A Framework for Behavior Management

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A Framework for A Framework for Behavior ManagementBehavior Management

A Framework for A Framework for Behavior ManagementBehavior Management

Seena M. Skelton Ph.D. and Karen R. Schaeffer, Ph.D.Seena M. Skelton Ph.D. and Karen R. Schaeffer, Ph.D.

Consultants Supporting, Communities, Schools, FamiliesConsultants Supporting, Communities, Schools, Families


Agenda• Introductions• What we know about supporting pro-social

behavior• Detecting the truth behind behavior errors• Beginning our detective work• Making a plan to address behavior• Practicing what we have learned• Wrap up


What we know about behavior

Behavior is a response to the environment

Behavior is affected by physical or emotional state

Behavior is influenced by factors inside and outside the immediate context

We use behavior to meet a need or want.

Behavior changes as people learn and apply new skills


• Good and bad behaviors are shaped by rewards and acknowledgment

• Sometimes adults “accidentally” reward bad behavior

• Behavior will grow stronger if rewarded


Avoid “accidentally” reinforcing problem behaviors

• Don’t fail to reward good behavior

• Don’t accidentally punish good behavior

• Don’t accidentally reward bad behavior

• Don’t fail to correct bad behavior

Adapted from Ohio Dept. of Education, OCMS, 1997

Punishment vs. Behavior Management

PunishmentBehavior

Management

•Immediate or delayed response

•Stops the behavior

•Emotionally or physically painful, or about exerting power, control or authority

•No long-term, positive effect

•Immediate, delayed or no response

•Stops or reduces the behavior

•Respects the importance of the relationship with the child

•Teaches or reinforces skills that have a long-term, positive effect


1-5% 1-5%

5-10% 5-10%

80-90% 80-90%

Making sure all children’s needs are met

Targeted Group Interventions

Intensive, Individual Interventions

Universal Interventions What we do for all children to help them to learn

What we do for the children who need some extra help to learn

What we do for the very few who need lots of help to learn

Belonging

We define belonging as: The universal human longing for love is nurtured by relationships of trust with significant persons in our lives. (“I am loved.”)

Mastery

We define mastery as: Our inborn thirst for learning is nurtured as we gain understanding and competence in coping with the world.

(“I am good at something.”)

Independence

We define independence as: Our desired to exercise free will is nurtured by increasing responsibility.

(“I have the power to make decisions.”)

Generosity

We define generosity as: Our passion for life is nurtured by concern for others and commitment beyond one’s self.

(“I have a purpose for my life.”)

Four Principle Needs:

The Psychology of Empowerment


“An ounce of prevention”

•Be consistent

•Be clear

•Be culturally responsive

•Connect with each child and family


Creating the right conditions

• Organized learning space

• Age appropriate materials

• Sufficient materials for children to use

• Established rules and routines


Creating the right conditions

• Predictable and signaled transitions

• Positive adult-child interactions

• Appropriate acknowledgement for appropriate behavior


Embedding social skills instruction in daily activities

• Books/Stories• Teach and practice through play • Role play• Directly teaching social skills


Helping children name, claim, and express their feelings

• Listen reflectively

• Model how to express feeling to peers and adults

• Help children practice expressing their feeling


Target Supports • When typical social

skills instruction isn’t enough

• More explicit

• More frequent


Teaching Social Skills

• Tell Them How

• Show Them How

• Have Them Practice

• Give Them Feedback

• Encourage and acknowledge the Skill Frequently


Intensive supports

• When typical and targeted supports aren’t enough• Need individualized support plans • Collaborative planning is required


Detecting the truth behind challenging behaviors

Before we can work to change misbehavior, we must first determine the function that the behavior serves. We must become detectives


A Good Detective

• Asks the right questions

• Questions the right people

• Examines all aspects of the situation

• Use appropriate tools for gathering information

• Based on the information gathered draws a hypothesis


Five Important Questions to Ask

• What is the problem?

• Why is the problem occurring?

• What is do we want to see happening and by when?

• What are we going to do to teach or help the child demonstrate the new behavior?

• Did our plan work?


Involve others who might have some ideas

• Parent (s) or family member (s)

• Teachers

• Specialist

• Others


What is the behavior?

What are all of our concerns?

What is the most important behavior for us to change right now?

What does the behavior look/sound like


Why is the behavior occurring?

Examine all aspects of the situationObserve what happens behavior and after the

problem occursDetermine how frequently the behavior occursNote when is the behavior most likely and least

likely to occur?Determine can’t do vs. won’t do


Examine all aspects of the situation

ChildInstruction & Activities

Environment


What happens before and after the behavior occurs

• Activities

• Children

• Adults

Look for

Patterns


What is the child trying to get or to avoid?

Control

Sensory Issues

Power

Revenge

Independence

Manipulation

Autonomy

Attention

Acceptance

Belonging

Praise

Achievement

Recognition

Attachment

Avoidance

Escape

Fear

Anti-Social

Boredom

Solitude

Lacks Mastery


Based on the information gathered what is he/she telling us?


What is our goal for this child?

What new behavior do we want the child to learn?

When do we want him/her to have learned this behavior?


• What proactive strategies will the adults do?

• Who will be responsible to do the strategies?

• When will the strategies be done?

• How often?

What is our plan for teaching the new behavior?


• What will we do to show the child that he or she is demonstrating the new behavior?

• How will we correct the child’s behavior when he/she makes an error

• When the behavior is really challenging what will we do?

What is our plan for teaching the new behavior?


Did the plan to change behavior work?

Did we do what we planned to do?Did our plan work effectively? How do we

know?Do we need to keep our plan in place or do

we need to change it?Can we stop the plan? Is there another concern we need to

address?


Main Points• Behavior is a way children try to tell us a

need or want.

• Finding out what the child is trying to tell us is key to intervening.

• Those most relevant to the child’s learning should work together to address problems


Main Points

• Asking the right questions will lead to the appropriate answers

• Examine all aspects of a child’s learning: the child, the activities, and the environment

• Write down your plan

Documents

A Framework for Behavior Management