Decision model for behavior reduction

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Decision model for behavior reduction
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Step 1.Does a problem situation exist?

• ASK
• Is the student making progress on instructional
  objectives?
• Is the student completing assignments, tasks,
  etc?
• Does the student rely on teacher assistance more
  than necessary?
• Is the students behavior interfering with
  teaching activities?

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What type of problem behavior is it?

• 1. Behavioral Excess
• 2. Behavioral Deficit
• 3. Inappropriate Stimulus Control
• State problem in goal format.
• Go to Step 2.

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Step 2 Define the behavior in problem situation

• Do medical reasons, psychological reasons, or
  other identifiable reasons exist for the
  behavior?
• Obtain appropriate exam.
• If no, proceed.
• If yes, address the problem with the appropriate
  professionals.

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What is the behaviors function in the
environment?

• What specific setting events are related to the
  behavior?
• What specific antecedent events are related to
  the behavior?
• What specific consequent events are related to
  the behavior?

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• Identify any communicative function of the
  behavior?
• What is the student telling you?
• Should we be listening?

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Assess whether the behavior should be changed?

• ASK
• Does the behavior cause injury to the target
  student or others?
• Does the behavior interfere with learning of the
  target student or others?
• Does the behavior present a safety risk to
  anyone?
• Does the behavior cause others to avoid
  interacting with the student?

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• Do other adults report problem behaviors?
• Do other students report difficulties interacting
  with the student?
• Does the student display behaviors that will be
  unacceptable in a next most probable placement?

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• No ? back to step 1 for next behavior
• Yes ? go to step 3

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Other questions

• Is the behavior age-appropriate?
• Is the behavior likely to be transient?
• Does the behavior occur at intervals similar to
  that of age peers?

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• yes ? back to step 1 for next behavior
• no ? go to step 3

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• Is the behavior due to skill deficits in other
  areas?
• If yes, remediate the skill deficits
• If no, proceed to step 3

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Step 3 Specify the objective

• Specify the behavior to be increased or decreased
• Specify the conditions where behaviors will be
  performed

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• Specify the criterion at which the behaviors will
  not be a problem
• Determine the social validity of the objective

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Yes ? go on No ? Stop

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SEGUE ?
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Behavior management is a teacher function that
considers

• Individual or group
• Behavior under consideration
• Setting
• Person implementing
• Purpose of the intervention

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Smith Rivera (1993) Discipline is order among
pupils so that learning may take placesystem of
rules for conduct

• Develop a positive climate
• Establish basis for a positive learning
  environment
• Apply prevention techniques
• Establish collaborative relationships with
  professionals and parents
• Assure that intervention matches the problem
• Evaluate learner progress

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Jones Five questions to evaluate management
plans

1. Does the plan treat students with dignity?
2. Do the responses to inappropriate behavior
   include teaching the student?
3. Does the plan include an environmental analysis?
4. Is the response to rule violation clear to
   everyone?
5. Is there a sequence response to rule violation
   (for first violation, for second violation, etc.)?

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1. Can an educator modify a childs behavior?
2. Can a parent modify a childs behavior?
3. Can another child change a childs behavior?
4. Who shall determine whose and which behaviors are
   to be changed?
5. Which interventions should be applied to change a
   childs behavior?

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• Who will legitimize and monitor the
  interventions?
• What is the goal of the interventions?
• What other questions?

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Goal of behavior management is_______.