Growth Positive Behavior

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Growth Positive Behavior

• A New Way of Understanding Behavior
• S. Patrice M. Colletti, SDS
• Executive DirectorAgape Community Center
• patricecolletti_at_sbcglobal.net

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What do we mean by GPB?

• A way of understanding behavior
• So that you can help another person increase use
  of behaviors leading to positive growth.

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Why should we use GPB?

• Academically competent
• Socially competent
• Competent for Life

I am a learner.
I belong.
I can succeed.
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Why do people misbehave?

• People behave as they have learned to behave in
  specific situations.
• People continue to misbehave because it works for
  them.

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How do we typically react?

• Reprimands
• Exclusion
• Zero-tolerance policies
• Surveillance/ security
• Expulsion/ exclusion
• Demerits- loss of privileges- punishment

Reaction
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Growth Positive Behavior

• Humans are not born with bad behavior,
• Humans do not learn better ways of behaving when
  presented aversive consequences for their problem
  behaviors
• (Alberto Troutman, 2001 Sulzer-Azaroff
  Mayer, 1994 Walker et al., 1996).

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Why does GPB work?

• All behaviors function to meet one of two human
  needs
• Need to GET something
• Need to AVOID or ESCAPE something.

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Why does GPB work?

• GPB determines
• What NEED is being communicated?
• GPB teaches a better, faster way to meet that
  need.
• GPB reinforces that new behavior until it is
  learned.

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What do we mean by NEED?

• 100 normal
• NOT voluntary.
• NOT chosen.
• Delayed gratification is very hard.

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The NEED to GET

• Power
• Control
• Attention
• Recognition
• Physical needs met
• Success/ feeling capable

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Need to AVOID/ ESCAPE

• Stress
• Discomfort
• Failure
• Fear
• Embarrassment
• Boredom
• Physical discomfort

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What is a problem behavior?
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Problem behavior typically

• Is environmentally determined.
• Disrupts learning (self or others).
• Does not promote or limits social growth,
  life-skill development.
• Often causes inappropriate behaviors (i.e. from
  the teacher) in response.

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Why do problem behaviors continue?

• Because they meet the need to GET or AVOID
  something.

Because they work!
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Review

• What is GPB?
• Why should we use it?
• Why do people misbehave?
• Why does GPB work?
• Every behavior has one of two functions. What are
  the two functions?
• What is a problem behavior?
• Why do problem behaviors continue?

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Changing Behaviors

• GOAL
• Increase use of appropriate behavior
• Decrease use of inappropriate behavior.

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What occurred?

• What appropriate behavior were we seeking?
• What was the inappropriate behavior he was
  doing?
• What was his/her NEED that was met?
• How did we meet it faster and better than
  before?
• How did we shape his/her behavior?

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Reinforcement Works.

• Positive Reinforcement something good happens
  right after a behavior so that I am more likely
  to repeat the behavior.
• Negative Reinforcement an unpleasant thing is
  removed or taken away right after a behavior,
  which makes it more likely I will repeat the
  behavior.

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Positive Reinforcement Works Best

• Reinforce appropriate behavior
• Private
• Indirect
• Public
• Family
• For new and emerging behaviors, reinforce quickly
  and frequently!

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What works and what doesnt?

• Specific ideas/suggestions for implementing GPB
  in your classroom

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What Works

• Teach what you expect.

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Establish Clear Expectations and then Teach Them
Personal Best
On Task
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Expectations in Our Classroom

• I will work as hard at my learning as my teachers
  and school staff do.
• I will do my personal best.
• I will help create successful learning.
• I will act so that my family will be proud of me.

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What Works

• Utilize positive consequences.

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Positive Consequences

• If you come in uniform.
• If you do your homework
• If youre on time to my class.
• If you comply with our no weapons policy.

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Remove a negative consequence

• If you come in uniform.
• If you do your homework
• If youre on time to my class.
• If you comply with our no weapons policy.

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Meaningful Reinforcements

• Work best because they MEET A NEED
  faster/better
• Positive social interaction
• Sensory outcomes
• Access to what the student finds enjoyable or
  positive.
• Opportunities to escape uncomfortable or
  non-preferred situation.
• Tangible rewards

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Reinforcement

• Soon after the behavior is achieved.
• YES In uniform- get on line for breakfast.
• YES In uniform- thumbs up!
• NO In uniform- get a point you can redeem in
  October for a field trip.

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What Works

• Use I will messages.

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I will messages

• When the group is quiet, I will begin todays
  instruction
• When youve all taken a seat, I will explain the
  directions on the test.
• You need to complete your homework on time. When
  you do, I will make sure your homework points are
  correctly noted.

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What Works

• Structure for success.
• Use assigned seating.
• Use a structured process to start each class.
• Use a structured process to collect assignments.
• Use a structured process to check for
  understanding.
• Use a structured process to hand out or collect
  materials.

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What Works

• Use controlled choices.
• Do you want to start your homework now, or
  complete this additional computer practice sheet
  first?
• Do you want to work at your desk or at the back
  table?

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What Works

• Use a check in process to teach/practice and
  reinforce appropriate global behaviors.

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Check in

• Am I
• On Task?
• Doing my personal best?
• Doing what helps my family and school?
• Doing what makes my family proud of me?

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What Works

• Reinforce new and emerging appropriate behaviors
  quickly and frequently.
• The best reinforcers will
• Meet the same need.
• 3 seconds
• Better and faster at getting the need met than
  the inappropriate behavior.

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What Works

• Reward direction rather than perfection.
• Teach a competing behavior that meets the same
  need.

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Review

• Which of these have you tried and succeeded with?
• Which of these can you most easily implement in
  your classroom?
• Which are likely to be most powerful or potent in
  your classroom?

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What Does NOT work

• Punishment
• Aversive
• Demeaning
• Painful
• Revengeful
• Does not create long-term change.
• Does not increase appropriate behavior.
• Stops working after a few times.

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What Does NOT work

• Forcing a kid to choose between being dumb or
  being bad.
• Setting yourself up for a show down.

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What Does NOT work

• Using I want you to
• Using delayed consequences.

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It does NOT work to

• Keep doing what isnt working

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Remember

• Inappropriate behavior continues because.
• It is working!
• Sooooo
• Teach and reinforce a more appropriate behavior
  that is faster/better at meeting the same need.

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Review

• 1. Identify a situation where you tried an
  approach that DIDNT work. Why do you think it
  did not succeed in increasing appropriate
  behavior?
• 2. What could you have done differently?

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Website for You

• http//tinyurl.com/fw6ny