Behavior management childcare_training (1)
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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
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Welcome!Introductions
Meet the Instructor
Meet the Participantsp
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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
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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.
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Why do Children Misbehave?
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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
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4 Reasons for Misbehavior1. Undue Attention
2. Misguided Power
3. Revenge
4. Assumed Inadequacy (giving up)
Nelson & Erwin, 2002
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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!
Nelson & Erwin, 2002
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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?
Nelson & Erwin, 2002
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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.
How might you fix this problem?How might you fix this problem?
Nelson & Erwin, 2002
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4 Reasons for MisbehaviorAssumed inadequacy-
This is the child that supposedly needs help with everything. with everything.
How might you fix this problem?How might you fix this problem?
Nelson & Erwin, 2002
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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
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Components of Behavior ManagementManagement
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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).
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What is Behavior Management?g
B h l d Behavior management includes Behavior modification through:
Discipline/InstructionRewards/ReinforcersNegative Consequences
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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.
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What is Behavior Modification?
Behavior modification includesBehavior modification includesRewards
Social and Tangible reinforcersNegative Consequences
Time-outLoss of rewards/reinforcers
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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.
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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?
Nelson & Erwin, 2002
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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
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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.
Nelson & Erwin, 2002
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Practicing Behavior ManagementManagement
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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
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Behavior ManagementgUnderstanding Rules & Expectations
Utilizing natural consequences
Utilizing related consequencesExclusionDeprivationRestitution
Fields & Boesser, 1998
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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.
Fields & Boesser, 1998
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Behavior ManagementgUnderstanding Rules & Expectations
H l hi lHave clear teaching goalsHave a clear relationship between action and consequence
Action Consequence
Fields & Boesser, 1998
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Behavior ManagementgWhat are appropriate consequences?
Complete “Selecting Consequences” worksheet.
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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
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Behavior ManagementgRoutines
C l f di i iControl for disorganizationCreate a sense of security and orderCan be teaching tools
Nelsen & Erwin, 2002
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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!
Fields & Boesser, 1998
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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
Nelsen & Erwin, 2002
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Techniques for Managing BehaviorsBehaviors
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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)
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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
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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
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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)
Essa, 2003; Porter, 1999
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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?
Essa, 2003; Porter, 1999
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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
Essa, 2003; Porter, 1999
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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
Essa, 2003; Porter, 1999
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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
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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
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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
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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
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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
Nelsen & Erwin, 2002
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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.
Nelsen & Erwin, 2002
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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?
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Common Behavior ProblemsProblems
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Aggressive ProblemsggHittingBBitingThrowing ObjectsHurting Others
What are some likely causes?
Essa, 2003
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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
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Antisocial ProblemsUsing Inappropriate LanguageN C llName-Calling
What are some likely causes?
Essa, 2003
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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
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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
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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
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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
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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
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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
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Inappropriate Expressionpp p pExcessive CryingPPoutingWhining
What are some likely causes?y
Essa, 2003
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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
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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
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Conclusion
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Closing RemarksgSummary
Questions?
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Post-testPlease take this brief post-test and return it to
r instr ct r hen are finishedyour instructor when you are finished.
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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.