ENHANCING STUDENT ENHANCING STUDENT BEHAVIORBEHAVIOR

Chapter 7Chapter 7

““Good teaching practices Good teaching practices include instructional strategies include instructional strategies

matched to each student’s matched to each student’s learning style, curriculum learning style, curriculum

appropriate for that student, and appropriate for that student, and applying good reinforcement applying good reinforcement

practices.”practices.”

TRAITS OF AN EFFECTIVE TRAITS OF AN EFFECTIVE TEACHERTEACHER

Plan in advancePlan in advance

Give clear instructionsGive clear instructions

Be consistentBe consistent

Teach to learners’ strengthsTeach to learners’ strengths

Model behavioral expectationsModel behavioral expectations

Follow through on consequencesFollow through on consequences

Affirm positive behaviorAffirm positive behavior

ASSERTIVE…EFFECTIVE ASSERTIVE…EFFECTIVE DISCIPLINEDISCIPLINE

As a teacher, you have the right toAs a teacher, you have the right to TeachTeach Ask for helpAsk for help Be safe Be safe

Students have the right toStudents have the right to LearnLearn Ask for helpAsk for help Be safe (bullies)Be safe (bullies)

CRITICAL MISTAKESCRITICAL MISTAKES

Be inconsistent in Be inconsistent in expectations, demeanor, expectations, demeanor, and behaviorand behavior

Treat students differentlyTreat students differently

Be volatileBe volatile

Use posted charts and Use posted charts and gradesgrades

Critical Mistakes, continuedCritical Mistakes, continuedCriticize a student in front of othersCriticize a student in front of others

Ask a child to do a task (they may Ask a child to do a task (they may refuse)refuse)

Compare studentsCompare students

Be sarcasticBe sarcastic

Make vague, negative statements Make vague, negative statements about the studentabout the student

Critical mistakes - continuedCritical mistakes - continuedUse corporal punishmentUse corporal punishment

Use consequences disproportionate to the Use consequences disproportionate to the tasktask

Use consequences unrelated to the taskUse consequences unrelated to the task

Select consequences that you can’t Select consequences that you can’t administer evenly, calmly, and without administer evenly, calmly, and without angeranger

Ignore inappropriate behavior when you are Ignore inappropriate behavior when you are too tired to deal with the student and the too tired to deal with the student and the behaviorbehavior

Critical Mistakes -continuedCritical Mistakes -continued

Delay consequences to meet your Delay consequences to meet your scheduleschedule

ThreatenThreaten

Threaten without being able to really follow Threaten without being able to really follow throughthrough

Use exercise as punishmentUse exercise as punishment

Punish the whole class for the misbehavior Punish the whole class for the misbehavior of one studentof one student

ASSESSING AND MONITORING ASSESSING AND MONITORING PERFORMANCE AND BEHAVIORPERFORMANCE AND BEHAVIOR

Define the problem in Define the problem in observable terms that convey:observable terms that convey: What is happeningWhat is happening When it is happeningWhen it is happening Where it is happeningWhere it is happening How often it is happeningHow often it is happening The intensity of the problemThe intensity of the problem

Determine whether the instruction, the Determine whether the instruction, the curriculum, or the reinforcement is causing curriculum, or the reinforcement is causing the problemthe problem Does the student understand the task?Does the student understand the task? Was the demonstration sufficient?Was the demonstration sufficient? Does the student need more help?Does the student need more help? Does the student have the lead up skills?Does the student have the lead up skills? Is the student trying to obtain something, avoid Is the student trying to obtain something, avoid

something, become stimulated, or something, become stimulated, or communicate something?communicate something?

ASSESSING AND MONITORING ASSESSING AND MONITORING PERFORMANCE AND BEHAVIORPERFORMANCE AND BEHAVIOR

Address the problem byAddress the problem by Immediately stopping any behavior Immediately stopping any behavior

that endangers the student or that endangers the student or others others

Thinking through what and when Thinking through what and when you have observed the problem you have observed the problem behaviorbehavior

Completing a task analysis to Completing a task analysis to determine what steps need to be determine what steps need to be learnedlearned

Talk privately with the student Talk privately with the student

ASSESSING AND MONITORING ASSESSING AND MONITORING PERFORMANCE AND BEHAVIORPERFORMANCE AND BEHAVIOR

MAXIMIZING STUDENT MAXIMIZING STUDENT PERFOMANCEPERFOMANCE

Provide clear and concise instructions, Provide clear and concise instructions, appropriate intervention, and feedbackappropriate intervention, and feedback Spend little time talkingSpend little time talking Use age-appropriate activities consistent with Use age-appropriate activities consistent with

student needsstudent needs Modify activities to meet the needs of Modify activities to meet the needs of

students with disabilitiesstudents with disabilities Tell the students what they are doing rightTell the students what they are doing right

APPLY GOOD REINFORCEMENT APPLY GOOD REINFORCEMENT PRACTICESPRACTICES

Select positive reinforcers that move Select positive reinforcers that move the student from dependence on the student from dependence on external reinforcers to seeking internal external reinforcers to seeking internal gratification.gratification. Use reinforcers appropriate to the studentUse reinforcers appropriate to the student

Supervised free playSupervised free play

Leader of the warm-up exercisesLeader of the warm-up exercises

Assistant teacher of the dayAssistant teacher of the day

A poster of a sports’ starA poster of a sports’ star

Recreation and sport equipmentRecreation and sport equipment

PEER TUTORINGPEER TUTORING

Use same age peers or older Use same age peers or older students to:students to: Enhance the learning of the student with Enhance the learning of the student with

disabilitiesdisabilities Increase the self esteem and Increase the self esteem and

understanding of the peer tutorunderstanding of the peer tutor

MINIMIZE DISTRACTIONSMINIMIZE DISTRACTIONS

Control group behavior byControl group behavior by Being positiveBeing positive Teaching enthusiasticallyTeaching enthusiastically Setting realistic expectationsSetting realistic expectations Informing students about their progressInforming students about their progress Reinforcing every legitimate effortReinforcing every legitimate effort Catching the students being good and Catching the students being good and

acknowledging that behavioracknowledging that behavior

REASONS TO INTERVENE AND STOP REASONS TO INTERVENE AND STOP DISRUPTIVE BEHAVIORDISRUPTIVE BEHAVIOR

Immediately stop behavior thatImmediately stop behavior that Creates a physical dangerCreates a physical danger Is psychologically harmfulIs psychologically harmful Leads to excessive Leads to excessive

excitement/chaosexcitement/chaos Leads to destruction of propertyLeads to destruction of property Encourages spread of negativismEncourages spread of negativism Leads to conflictLeads to conflict Compromises the teachers’ mental Compromises the teachers’ mental

healthhealth

TECHNIQUES FOR MANAGING TECHNIQUES FOR MANAGING DISRUPTIVE STUDENTSDISRUPTIVE STUDENTS

Planned ignoringPlanned ignoring

Signal interferenceSignal interference

Proximity controlProximity control

Interest boostingInterest boosting

Restructure the lessonRestructure the lesson

Use a consistent routineUse a consistent routine

Remove seductive objectsRemove seductive objects

HANDLING THE DISRUPTIVE HANDLING THE DISRUPTIVE STUDENTSTUDENT

Problem behaviors fall into the following Problem behaviors fall into the following categories:categories: A low rate of appropriate behaviorsA low rate of appropriate behaviors A high rate of inappropriate A high rate of inappropriate

behaviorsbehaviors Student does not know how to Student does not know how to

behavior properlybehavior properly

METHODS FOR DECREASING METHODS FOR DECREASING INAPPROPRIATE BEHAVIORINAPPROPRIATE BEHAVIOR

Provide reinforcement Provide reinforcement if an undesirable if an undesirable behavior does not occur during a set timebehavior does not occur during a set timeReinforce a behavior Reinforce a behavior that is incompatible that is incompatible with the problem behaviorwith the problem behaviorWithhold reinforcement Withhold reinforcement (extinction)(extinction)Immediately, in a firm way, Immediately, in a firm way, inform the inform the studentstudent what behavior is undesirable, and what behavior is undesirable, and tie the behavior to the class rules and tie the behavior to the class rules and consequences.consequences.

Methods for decreasing Methods for decreasing inappropriate behavior, cont.inappropriate behavior, cont.

Time Out: Time Out: put the student out in the put the student out in the gym where he/she can observe the gym where he/she can observe the activities going on and immediately activities going on and immediately switch to the student’s favorite activityswitch to the student’s favorite activity

Others? Others?

PHYSICAL RESTRAINTPHYSICAL RESTRAINT

May only be used if it is included on a May only be used if it is included on a student’s behavior management plan. student’s behavior management plan.

May only be used on that student by May only be used on that student by a person trained in the proper a person trained in the proper technique.technique.

Parents must be immediately notified Parents must be immediately notified when physical restraint is used.when physical restraint is used.

CONSISTENT MANAGEMENT CONSISTENT MANAGEMENT TECHNIQUESTECHNIQUES

Praise small improvementsPraise small improvements

Be fair in setting up consequencesBe fair in setting up consequences

Provide agreed-upon consequencesProvide agreed-upon consequences

Be positive so that the child can Be positive so that the child can succeedsucceed

Be systematicBe systematic

MAINTAINING LEARNED MAINTAINING LEARNED BEHAVIORSBEHAVIORS

Promote generalization in the instructional Promote generalization in the instructional environment by teaching students toenvironment by teaching students to Set goalsSet goals Self instructSelf instruct Self evaluateSelf evaluate

Discipline of Special Education Discipline of Special Education StudentsStudents

  IDEA regulations clarify that IDEA regulations clarify that (1) special education students whose behavior is (1) special education students whose behavior is not related to their disability may be disciplined not related to their disability may be disciplined in a manner consistent with discipline of in a manner consistent with discipline of students without disabilities, students without disabilities,

(2) special education students should not be (2) special education students should not be punished for behavior that that is a result of their punished for behavior that that is a result of their disability, and disability, and

(3) special education students should (3) special education students should continue to receive services that will allow continue to receive services that will allow them to progress with their education.  them to progress with their education. 

Youth ViolenceYouth Violence

http://www.youthviolenceproject.org/http://www.youthviolenceproject.org/films.htmlfilms.html

http://espn.go.com/espn/story/_/id/http://espn.go.com/espn/story/_/id/6969144/rick-reilly-blind-marching-band6969144/rick-reilly-blind-marching-band

http://www.youtube.com/watch?http://www.youtube.com/watch?v=WarEZbJSS6wv=WarEZbJSS6w