Behavioral Methods for Decreasing Inappropriate Behaviors

1
Behavioral Methods for Decreasing Inappropriate
Behaviors

• Chapter 6

2
(No Transcript)
3
Differential Reinforcement

• Differential reinforcement turning negatives
  into positives.
• Ask a student to answer a question or demonstrate
  a skill to interrupt inappropriate behavior.
• Reinforce a group/individual when their behavior,
  although still inappropriate, is still improving
  (shaping).
• Specify an amount of time for appropriate
  behavior before a reward is given. Gradually
  increase required time.
• Fencing tell students they must practice the
  stance before moving onto other skills.

4
Shift in Emphasis

• Chapters 2, 3, 4, and 5 related to preventing
  misbehavior through
• Creating a positive atmosphere (2)
• Creating a proactive management plan (3)
• Reinforcement (behavioral) (4)
• Increasing appropriate behavior (5)
• Even with the BEST planning, BEST environment,
  and BEST reinforcement, behavior management
  issues will arise
• This is completely normal.
• Chapter 6 focuses on consequences, not prevention

5
(No Transcript)
6
Types of Misbehavior

• Ordered in ascending severity
• Goofing Off being off task, leaving the
  assigned area, or not doing the drills in the
  intended manner
• Disruption talking out of turn, interrupting,
  or clowning around
• Defiance refusing to what is requested
• Immorality unethical behaviors such as lying,
  cheating, or stealing
• Aggression physical or verbal attacks on
  others.

7
Corrective Methods
8
Prevention

• 1st line of defense non-invasive strategies
• Proximity
• Eye contact
• Hand gestures
• Vocal variety
• Name in a sentence
• Wait time
• The goal is to reduce lost instructional time
• OK to tell students what to do (expect) AND what
  not to do.
• By telling a student what not to do, you are not
  generally giving them ideas. They will figure
  out ways to misbehave on their own. Except if
  the misbehavior is obscure.

9
Withdrawal of Reinforcer

• Planned Ignoring use when behavior (what is
  reinforcing) is benign, short, and doesnt affect
  the group. Student is not getting the attention
  they crave.
• Example Talking quietly/quickly, continuing
  activity after stop-command briefly, daydreaming
  (unless frequent)
• Not to ignore Armpit noises, tapping feet
  quietly then more noisily, repeated interruptions
• Looking for attention
• BE CAREFUL DO NOT ignore too much or it will
  get worse
• This is a frequent error with beginning teachers

10
Withdrawal of Reinforcer

• Mild Misbehavior
• Use humor in situations and chuckle at some of
  the things my students do.  Don't penalize
  "nutty" behavior that will go away in a second.
• Use humor or distraction to redirect mild
  misbehavior. Have a sense of humor, kid around a
  bit so they know youre not a robot.

11
Withdrawal of Reinforcer

• Guidelines for Response Cost
• Move through your hierarchy of consequences
  (again, for some students this will not be
  effective)
• Suggested to review hierarchy during day 1
• Use a calm, firm, respectful tone of voice when
  administering consequences

12
Withdrawal of Reinforcer

• Response Cost taking away a reinforcer
• Reduce grading points (affective rubric)
• Eliminate educational games and use drills
• Remove tokens in a token economy
• Class time have the students repeat until done
  correctly
• Wait time cant get to the next activity or the
  culminating activity until proper behavior is
  displayed.
• I had a really fun activity planned at the end
  but Im not sure if well have time for it if you
  keep talking.

13
Withdrawal of Reinforcer

• Guidelines for Response Cost
• Student must value the reinforcer or the loss is
  inconsequential.
• Can only take away so much before students have
  nothing to lose
• Dont nag or plead (shows weakness) follow
  through
• 1 warning or zero warning is enough
• If you warn 5Xs, students learn they can
  misbehave four times before a consequence.
• Longer behavior reinforced, more resistance
  (start early), more frequently behavior
  extinguished, more quickly extinction occur

14
Withdrawal of Reinforcer

• Time out removing a student
• from a reinforcing environment.
• Seclusionary removal from activity but still in
  the gym
• Must consider place, access to equipment, access
  to others, safety, visibility - the place should
  not be rewarding
• Have the student complete a Self reflection
  before returning or a Time Out Worksheet
• Establish routines for time-outs
• Self time out
• Students remove themselves if they feel unable to
  cope
• Must notify teacher

15
Withdrawal of Reinforcer

• Time out removing a student from a reinforcing
  environment.
• Exclusionary - student remains a part of the
  lesson but with some restrictions
• Examples
• Move back from the circle where everyone is
  sitting
• Student is not allowed to speak or answer
  questions
• Student is not allowed to partake in a station
  during choice time
• Student is not allowed to work with certain other
  students during the remainder of class.

16
Withdrawal of Reinforcer

• Time out Guidelines
• Be consistent same place (create routine)
• Dont negotiate
• If theres time, explain reason why
• DO NOT make time out reinforcing
• i.e. Talk, explore, engage passers by, get
  involved
• Reset the time if students are inappropriate
  (back to the start of time out)
• Do not allow them to avoid selected activities
• Keep time outs 5 minutes or fewer
• The younger, the shorter the duration

17
Aversive Stimuli

• One on One Chat
• Meet individually with a student, preferably not
  in front of their peers (before class as
  students are entering locker room or after
  changing time, after class before or after
  changing time)
• Step 1 I statement Chris, I cant be sure
  everyone hears when if there is talking. Whats
  the story? Normally, you behave wonderfully in
  class
• Step 2 Active listening (if appropriate for
  circumstance)
• Step 3 Outcome - administer consequence if
  necessary or develop a solution with the student
• May also give student a second chance (give to
  get)

18
Aversive Stimuli

• Verbal Reprimands
• Concise
• Listen please (not stop talking)
• Hands to yourself (not stop it)
• "What should you be doing right now?"
• Look and sound like you mean it! Have a good
  game face!
• Expanded Telling students what behavior is
  unacceptable and why
• Eli, please hold onto the ball. I find it
  distracting as do other students.
• Book Joy, interrupting is impolite. It makes it
  difficult for others to follow my instructions.
  Please wait until I have finished to ask a
  question.
• DO NOT ridicule, insult, demean
• If a student loses face, youve lost them (peer
  reputation is powerful)
• Students will turn against you
• NEVER yell at students or use disrespectful
  language (that is a loss of control on your part)

19
Aversive Stimuli

• Corporal Punishment
• Banned in Connecticut Do not use corporal
  punishment, you will be out of a job
• Keeping your cool
• At times, students may say or do things which
  infuriate you. Examples include swearing,
  insubordination, verbal abuse, and/or running
  away. NEVER strike, grab, or squeeze a student.
  Even if the student was in the wrong and states
  that you grabbed their arm, that will become the
  issue and not the original transgression.

20
Aversive Stimuli

• Contracts
• Paper ones make it generic so you can fill in
  specific information.
• Guidelines
• Be sure that the student understands the concept
  of contracts by asking him/her to give an
  example.
• Discuss and/or negotiate the requirements,
  reward, level of achievement, renegotiation date,
  etc
• Read, sign, have a witness (someone with
  standing)
• Example 1, 2, 3, 4

21
Sample Cont ract
22
Aversive Stimuli

• Contracts Setting up a contract

23
MS HS Considerations

• Rapport is extremely important (Mr. Pulisciano,
  Cheshire, HS)
• Continue to use classroom rules, set
  expectations, and create routines
• Game face appropriate tone and demeanor (firm,
  organized, purposeful
• Exude a confidence that you WILL keep the class
  under control and certain behaviors ARE expected
  and those contrary will NOT be tolerated
• Incorporate level of involvement and/or affective
  rubric into student grades
• Hold students accountable for skill improvement
  via assessments such as skill and cognitive
  quizzes
• Remain firm if students violate expectations
  (even if they plead)
• Use a series of consequences - Verbal, grade,
  assignment, community service, phone call,
  referral, parent conference
• Be more age appropriate with praise
• Dont allow certain students to work together
  during class

24
MS HS Considerations

• Plan lessons with behavior management in mind
• Complexity of drills, number of partners, amount
  of equipment, start with easy/fun unit, area of
  playing surface, gym vs. outdoors
• Only under severe conditions should a student be
  sent to the office (it demonstrates a loss of
  control on your part).
• Create a daily report (may combine with a
  contract)
• Examples 1, 2
• Show concern for the students (especially in one
  on one conversations)
• Monitor the social dynamics establish
  expectations for peer relations
• Conditions captains must demonstrate pro-social
  behavior
• Time out is not appropriate for HS, maybe MS
• ALWAYS keep your cool
• Be calm and dispassionate in your presentation-An
  upset adult is frightening to young children and
  funny to older ones who gain prestige among peers
  for "setting off" a teacher

25
Reflection

• Like reflecting about the effectiveness of a
  lesson, also reflect about the effectiveness of
  your behavior management strategies.
• Some things to reflect on might include
• What is the purpose of the misbehavior
• How effective are my strategies
• What sets off the misbehavior (time, place,
  people, teacher, biology)
• Develop and implement a new plan
• Some commonalities to a functional behavioral
  assessment

26
Physical Restraint

• Law affords protection if a student is a danger
  to other students, you, or themselves. For
  example, a fight develops
• First with authority, tell the students to stop
• Second send for help (call office or send a
  trusted student)
• Must act as a reasonable and prudent professional
• Teachers are NOT required to break up fights or
  physically restrain students (role of security or
  police). If you attempt to do so, it is at your
  own risk.
• Be mindful of safety to other students (may be
  difficult to move them elsewhere)

27
Physical Activity Punishments

• Never use physical activity (laps, jumping rope,
  etc) as a punishment.
• Students will link physical activity with
  negative consequences thats not our goal!!
• Physical activity can be construed as corporal
  punishment
• Banned by most states including CT

28
Prevention v. Punishment

• REMEMBER - Promote a positive environment and
  prevent misbehavior.
• Praise students, give positive feedback, create
  group/individual goals, etc
• Over-reliance on consequences and corrective
  methods makes class less enjoyable and hinders
  the goals of PE

29
Finding What Works

• Every student is different so it is incumbent
  upon teachers to find what works. Managing
  behaviors is a bit like a chess match-continually
  try new moves to find what works. Things to keep
  in mind
• If a strategy such as time-outs isnt working,
  try something else.
• Find the hook regarding what works with
  students. Personally, my hook was my parents.
  Call them and I was in trouble! There would not
  be any more misbehavior.

30
Punishment

• Guidelines for Using Punishment (pp.108-109)
• Establish rules
• Maintain self-control
• Avoid confrontations
• Punish immediately
• Specify behavior
• Ensure use of punishment is fair
• Make sure punishment fits intention of crime
• Be consistent
• Return to positive methods
• Never hit!

31
Misc. Thoughts

• Flexible (Fazio)
• Give a little to gain a lot (beware being taken
  advantage of)
• Now I could call your folks about you picking
  on Demetrius. Im sorry. Instead, I want you
  to tell me youll leave him alone. Can you do
  that? Ya, I wont. All right, now remember
  what you promised me b/c I dont want to have to
  make that call.
• Focus on the behavior, not personal qualities
• Avoid Youre lazy because this makes students
  defensive)

32
Role Play Tips

• Avoid having one student active while others
  watch.
• Maximize activity time and opportunities to
  respond (OTRs)
• What is the difference between activity time
  OTRs
• Generally refrain from asking students How are
  you doing today. This creates an opportunity for
  misbehavior. Greet the students (Good morning,
  etc), then get into the lesson.
• Deal with behaviors while the class is active.
  Do not put the misbehaving student on stage while
  the rest of the class watches.