Behavior management childcare_training (1)

Effective Behavior Management Effective Behavior Management Strategies for the Childcare Setting

Presented by: Karen Headlee [email protected] Allie MunchLee County Extension Dr. Heidi Liss Radunovich

Welcome!Introductions

Meet the Instructor

Meet the Participantsp

What we will coverWhy do children misbehave?

Components of behavior management

Practicing behavior management

T h i f b h i tTechniques for behavior management

Common behavior problemsp

Pre-testPlease complete this brief pre-test and return it t r instr ct r hen are finishedit to your instructor when you are finished.

Why do Children Misbehave?

Why Children Misbehavey

One of the most common reasons a child One of the most common reasons a child misbehaves is because he or she is not getting a need meta need met.

Can you think of some unmet needs that might cause children to behave badly?

Nelson & Erwin, 2002

4 Reasons for Misbehavior1. Undue Attention

2. Misguided Power

3. Revenge

4. Assumed Inadequacy (giving up)


4 Reasons for MisbehaviorUndue Attention-

Children often seek undue attention because they equate attention from adults with caring they equate attention from adults with caring and love.

How might you fix this problem?Look at me!Look at me!


4 Reasons for MisbehaviorMisguided Power-

Children need to feel secure; like they are in control of themselves. When control is taken control of themselves. When control is taken away, they may seek to regain power by purposefully disobeying directives.pu pos u y sob y g ct v s.

How might you fix this problem?How might you fix this problem?


4 Reasons for MisbehaviorRevenge-

If a child believes that he or she has been treated unfairly, revenge will likely be a result.treated unfairly, revenge will likely be a result.



4 Reasons for MisbehaviorAssumed inadequacy-

This is the child that supposedly needs help with everything. with everything.



Other Causes of MisbehaviorHealth Problems Emotional Disturbances

Poor Nutrition

Sleep Disturbances

Poor Attachment

ChangeSleep Disturbances

Mental Delays

Change

Natural Skill Deficits

Developmental

Disabilities

Inappropriate expectations

for age/developmental levelDisabilities

Stress

for age/developmental level

Family

dysfunction/problemsEssa, 2003

Components of Behavior ManagementManagement

What is Behavior Management?g

B h i “ ll f h Behavior management is “all of the actions and conscious inactions to enhance the

b bili l i di id ll d i probability people, individually and in groups, choose behaviors which are personally fulfilling,

d i d i ll bl ” (Sh & productive, and socially acceptable” (Shea & Bauer, 1987).

What is Behavior Management?g

B h l d Behavior management includes Behavior modification through:

Discipline/InstructionRewards/ReinforcersNegative Consequences

What is Behavior Modification?

B h i difi i Behavior modification is a treatment approach, based on the principles of operant

di i i h l d i bl conditioning, that replaces undesirable behaviors with more desirable ones through

i i i i fpositive or negative reinforcement.

What is Behavior Modification?

Behavior modification includesBehavior modification includesRewards

Social and Tangible reinforcersNegative Consequences

Time-outLoss of rewards/reinforcers

What is Discipline?p

Di i li h f h d Discipline is the practice of teaching and enforcing appropriate behavior through

i d idcorrection and guidance.

3 Criteria for Effective Discipline Discipline

Is it respectful?Is it respectful?

Is it effective long-term?

Does it teach valuable life skills for good character?


What is Encouragement?g

E d Encouragement is rewarding appropriate child behaviors through words, expressions,

i d iactions, and reactions.

A form of positive reinforcement, used as a reward/reinforcer

Nelson & Erwin, 2002; Sigler & Aamidor, 2005

3 Goals of Encouragementg

1 To create a sense of belonging1. To create a sense of belonging.

2. To create a sense of capability through the development of life skills.

3. To instill a sense of social interest.


Practicing Behavior ManagementManagement

Behavior ManagementgCommunicating Rules & Expectations

A id i i i d l iAvoid criticism and lecturingAvoid yellingBe respectfulExplain the reasoning behind the rule

Fields & Boesser, 1998; Essa, 2003

Behavior ManagementgUnderstanding Rules & Expectations

Utilizing natural consequences

Utilizing related consequencesExclusionDeprivationRestitution

Fields & Boesser, 1998

Behavior Management gExclusion-

Removing a child from the rest of the group. g g p

Deprivation-Removing the source of misbehavior from the Removing the source of misbehavior from the child Removing a reward/reinforcer from the child.

Restitution-Allowing a child to make amends for his or her Allowing a child to make amends for his or her behavior.


Behavior ManagementgUnderstanding Rules & Expectations

H l hi lHave clear teaching goalsHave a clear relationship between action and consequence

Action Consequence


Behavior ManagementgWhat are appropriate consequences?

Complete “Selecting Consequences” worksheet.

Behavior ManagementgConsistency

L i i b h i k iLearning appropriate behavior takes timeApply the same technique each timeApply the same technique to each child

Essa, 2003

Behavior ManagementgRoutines

C l f di i iControl for disorganizationCreate a sense of security and orderCan be teaching tools

Nelsen & Erwin, 2002

Behavior ManagementgLeading by example- be a role model

Di l i i i iDisplay positive interactionExpress your feelings appropriatelyPromote acceptance and kindnessTake responsibility for your actionsFind similarities between you and the childrenRemember- they are always watching!


Working with ParentsgParent-teacher communication and c erati ncooperation

Communicate often about everythingE Encourage two-way communicationBuild your relationship on trust and respectBe clear about rules and expectationsInvolve parents in the goal-making and discipline process


Techniques for Managing BehaviorsBehaviors

Developmental ConsiderationspBabies and Toddlers (0-2 years old)

Limited communication skillsLower level reasoningBenefit from redirection and reinforcementTime out only for 2 year olds and above (unless there are developmental delays or disabilities)

Developmental ConsiderationspYoung Children (3-5 years old)

Can understand rules and expectationsCan better reason between appropriate and i i b h iinappropriate behaviorsBenefit from behavior modification, discipline,

d tand encouragementTime out for 3-5 year olds

Rewards: Consequences for Appropriate BehaviorAppropriate Behavior

Dos: Dos: Make sure that every child knows how to receive a rewardrewardMake sure that rewards offered are appropriate for the behavior exemplifiedthe behavior exemplifiedMake sure that rewards reinforce specific behaviors and not just intangible notions like “being good”and not just intangible notions like being goodMake sure the reward is actually rewarding to the child!child!

Essa, 2003; Porter, 1999

Rewards: Consequences for Appropriate Behavior

Rewards: Consequences for Appropriate BehaviorBehavior

Don’ts:Appropriate Behavior

Don’t use food or candy as a rewardDon’t substitute necessary activities for rewards y(such as toileting privileges or meals/snacks)


Discussion Point: RewardsPost rewards (positive consequences) just like

st r les and ne ati e c nse encesyou post rules and negative consequences.

What sorts of rewards do you use?


Consequences for Inappropriate BehaviorBehavior

Dos:Dos:Make sure that consequences are as immediate as possiblepossibleMake sure that consequences are directly related to the inappropriate behaviorthe inappropriate behaviorMake sure that children understand the reason they are receiving the negative consequenceare receiving the negative consequenceMake sure that consequences are appropriate for the age and skill level of the childage and skill level of the child


Consequences for Inappropriate BehaviorConsequences for Inappropriate

BehaviorConsequences for Inappropriate Behavior

D ’

Behavior

Don’ts:Don’t use unrelated/ inappropriate punishment as a consequence

Don’t take away necessary activities (such as a meal or entire outdoor time) as a form of )consequences


Time-OutDos:

Give a warning before time out is usedGive a warning before time-out is usedGive a clear requestUse a normal tone of voice and be respectfulUse a normal tone of voice and be respectfulExplain your reasoningHave a specific place for time-out Have a specific place for time-out Usually 1 minute per 1 year of ageUse a timerUse a timerHave a more secluded backup area in case of refusal

Eyberg, 1988

Time-OutDon’ts:

D ’ h h iDon’t over-use the techniqueDon’t use an excessive amount of timeDon’t forget to let the child redeem himself/herself (restitution)Don’t add extra consequences on top of time-out

Eyberg, 1988

EncouragementgStop or prevent misbehavior through the encouragement/reinforcement of appropriate encouragement/reinforcement of appropriate behavior.

Encouragement should inspire the child- giving them the courage to do the right thingthem the courage to do the right thing.

E i b h h Encouragement is more about the process than the result: praise effort, even if not successful.

Nelsen & Erwin, 2002; Sigler & Aamidor, 2005

EncouragementgDos:

D b ifi b h b h i Do be specific about the behavior you are encouragingD d i d i l i Do use words, attention, and special time together to encourage

Don’ts:Don’t withhold encouragement from a child because he or she previously misbehaved

Nelsen & Erwin, 2002; Sigler & Aamidor, 2005

InstructionChildren are not born knowing how to behave.

Appropriate behaviors must be taught-Through exampleThrough explanationg pThrough praise/encouragementNegative consequences for g qinappropriate behavior

Manners


InstructionLook at the rules and repeat them routinely.

Give special lessons on appropriate behaviors not listed in the rules.

Every correction is an opportunity for instruction.


DiscussionWhat are the behavior management techni es m st ften sed in r facilit ?techniques most often used in your facility?How effective have they been?

Complete “Behavior Techniques” worksheet.How would you handle these scenarios?

Common Behavior ProblemsProblems

Aggressive ProblemsggHittingBBitingThrowing ObjectsHurting Others

What are some likely causes?

Essa, 2003

Aggressive ProblemsggWhat might be appropriate steps?

R d i di lRespond immediatelyTake care of the victim firstR h f h Remove the aggressor from the areaMake sure the aggressor is calmConsider the causeExplain the appropriate form of behavior (Rules)Utilize a consequenceAllow restitution

Szarkowitz, 2004

Antisocial ProblemsUsing Inappropriate LanguageN C llName-Calling

What are some likely causes?

Essa, 2003

Antisocial ProblemsWhat might be appropriate steps?

Gi h hild i i l lGive the child a warning, cite class rulesIgnore the child who exhibited the bad behaviorR h h ld f h h l h Remove other children from the area, help them ignore the words tooF h i i i i h h h Focus on another topic or activity with the other childrenE /R i f h th t t d t Encourage/Reinforce when the perpetrator does not use foul language/name callingOnly use a consequence when offense is extremeOnly use a consequence when offense is extreme

Essa, 2003

Antisocial ProblemsNon-sharingWh l k l ?What are likely causes?

What might be appropriate steps?Make the environment conducive to sharinggTeach sharing skills oftenEncourage/Reinforce sharing behaviorsg gMediate non-sharing situations: give options, do not scold, do not force

Essa, 2003

Disruptive ProblemspDisrupting Group TimeR A l l A d h ClRunning Aimlessly Around the ClassroomShouting in the ClassroomDropping Objects to Create Noise

What are likely causes?

Essa, 2003

Disruptive ProblemspWhat might be appropriate steps?

Gi iGive one warningRemove the child from the groupE l h b h (R l )Explain the appropriate group time behavior (Rules)Use time-out or another appropriate consequenceEncourage/reinforce proper group time behavior

Essa, 2003Essa, 2003

Destructive ProblemsTearing BooksB k TBreaking ToysFlushing Objects Down the ToiletWasting PaperDestroying the Work of Othersy g

What are likely causes?What are likely causes?

Essa, 2003

Destructive ProblemsWhat might be appropriate steps?

P d i bl h ibl Prevent destructive problems as much as possible through organization and vigilanceE /R i f i t f t i lEncourage/Reinforce appropriate use of materialsTeach impulse controlWh d i h l hild fiWhen destruction happens, calm child firstExplain appropriate use of materials (Rules)U h Use time-out or another appropriate consequence

Essa, 2003

Inappropriate Expressionpp p pExcessive CryingPPoutingWhining

What are some likely causes?y

Essa, 2003

Inappropriate Expressionpp p pWhat might be appropriate steps?

I h hild h hibi d h b d b h iIgnore the child who exhibited the bad behaviorRemove other children from the area, help them i th b h i tignore the behavior tooFocus on another topic or activity with the other childrenchildrenEncourage/Reinforce when the child does not cry, pout or whinepout, or whineTeach the child how to better express his or her needsneeds

Essa, 2003Essa, 2003

Things to RemembergEvery behavior has a motivation/cause- find it

t!out!Use discipline to teach appropriate behaviors-

j i h b d not just to point out the bad ones.Always explain why the behavior is inappropriate and express your expectations for the appropriate behavior.Match the consequences with the crime.Allow restitution when possible.p

Conclusion

Closing RemarksgSummary

Questions?

Post-testPlease take this brief post-test and return it to

r instr ct r hen are finishedyour instructor when you are finished.

ReferencesEssa, E. (2003). A practical guide to solving preschool behavior problems, 5th edition. Australia: Thomas/Delmar Learning:.

Eyberg, S. (1988). Parent-Child Interaction Therapy: Integration of traditional and behavioral concerns. Child & Family Behavior Therapy, 10(1),33 4633-46.

Fields, M. ,& Boesser, C. (1998). Constructive guidance and discipline: Preschool and primary education, 2nd edition. New Jersey: Prentice Hall.

Filcheck, H.A., McNeil, C.B., Greco, L.A., & Bernard, R. S. (2004). Using a whole-class token economy and coaching of teacher skills in a preschool classroom to manage disruptive behavior. Psychology in the Schools, 41,351-361.

Nelsen, J. , & Erwin, C. (2002). Positive discipline for childcare providers: A practical and effective plan for every preschool and daycare program.Roseville CA: Prima PublishingRoseville, CA: Prima Publishing.

Porter, L. (1999). Young children’s behavior: Practical approaches for caregivers and teachers. Sydney, Australia: Maclennan & Petty.

Si l E & A id S (2005) F i i i f i i b h i A d id f h i i E l Childh d Sigler, E. ,& Aamidor, S. (2005). From positive reinforcement to positive behaviors: An everyday guide for the practitioner. Early Childhood Education Journal, 32(4), 249-253.

Stewart, B. ,& Vargas, J. (1990). Teaching behaviors to infants and toddlers: A manual for caregivers and parents. Springfield, IL: Charles C. Thomas,.

Szarkowitz, D. L. (2004). Aggression and young children. Canberra, Australia: National Capital Printing.