Promote positive behavior Prevent disruptive behavior

1
Promote positive behaviorPrevent disruptive
behavior

• Behavior Management

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All Behaviors serve a purpose

• Behavior is a form of communication
• Behaviors may be attention seeking
• Behaviors may occur to avoid work
• Behavior may occur to escape from the
  environment.
• Do not take misbehavior personally

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Behavior Disability Types

• Oppositional Defiant
• Persistent temper tantrums
• Argues with adults
• Refusal to comply with requests
• Annoys others
• Vindictive

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Behavior Disability Types

• Conduct Disorder (severe behavior)
• Overt aggression toward people or animals
• Destruction of property
• Deceitfulness of theft
• Serious violation of rules, truancy

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Attention Deficit/Hyperactivity Disorder

• Difficulty in sustaining attention
• Failure to give close attention to details in
  school work
• Difficulty in organization
• Impulsiveness
• Restlessness, fidgeting, or talkativeness
• Difficulty waiting for turn
• Interrupts conversations

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Get Up and Dance

• Yes !!!
• Bust a move
• Freestyle
• When in doubt knee bounce
• Move it!

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Depression and Anxiety Disorders

• Insomnia
• Loss of energy/fatigue
• Poor concentration
• Feelings of worthlessness
• Excessive worrying
• Reluctance and refusal
• Mood changes

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Why negative behaviors?

• Difficulty transitioning
• Difficulty understanding or following directions
  (especially if there are multiple steps)
• Frustration with performing a skill
• Lack of structure
• Sensory overload

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Effective Strategies

• Be proactive anticipate student behaviors
• Plan clearly how you will address behaviors.
  Ignore, apply consequences, take a break, or
  redirect
• Implement predictability and routine

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The Learning Environment

• Establish class rules and procedures
• Post rules
• List three to five rules
• Use simple positive language
• Add pictures and demonstrate
• Connect actions with words

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Our Class Rules

• Do your best
• Respect others
• Be safe
• Follow directions
• Share, be kind and help others

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Practice Rules

• What does the rule look like when someone is
  following or not following?
• What does it sound like when someone is following
  or not following?
• Develop practice scenarios to show rules and
  consequences.

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Cooperation, Kindness, Honesty

• What does this look like?
• What does this sound like?

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Class Management

• Expectations clearly communicated
• Routines and timelines
• Protocols enter and exit class, water,
  bathroom, emergencies, fire drills, equipment
• Stop Signal established and practiced
• Boundaries

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Time to Dance

• Get up out of your seat and move
• Wave your arms
• Get oxygen in your lungs
• Jump up and down, twist, shake, or whatever
• Have fun

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Teacher behavior when addressing disruptive
behaviors

• Maintain a calm disposition
• Use a neutral Voice
• Present clear concise instruction
• Provide opportunities for student choice
• Build on students strengths
• Use humor when appropriate

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Negative Comments

• Whats the matter with you?
• Excuse me !!!
• What is your problem?
• How many times to I have to tell you?
• Shut Up !!!
• Do I have to come over there?
• You are always a problem.
• You are the worst kid I know.

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Positive Comments

• You are a good listener today.
• I am really proud of you for putting the ball
  away.
• Way to be, John! I like how you shared with Mark.
• Khalid you did a good job today and raised your
  hand when you had something to say.
• Michele you were helpful and kind to Patty.

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Appropriate Consequences

• What types of consequences can you use in your
  class?
• Remember the goal is for students to learn to
  change their behavior and be responsible.

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Behavior Correction Strategies

• Private verbal comment Be specific
• Agreed upon signal for correction
• Student checklist or contract
• I messages I want you to ..
• Logical and consistent consequences
• Time out, take a break, cool down,
• use a distracter
• Physical restraints and touching

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Positive Reinforcements

• What types of reinforcement are appropriate?
• Identify immediate and delayed reinforcements.

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Positive Reinforcement

• Verbal Comments
• Word Wall signs
• Gestures thumbs up, smiles, clapping
• Proximity control or change student location
• Tokens tangible items
• Favorite objects toys, stickers
• Food candy, or favorite texture or taste
• Time free time, time with teacher

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AVOID !!!

• Picking teams
• Elimination games
• Human targets
• Waiting in long lines
• Long complex instruction
• Exercise as a consequence

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Consider the appropriateness of

• The constant use of large group activities.
• High level competition with an emphasis on
  winning and loosing.
• Posting scores for fitness achievement.
• Watching one student perform for all others.

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Bullying of and by students with disabilities

• Can occur before, during and/or after class.
• Verbal comments put downs
• Physical hitting, shoving, bumping
• Hitting with equipment
• Rejection by peers

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Documenting Behaviors

• Be descriptive
• Record over several class sessions.
• What action is the student doing? Alone or with
  others
• When does the behavior occur?
• What is the intensity? Distracting or destructive
• Where does the behavior occur
• How frequent is the behavior occurring?