Behavior Management

Meredith Penner and Beckie Rotondo

Whitehall Autistic Support

Objectives:

Identifying the purpose of behavior management Identifying the goals of behavior management Planning and the role of the paraprofessional in

managing behaviors Determining strategies to manage student

behaviors Addressing ethical considerations

Why Manage Behavior?

To establish a positive learning environment

To aid students in learning behaviors that are conducive to learning

To teach and encourage academic and social behaviors that are appropriate for the classroom situation.

Goal of Behavior Management is to have students demonstrate appropriate behavior because it: Creates a safe learning environment for all, Encourages learning by eliminating distractions, Is respectful to other students and staff, Facilitates the organization of the classroom so

learning time is efficient, and Increases time available to interact with

academic subjects.

Planning and Coordinating Behavior Management What is the teacher’s responsibility?

Making major decisionsCreating a positive learning environmentWriting behavior plansEstablishing classroom routines and

procedures

Planning and coordinating…

Paraprofessional responsibilities are to:Observe student behaviorDemonstrate, model, and reinforce

appropriate behaviorsMonitor and record dataCarry out designed behavior planNotify classroom teacher and document all

incidents

Behavior Plans are:

written documents that describe the behavior to be changed, strategies or interventions regarding the target behavior

a recording system a means to assist the teacher and paraeducator to proactively and

effectively deal with behavior tools that may be carried out by the paraeducator plans to aid in communicating behavioral expectations and

consequences to the student a intervention that helps both teacher and paraeducators be

consistent a way to provides frequent feedback on the effectiveness of the plan

Strategies are…

Quick and routine Cause little disruption A way to redirect focus and attention to

teacher

Examples of Strategies

Planned ignoringWhen to use it

When the inappropriate behavior is unintentional or not likely to reoccur

When the goal of a misbehavior is to gain teacher or paraeducator attention

When you want a behavior to decrease When there is nothing you can do, do not intervene

Strategies cont.

When not to use planned ignoring When there is physical danger or harm to yourself,

others or the child When a student disrupts the classroom When there are violations of classroom rules or

school policy When there is interference with learning When the inappropriate behavior will spread to

other students

Example of planned ignoring

Jimmy comes into the classroom from recess all excited and extremely active. The result of ignoring his initial antics is that he soon gets seated and begins working.

Planned Ignoring Activity

Intervene or Ignore?Billy is tapping his pencil on his desk top.Billy is continuously tapping his pencil and

disturbing others in the classroom.A student pulls another student’s hair.A student unintentionally kicks over a trash

can.

Strategies cont…

Providing cuesReminders to support your expectations

Nonverbal (eye contact, physical gesture such as pointing or quietly raising your hand, tapping, snapping, clearing throat, facial expressions such as a smile, classroom signal like clapping or turning off lights)

Verbal (class redirection, personal redirection

Examples of Cues

When a student begins to misbehave, simply establishing eye contact with him or her will often times stop the behavior immediately.

During a group activity the volume of the classroom is rapidly increasing. You raise your hand and the entire class does the same while remaining quiet. You review the classroom rule with them regarding the noise level and continue with the activity.

Be careful as to not embarrass the student!

More Strategies

Proximity controlMove to be near the student

Example of Proximity Control

A student is teasing one of his/her classmates, while you're presenting an activity to a small group of students. While continuing to speak, you look directly at the offending student. However, the teasing persists, so you simply move toward the student, or even stand next to him or her for a few minutes. Finally you resort to putting your hand on his/her desk. This, often times, can even go unnoticed by the rest of the peers or the entire class. The end result, is that the student is not embarrassed or given unnecessary negative attention, and the behavior will cease.

Ways to Increase Student Motivation Motivation is key for learning!

Relate the material to their life experience/s, in other words, make it relevant to them personally, thereby stimulating their interest

Demonstrate an active interest in that child Demonstrate an active interest in the child's work or

the activity Use lots of praise both verbally and nonverbally

Example of Increasing Motivation

Julie easily becomes bored and states certain tasks are "too easy" or "the same old stuff". When this happens she will daydream and/or not complete assigned tasks. Her class has been given a work sheet of simple measurement problems involving recipes and individual ingredients. While monitoring this practice activity you notice that Julie is off task. You quietly approach her and ask about her personal experiences using measuring devices. She then shares how she assisted her father with baking a pumpkin pie this past weekend. She discusses the use of a measuring cup, teaspoon and tablespoon. You take a few minutes to explain how this directly applies to the measurement problems that they're working on, thank her for sharing and redirect her to the assigned task, and ask if she'd be willing to share with the class her personal experience with measurement. She quickly finishes the worksheet and appears much more interested in the activity

Humor“Don’t laugh at them, laugh with them.” Be

careful not to embarrass them.Decrease level of anxietyRelate what they are doing to humor will help

refocus attention

Helping Students Through Tough Spots Students may ask for help or just shut down,

causing problems. You can: Do (or solve) the problem with the student Review the directions Provide another example or demonstrating Supply them the correct answer as a model Direct the student to ask a peer to build social

skills

Appeal to Student Values Let the student know how their behavior

makes you feelApply to natural consequences (i.e. If you

break that pencil, you are going to have to bring one in from home.)

Remind the student of his desire to have friends (i.e. If you keep disrupting the class, your friends are going to get angry with you.)

Removal of Nuisance Items Sometimes it is difficult for some students to

concentrate when they are distracted by other items Often times the removal of an item will lead to further

conflict To avoid conflict, state the student’s choices:

You either put the item away immediately or I will take it and keep it until the end of the day. Make sure they know that they will get the item back!

Strategies for Increasing Positive Student Behaviors Praise

Define the appropriate behavior while giving praise

Be specific and address what the student is doing right

Situation: The teacher would like to see seatwork done quietly.

Example: "That is great that you did your seat work so quietly today."

What not to do: "You didn't disturb others today."

Praise…Should be given immediatelyShould vary what you sayShould be sincereShould not be used without reasonShould be consistent to increase the desired

behaviorShould be age appropriate

Why Praise Works

Praise is readily available as reinforcement for positive behaviors. Praise can be administered immediately after the desired

behavior. Praise can be used over and over again if praise statements are

varied. Praise may be used in combination with other strategies to

increase behaviors. Praise can be tailored to a variety of behaviors by being specific

about the activity. Praise works if the relationship between the student and the

person giving the praise is a positive relationship.

Praise Activity

As a group, brainstorm at least 5 ways to praise a student in various settings such as during math class, while in reading, recess, cafeteria, etc.

Example: Bobby, I loved the way you read the story to me with such great expression.

Non Verbal Social Approval used to Increase Positive Behaviors May Include:Thumbs up, high five, pat on back, wink, etc.

Should be age appropriate, specific, and consistent

Rules and Instructions as a Means of Increasing Positive Behaviors Let students know what is expected Clearly state and display rules and consequences Restate rules and consequence before an activity Practice expected behaviors prior to an activity

Modeling Build a Positive Relationship with the Student

Get to know your students Praising continuation of appropriate behaviors. Showing interest in helping students. Explaining the reasons for having rules. Encouraging students to participate in activities

Considerations for Ethical Behavior ManagementTo Do: View behavior management as an

opportunity for teaching and not as an opportunity for punishment.

Consider the impact on the student's best interests.

Make suggestions in the form of constructive criticism.

Give constructive criticism in private.

Thank students when they are trying to improve.

Keep teachers informed. Document in measurable and

objective terms.

Not To Do: Embarrass the student. Engage in a power struggle. Touch a student who is upset. Do not use emotion when

documenting a behavior or incident.