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Managing Antisocial Behavior

An Educational Research & Dissemination course

by the American Federation of Teachers

Presented By Jennifer NelsonAugust 23, 2011

jnelson@district287.org

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Audience Check

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A Unique Ice Breaker for a Unique Topic

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What is ER&D?

The American Federation of Teachers (AFT) Educational Research and Dissemination (ER&D) Program is a union-sponsored, research-based professional development program.  It is designed to help local unions build the capacity to deliver high-quality professional development services, either on their own or in collaboration with their school districts.

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Contents of the Full Managing Antisocial Behavior Course

Who Are These StudentsEffective Classroom ManagementBehavior AnalysisBuilding Social CompetenceBehavioral Enhancement/ReductionThe Acting-Out CycleSchool-wide Behavior Support PracticesGangs and Bullying

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What is the definition of antisocial behavior?

“The opposite of …cooperative, positive, and mutually reciprocal behavior.”

-Walker, Colvin, and Ramsey (1995)

Antisocial behavior in children suggests hostility toward others, aggression, a willingness to break school rules, defiance of adult authority, and violations of the social norms and mores of society.

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Learning Through Play

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Tips for Preventing Some Anti-Social BehaviorsCreating an effective classroom structure

A predictable learning context is based on set rules and routines, and well-established classroom schedules and arrangement (Gallagher, 1995).

Establishing 4-5 clearly and positively stated rules 3=33 Spend the first 3 weeks of school just teaching rules, routines and

schedules. This practice sets the stage for the following 33 weeks of school when academics can be taught with fewer disruptions due to behavior problems.

Using effective instructional procedures An instructional environment that promotes positive student behavior,

academic engagement, and learning will decrease the likelihood of problem behavior. Instituting a variety of activities can promote student engagement. Hands-on and cooperative learning have been found to be effective techniques for promoting student learning.

Continuous monitoring of student behavior Research indicates that systematic and continuous monitoring of student

social progress over time allows educators to use this information to adjust their interventions to improve effectiveness.

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Behavior Analysis—Event Recording

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Step 1: Define the behavior.Observable: must

be seen or heardDefinable: 2 or

more people agree on the occurrence or nonoccurrence of a behavior

Countable: capable of being translated into numbers

Measurable:Frequency: # of times it

occurs during a set time period

Duration: amount of time between initiation of behavior and its conclusion

Intensity: strength or weakness of behavior

Rate: frequency ÷ time period

Latency: time between presentation of stimulus and initiation of response

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Step 2: Recording ObservationsRecording sheets must include:Students’ names(or codes to protect their identity)

1 or 2 “average” students should be compared during the same time period to have comparison data

Date(s) of observationObserver’s name and relationship to studentStart timeEnd timeSetting of observationDefinition of behavior being observedKey to any codes used

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Step 3: Take action.Social skills

trainingSelf-control skillsBehavior

enhancementSocial reinforcementToken

ReinforcementBehavioral

Contracting

Behavior reductionDifferential

Reinforcement reward for displaying

behavior less than usual

Punishment Used rarely and along with

teaching of more appropriate social skills

Take something away (i.e. recess)

Removing/reducing a privilege

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Step 3: Take action continued.Behavior reduction cont.Time out.

Planned ignoring withheld social attention from student displaying antisocial

behaviorsContingent observation

Separating the student from the group activity so he/she can observe but not participate

Reduction of response reward Systematic enrichment of the time-in environment then

withholding the enriching stimuli in response to antisocial behavior (i.e. having a popcorn party for only students who turned in their homework)

Exclusion Removing student from classroom

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The Acting-Out Behavior Cycle

1. Calm2. Trigger

3. Agitation

4. Acceleration

5. Peak

6. De-escalation

7. Recovery

Colvin, 1992

7. Recovery – student is often subdued and will engage in simple busy-work, be reluctant to talk about the incident and even somewhat defensive.

3. Agitation – student becomes angry, upset, frustrated, may become more active (e.g., moving around, drumming fingers, tapping pencil) or less active (e.g., staring, sitting on hands, isolates him/herself);

1. Calm – student is on-task, following directions, behaving appropriately, self-directed;2. Trigger – student becomes agitated due to provocations, change in routine, high demands, problems brought in to school (e.g., lack of sleep, disruption at home, substance abuse);

4. Acceleration – student argues, questions, is noncompliant or openly defiant, provoking others, whines or cries, destroys property, threatens or uses profanity;

5. Peak – student hits or kicks, causes serious property damage, tantrums, is out-of-control;6. De-escalation – student is calming down, may be confused or withdrawn, attempts to make amends, denies responsibility or blames others, responds to specific requests or directions; and,

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Remember me?

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THANK YOU!