loose focusloose focus

Bring the child closer to you

You stay closer to the child


Level 3: Discuss the Level 3: Discuss the behavior at a “neutral behavior at a “neutral

time”time” Use a neutral Use a neutral time to discuss time to discuss unwanted behavior unwanted behavior that is occurring that is occurring in your class in your class

““Circle time” is Circle time” is a great a great opportunity to opportunity to address unwanted address unwanted behaviorbehavior

Reading books about Reading books about the behavior can lead the behavior can lead to great problem-to great problem-solving discussionssolving discussions

After reading a book After reading a book you can talk with the you can talk with the children about the children about the behavior and find behavior and find child-centered child-centered solutions to the solutions to the problemproblem


Level 3: Address the Level 3: Address the problem during a “neutral problem during a “neutral

time” time” (continued) It is important to discuss the behavior It is important to discuss the behavior onlyonly at a at a neutral time, such as circle time – Not at the time of neutral time, such as circle time – Not at the time of the behaviorthe behavior

During a neutral time you can read a book about the During a neutral time you can read a book about the problem behaviorproblem behavior

Example:Example: If a child hits someone, later in the day read a book about If a child hits someone, later in the day read a book about hittinghitting

Use a “Neutral Time” to sing a song about being kind to othersUse a “Neutral Time” to sing a song about being kind to others The students could watch a video that deals with The students could watch a video that deals with socially competent ways of resolving conflict socially competent ways of resolving conflict

The students could role-play what to do in similar The students could role-play what to do in similar situationssituations

You could use puppets to talk about the problem behaviorYou could use puppets to talk about the problem behavior


Level 3: Discuss the Level 3: Discuss the problem during a “neutral problem during a “neutral

time” time” (continued) When addressing a problem behavior When addressing a problem behavior during circle time it is important to during circle time it is important to reference the specific child who reference the specific child who displayed the unacceptable behaviordisplayed the unacceptable behavior

However, this must be done in a non-However, this must be done in a non-blaming manner: “ Since Billy hit Sara blaming manner: “ Since Billy hit Sara today, we are going to talk about today, we are going to talk about hitting, sing a song about not hurting hitting, sing a song about not hurting others and read a book about how to others and read a book about how to solve problems without hurting others.”solve problems without hurting others.”


Level 4: Catch the Level 4: Catch the child being “good”!child being “good”!

This level of intervention is the most This level of intervention is the most important for preventionimportant for prevention

Comment on individual children demonstrating Comment on individual children demonstrating acceptable behavioracceptable behavior

If the child continues unacceptable behavior, If the child continues unacceptable behavior, continue commenting on other individual continue commenting on other individual children doing something acceptable without children doing something acceptable without drawing attention to the child who is drawing attention to the child who is displaying the unacceptable behaviordisplaying the unacceptable behavior

Even if the child only does something Even if the child only does something acceptable for “one second”, take the time to acceptable for “one second”, take the time to notice and comment on it – at that momentnotice and comment on it – at that moment


Level 4: Watch for Level 4: Watch for positive behavior in positive behavior in other children other children (continued)(continued)

Catch the student who Catch the student who typically is displaying typically is displaying unwanted behavior unwanted behavior acting appropriately, acting appropriately, even if it only lasts a even if it only lasts a brief momentbrief moment

While you ignore the While you ignore the unwanted behavior, draw unwanted behavior, draw attention to acceptable attention to acceptable behavior being modeled behavior being modeled by some other student by some other student in the classroom (or in the classroom (or the disruptive child at the disruptive child at a moment when he is not a moment when he is not being disruptive)being disruptive)

Use a three-part “I” Use a three-part “I” message for message for reinforcementreinforcement

Examples:Examples: Wow ____(child’s name)! Wow ____(child’s name)! When I see you ______ When I see you ______ (identify acceptable (identify acceptable behavior), it makes me behavior), it makes me so ____ (identify your so ____ (identify your feelings about the feelings about the behavior) that I want to behavior) that I want to ______(identify what it ______(identify what it makes you want to do)makes you want to do)

““Oh Hayden! When I see Oh Hayden! When I see you sitting there with you sitting there with your pencil in your hand your pencil in your hand I feel so happy I just I feel so happy I just want to say hurray for want to say hurray for Hayden!” Hayden!”


Level 5: ApproximateLevel 5: Approximate ““Approximate” means to Approximate” means to

start walking in the start walking in the general direction of the general direction of the child child

Approximate the child, Approximate the child, still giving no attention still giving no attention to the unwanted behavior, to the unwanted behavior, while pointing-out the while pointing-out the acceptable behavior acceptable behavior modeled by another student modeled by another student using a three-part “I” using a three-part “I” messagemessage

Do not look directly at Do not look directly at the student, just be the student, just be within eye shot of him/herwithin eye shot of him/her

If the child sees you he If the child sees you he may stop the disruptive may stop the disruptive behaviorbehavior

Example:Example: Slowly start walking in Slowly start walking in

the direction of the the direction of the disruptive childdisruptive child

It may not be necessary It may not be necessary to go all the way to the to go all the way to the childchild

Stop moving towards the Stop moving towards the child when you notice child when you notice the behavior stopthe behavior stop

Continue with positive Continue with positive three-part “I” messages three-part “I” messages as reinforcement for as reinforcement for acceptable behavior that acceptable behavior that you see in the roomyou see in the room


Level 6: Stand by the Level 6: Stand by the childchild

If unwanted behavior If unwanted behavior still persists still persists approximate the approximate the child, still ignoring child, still ignoring unwanted behavior and unwanted behavior and using positive three-using positive three-part “I” messages to part “I” messages to reinforce acceptable reinforce acceptable behavior, when you behavior, when you reach the child stay reach the child stay by the child until by the child until unwanted behavior unwanted behavior stopsstops

If after the teacher If after the teacher leaves the unwanted leaves the unwanted behavior starts up behavior starts up again, approximate next again, approximate next to child for a longer to child for a longer period of time while period of time while continuing with positive continuing with positive three-part “I” messagethree-part “I” message

Walk to the student and Walk to the student and stopstop

Continue teaching or Continue teaching or directing the rest of directing the rest of the class from that the class from that positionposition

The child will notice The child will notice you standing next to her you standing next to her and this may motivate and this may motivate the child to discontinue the child to discontinue unacceptable behaviorunacceptable behavior


Level 7: Stay by the Level 7: Stay by the childchild

When the child does not initially When the child does not initially respond to you standing next to respond to you standing next to her, stay there for an extended her, stay there for an extended period of timeperiod of time

The child may need time to get The child may need time to get the message that you are there to the message that you are there to stay until the behavior stopsstay until the behavior stops


Level 8: Apply Gentle, Level 8: Apply Gentle, Appropriate Touch Appropriate Touch

Sometimes children do not respond to the simple Sometimes children do not respond to the simple presence of an adultpresence of an adult

So, the next step is to use physical stimulation in So, the next step is to use physical stimulation in the form of gentle touch to communicate your the form of gentle touch to communicate your expectationexpectation

Just lay your hand gently on the child’s shoulderJust lay your hand gently on the child’s shoulder It is important to continue positive verbal It is important to continue positive verbal interaction with other students using three-part interaction with other students using three-part “I” messages while touching the child who is doing “I” messages while touching the child who is doing the inappropriate behaviorthe inappropriate behavior

Example:Example: If unwanted behavior persists, rest your hand on the If unwanted behavior persists, rest your hand on the disruptive child’s shoulder while providing positive verbal disruptive child’s shoulder while providing positive verbal attention to children displaying acceptable behaviorattention to children displaying acceptable behavior

Positive reinforcement must be done using three-part “I” Positive reinforcement must be done using three-part “I” messagesmessages


Level 8: What Can I Do if the Level 8: What Can I Do if the Child Does Not Want to be Child Does Not Want to be

Touched?Touched? (continued) (continued) Some children become defensive when a Some children become defensive when a teacher touches them, even when this is teacher touches them, even when this is done gentlydone gently

Simply remain at Level: 7 occasionally Simply remain at Level: 7 occasionally patting the child on the shoulder until patting the child on the shoulder until they are desensitized to the “fear of being they are desensitized to the “fear of being touched”touched”

You are still touching the child, only in a You are still touching the child, only in a less threatening way for that childless threatening way for that child

This is still effective and the child will This is still effective and the child will eventually become responsive to gentle, eventually become responsive to gentle, appropriate touch as a tool to facilitate appropriate touch as a tool to facilitate redirecting of behaviorredirecting of behavior


Level 9: Verbal Cueing Level 9: Verbal Cueing (while applying gentle (while applying gentle

touch) touch) State direction in State direction in first-person singular first-person singular while touching the childwhile touching the child

Each time the directive Each time the directive is repeated it must be is repeated it must be in first-person singular in first-person singular while gently touching while gently touching the child (Never the child (Never initiate verbal cue initiate verbal cue prior to touching the prior to touching the child when you are at child when you are at intervention Level 9)intervention Level 9)

First: Gently touch the childFirst: Gently touch the child Second: Verbally cue the Second: Verbally cue the

desired behaviordesired behavior

Example:Example:If the child is to If the child is to put his name on his put his name on his paper and is not paper and is not following the following the directive, directive, physically touch physically touch the child gently on the child gently on the shoulder and the shoulder and restate the restate the directive in first-directive in first-person singularperson singular

““I am going to pick-up my I am going to pick-up my pencil and write my pencil and write my name on my paper, now.”name on my paper, now.”


Level 10: Undo RedoLevel 10: Undo Redo Hand-over-hand Hand-over-hand reinforcementreinforcement

Undo/Redo means to Undo/Redo means to physically assist physically assist the child to undo the child to undo their unacceptable their unacceptable act and replace it act and replace it with the acceptable with the acceptable actact

This requires using This requires using first-person first-person singular to model singular to model positive self-talk positive self-talk for the childfor the child

Example:Example:If the directions If the directions are for the child are for the child to write his or her to write his or her name on the top of name on the top of the paper, a the paper, a teacher would say, teacher would say, “ I will write my “ I will write my name on my paper name on my paper now” )while guiding now” )while guiding the child’s hand to the child’s hand to complete the task)complete the task)


Level 10: Examples of Level 10: Examples of undo/redo undo/redo (continued)(continued)

Examples:Examples: If a child hit another child, to undo the act the If a child hit another child, to undo the act the teacher will gently take the child’s hand and teacher will gently take the child’s hand and facilitate it moving toward the other child’s arm facilitate it moving toward the other child’s arm modeling how to use gentle touchmodeling how to use gentle touch

The adult will say “ It’s not like me to hurt my The adult will say “ It’s not like me to hurt my friend, I touch my friend gently.” friend, I touch my friend gently.”

If a child is distracted from the task of writing If a child is distracted from the task of writing her name on her paper take the child’s hand and her name on her paper take the child’s hand and physically facilitate her writing her name on the physically facilitate her writing her name on the paper while stating: “ I’m going to write my name paper while stating: “ I’m going to write my name at the top of my paper, now.”at the top of my paper, now.”


Level 11: Keep the child Level 11: Keep the child with youwith you

If unacceptable If unacceptable behavior persists, behavior persists, keep child with you keep child with you for one transitionfor one transition

Use three-part “I” Use three-part “I” message to explain message to explain why the child must why the child must stay with youstay with you

When keeping child When keeping child with you for one with you for one transition you should transition you should state:state: ““When I see you hit Mary When I see you hit Mary (child’s behavior), I (child’s behavior), I feel scared (Your feel scared (Your feeling). So, I am going feeling). So, I am going to keep you with me to keep you with me (what you are going to (what you are going to do) until I feel safe do) until I feel safe that you understand that that you understand that I touch other people I touch other people gentlygently


Level 11: Keeping the child Level 11: Keeping the child with youwith you (continued)

If the child’s behavior continues If the child’s behavior continues after Undo/Redo, keep the child after Undo/Redo, keep the child with you for one transitionwith you for one transition

This requires the student to sit This requires the student to sit next to you during an activity, or next to you during an activity, or go wherever you go in the classroomgo wherever you go in the classroom

When there is a change in activity, When there is a change in activity, the child is allowed to leave your the child is allowed to leave your sideside


Level 11: What to say to the Level 11: What to say to the child when he asks to leave child when he asks to leave your side prior to the next your side prior to the next

transitiontransition (continued) (continued) When you have the child with you for a When you have the child with you for a transition, the child will inevitably ask to transition, the child will inevitably ask to be allowed to do something else. You say:be allowed to do something else. You say: “ “ You really want to play with the blocks , when You really want to play with the blocks , when I feel safe that you understand I touch my I feel safe that you understand I touch my friends gently, then you can play with the blocks friends gently, then you can play with the blocks – maybe later.”– maybe later.”

“ “ You really want to go outside now but remember You really want to go outside now but remember when you pulled Sara’s hair, when I feel safe when you pulled Sara’s hair, when I feel safe that you know that I touch my friends gently, that you know that I touch my friends gently, then you can go outside – maybe later.”then you can go outside – maybe later.”

“ “ You want to work in the art area, but remember You want to work in the art area, but remember when to threw the chair. When I feel safe that when to threw the chair. When I feel safe that you understand that I sit on my chair then you you understand that I sit on my chair then you can work in the art area – maybe later.”can work in the art area – maybe later.”


Level 12: Keeping the Level 12: Keeping the child with you over child with you over multiple transitionsmultiple transitions

If after one transition the If after one transition the unwanted behavior is still unwanted behavior is still going on you will keep the going on you will keep the child with you for more child with you for more than one transitionthan one transition

Use empathic understanding Use empathic understanding and three-part “I” messages and three-part “I” messages to address the child to address the child wanting to do something wanting to do something other than stay with youother than stay with you

This is the most This is the most appropriate way to address appropriate way to address the child’s behavior the child’s behavior without damaging self without damaging self esteem esteem

Example:Example:If the consequence is for If the consequence is for the child to stay with you the child to stay with you until the next transition - until the next transition - be empathic but don’t break be empathic but don’t break the rulethe ruleTo a request for being To a request for being allowed to not remain with allowed to not remain with you say:you say: ““You would really like to You would really like to

play outside with your play outside with your friends, but do you remember friends, but do you remember earlier when you hit Susie? earlier when you hit Susie? Until I feel safe that you Until I feel safe that you understand that I touch understand that I touch Susie gently you will have Susie gently you will have to stay with me for the rest to stay with me for the rest of recess, maybe after of recess, maybe after recess is over you can do recess is over you can do something else.” something else.”


Level 12: Keeping the Level 12: Keeping the child with you for a child with you for a longer period of timelonger period of time

(continued)(continued) If the child has been with you for multiple If the child has been with you for multiple transitions and the unacceptable behavior transitions and the unacceptable behavior continues, keep the child with you continues, keep the child with you permitting intermittent trials of permitting intermittent trials of independenceindependence

Tell the child that he has to stay with you Tell the child that he has to stay with you for another transition until you feel safe for another transition until you feel safe that the disruptive behavior will stopthat the disruptive behavior will stop

Use empathic responses and three-part “I” Use empathic responses and three-part “I” messages with the child throughout the messages with the child throughout the duration of the “time-out” period of being duration of the “time-out” period of being with youwith you


Level 12: Keeping the Level 12: Keeping the child with you for a child with you for a longer period of time longer period of time

(continued) Hopefully by now the child will realize Hopefully by now the child will realize that if he does not want to be with the that if he does not want to be with the teacher all the time he needs to teacher all the time he needs to discontinue the unacceptable behaviordiscontinue the unacceptable behavior

However, some children will continue with However, some children will continue with disruptive behavior for a protracted disruptive behavior for a protracted period of timeperiod of time

This does not mean that this step will not This does not mean that this step will not eventually work – it only means that the eventually work – it only means that the child has a greater problem with impulse child has a greater problem with impulse controlcontrol

This method will eventually work – if you This method will eventually work – if you are consistently persistentare consistently persistent


Two points to rememberTwo points to remember

The two skills that are most The two skills that are most useful for facilitating useful for facilitating behavior change without behavior change without damaging a child cognitively, damaging a child cognitively, emotionally or socially are:emotionally or socially are: Communicating empathic Communicating empathic understandingunderstanding

Using three-part “I” messagesUsing three-part “I” messages


Communicate empathic Communicate empathic understandingunderstanding

When a child comes to you with a When a child comes to you with a problem use empathic understanding to problem use empathic understanding to touch the child’s feelings so they touch the child’s feelings so they may become independent in their may become independent in their thinking thinking Child: Teacher what do you think of my Child: Teacher what do you think of my picture?picture?

Teacher: Wow, you are really excited Teacher: Wow, you are really excited about your picture, you must really like about your picture, you must really like it. it.


Three-part “I” messageThree-part “I” message To reinforce positive To reinforce positive behaviorbehavior ““When I see you… When I see you… (child’s action)”(child’s action)”

““It makes me feel… It makes me feel… (your positive (your positive feeling)”feeling)”

““I just want to say I just want to say hurray for you.” (your hurray for you.” (your action)action)

““When I see you When I see you writing with you writing with you pencil it makes me so pencil it makes me so happy I just want to happy I just want to say hurray for you!”say hurray for you!”

To discourage To discourage negative behaviornegative behavior ““When I see you… When I see you… (child’s action)”(child’s action)”

““It makes me feel… It makes me feel… (your feeling)”(your feeling)”

““I just want to I just want to cry.” (your action)cry.” (your action)

““When I see you When I see you hit Sally, it hit Sally, it makes me so sad I makes me so sad I just want to cry.”just want to cry.”


3-part “I” messages 3-part “I” messages (continued)

The Three Part “ I” Message is The Three Part “ I” Message is a statement about the child’s a statement about the child’s behavior but it focuses on the behavior but it focuses on the feelings of the teacher about feelings of the teacher about the behavior and what the the behavior and what the teacher wants to do because of teacher wants to do because of her feelingsher feelings


Examples of What to Say Using Examples of What to Say Using the Three-Part “I” Message the Three-Part “I” Message for positive reinforcement for positive reinforcement

(Three-part “I” messages-continued)(Three-part “I” messages-continued)

“ “ When I see you coloring with that When I see you coloring with that crayon, I feel so happy, I want to say crayon, I feel so happy, I want to say “Yahoo!”“Yahoo!”

““When I see you reading the directions When I see you reading the directions on your paper, I feel proud, and it on your paper, I feel proud, and it makes me want to smile.”makes me want to smile.”

“ “ When I see you putting away your When I see you putting away your papers, it makes me feel so excited papers, it makes me feel so excited that I want to do a dance.”that I want to do a dance.”

““When I see you sharing your markers When I see you sharing your markers with Sara, I feel so happy. It makes me with Sara, I feel so happy. It makes me want to jump up and down.”want to jump up and down.”


3-part “I” messages 3-part “I” messages (continued)

When a child is doing an When a child is doing an unacceptable behavior repeatedly, unacceptable behavior repeatedly, it is important to “ Catch him it is important to “ Catch him being good.”being good.”

Comment on anything the child is Comment on anything the child is doing rightdoing right

It may seem small, but giving the It may seem small, but giving the child recognition for that will child recognition for that will help him focus on positive changehelp him focus on positive change


ConclusionConclusion

These steps are developmentally These steps are developmentally appropriate ways of behavior appropriate ways of behavior modificationmodification

These steps do not damage the self These steps do not damage the self esteem of a child or degrade the esteem of a child or degrade the child in any way child in any way

Following these steps will lead to a Following these steps will lead to a more peaceful classroommore peaceful classroom

Documents

12 Levels of Behavior Intervention for Implementing Positive Child Guidance