A Framework for Behavior Management

1. A Framework for Behavior Management Seena M. Skelton Ph.D. and Karen R. Schaeffer, Ph.D. Consultants Supporting, Communities, Schools, Families S&S Consultation 659-5472 or 305-8295

2. Agenda • Introductions • What we know about supporting pro-social behavior • Detecting the truth behind behavior errors • Beginning our detective work • Making a plan to address behavior • Practicing what we have learned • Wrap up S&S Consultation 659-5472 or 305-8295

3. What we know about behavior Behavior is a response to the environment Behavior is affected by physical or emotional state Behavior is influenced by factors inside and outside the immediate context We use behavior to meet a need or want. Behavior changes as people learn and apply new skills S&S Consultation 659-5472 or 305-8295

4. Good and bad behaviors are shaped by rewards and acknowledgment • Sometimes adults “accidentally” reward bad behavior • Behavior will grow stronger if rewarded S&S Consultation 659-5472 or 305-8295

5. Avoid “accidentally” reinforcing problem behaviors • Don’t fail to reward good behavior • Don’t accidentally punish good behavior • Don’t accidentally reward bad behavior • Don’t fail to correct bad behavior S&S Consultation 659-5472 or 305-8295

6. Punishment vs. Behavior Management Behavior Management Punishment • Immediate, delayed or no response • Stops or reduces the behavior • Respects the importance of the relationship with the child • Teaches or reinforces skills that have a long-term, positive effect • Immediate or delayed response • Stops the behavior • Emotionally or physically painful, or about exerting power, control or authority • No long-term, positive effect Adapted from Ohio Dept. of Education, OCMS, 1997

7. Making sure all children’s needs are met Intensive, Individual Interventions What we do for the very few who need lots of help to learn 1-5% 1-5% Targeted Group Interventions 5-10% 5-10% What we do for the children who need some extra help to learn Universal Interventions 80-90% 80-90% What we do for all children to help them to learn S&S Consultation 659-5472 or 305-8295

8. Four Principle Needs: The Psychology of Empowerment Mastery We define mastery as: Our inborn thirst for learning is nurtured as we gain understanding and competence in coping with the world. (“I am good at something.”) Belonging We define belonging as: The universal human longing for love is nurtured by relationships of trust with significant persons in our lives. (“I am loved.”) Generosity We define generosity as: Our passion for life is nurtured by concern for others and commitment beyond one’s self. (“I have a purpose for my life.”) Independence We define independence as: Our desired to exercise free will is nurtured by increasing responsibility. (“I have the power to make decisions.”)

9. “An ounce of prevention” • Be consistent • Be clear • Be culturally responsive • Connect with each child and family S&S Consultation 659-5472 or 305-8295

10. Creating the right conditions • Organized learning space • Age appropriate materials • Sufficient materials for children to use • Established rules and routines S&S Consultation 659-5472 or 305-8295

11. Creating the right conditions • Predictable and signaled transitions • Positive adult-child interactions • Appropriate acknowledgement for appropriate behavior S&S Consultation 659-5472 or 305-8295

12. Embedding social skills instruction in daily activities • Books/Stories • Teach and practice through play • Role play • Directly teaching social skills S&S Consultation 659-5472 or 305-8295

13. Helping children name, claim, and express their feelings • Listen reflectively • Model how to express feeling to peers and adults • Help children practice expressing their feeling S&S Consultation 659-5472 or 305-8295

14. Target Supports • When typical social skills instruction isn’t enough • More explicit • More frequent S&S Consultation 659-5472 or 305-8295

15. Teaching Social Skills • Tell Them How • Show Them How • Have Them Practice • Give Them Feedback • Encourage and acknowledge the Skill Frequently S&S Consultation 659-5472 or 305-8295

16. Intensive supports • When typical and targeted supports aren’t enough • Need individualized support plans • Collaborative planning is required S&S Consultation 659-5472 or 305-8295

17. Detecting the truth behind challenging behaviors Before we can work to change misbehavior, we must first determine the function that the behavior serves. We must become detectives S&S Consultation 659-5472 or 305-8295

18. Asks the right questions Questions the right people Examines all aspects of the situation Use appropriate tools for gathering information Based on the information gathered draws a hypothesis A Good Detective S&S Consultation 659-5472 or 305-8295

19. What is the problem? Why is the problem occurring? What is do we want to see happening and by when? What are we going to do to teach or help the child demonstrate the new behavior? Did our plan work? Five Important Questions to Ask S&S Consultation 659-5472 or 305-8295

20. Parent (s) or family member (s) Teachers Specialist Others Involve others who might have some ideas S&S Consultation 659-5472 or 305-8295

21. What is the behavior? • What are all of our concerns? • What is the most important behavior for us to change right now? • What does the behavior look/sound like S&S Consultation 659-5472 or 305-8295

22. Why is the behavior occurring? • Examine all aspects of the situation • Observe what happens behavior and after the problem occurs • Determine how frequently the behavior occurs • Note when is the behavior most likely and least likely to occur? • Determine can’t do vs. won’t do S&S Consultation 659-5472 or 305-8295

23. Examine all aspects of the situation Instruction & Activities Child Environment S&S Consultation 659-5472 or 305-8295

24. What happens before and after the behavior occurs • Activities • Children • Adults Look for Patterns S&S Consultation 659-5472 or 305-8295

25. What is the child trying to get or to avoid? Control Sensory Issues Power Revenge Independence Manipulation Autonomy Avoidance Escape Fear Anti-Social Boredom Solitude Lacks Mastery Attention Acceptance Belonging Praise Achievement Recognition Attachment S&S Consultation 659-5472 or 305-8295

26. Based on the information gathered what is he/she telling us? S&S Consultation 659-5472 or 305-8295

27. What is our goal for this child? • What new behavior do we want the child to learn? • When do we want him/her to have learned this behavior? S&S Consultation 659-5472 or 305-8295

28. What is our plan for teaching the new behavior? • What proactive strategies will the adults do? • Who will be responsible to do the strategies? • When will the strategies be done? • How often? S&S Consultation 659-5472 or 305-8295

29. What is our plan for teaching the new behavior? • What will we do to show the child that he or she is demonstrating the new behavior? • How will we correct the child’s behavior when he/she makes an error • When the behavior is really challenging what will we do? S&S Consultation 659-5472 or 305-8295

30. Did the plan to change behavior work? • Did we do what we planned to do? • Did our plan work effectively? How do we know? • Do we need to keep our plan in place or do we need to change it? • Can we stop the plan? • Is there another concern we need to address? S&S Consultation 659-5472 or 305-8295

31. Main Points • Behavior is a way children try to tell us a need or want. • Finding out what the child is trying to tell us is key to intervening. • Those most relevant to the child’s learning should work together to address problems S&S Consultation 659-5472 or 305-8295

32. Main Points • Asking the right questions will lead to the appropriate answers • Examine all aspects of a child’s learning: the child, the activities, and the environment • Write down your plan S&S Consultation 659-5472 or 305-8295