Presentation on theme: "Deb Marcus, NBCT, CAPE Marley Glen School Glen Burnie, Maryland"— Presentation transcript:
1 Deb Marcus, NBCT, CAPE Marley Glen School Glen Burnie, Maryland Be Prepared, Be Patient, Be Consistent… The Golden Rules of Behavior Management in Physical EducationDeb Marcus, NBCT, CAPEMarley Glen SchoolGlen Burnie, Maryland
5 Discussion What made the 3rd set of directions so clear? How does this transfer to our Physical Education classes?
6 Challenges faced by PE teachers Large group of students with varying degrees of needsStudents with disabilities included in general PE classesLarge spaceUnstructured environmentDown time before, during and after activitiesOthers?
7 Managing BehaviorsWhich types of behaviors cause PE teachers the most difficulties?Following directionsStaying with the groupStaying on taskSharing equipmentTaking turns appropriatelyAppropriate languageSportsmanshipAccepting NO as an answer
8 BE PREPARED!Think about the structure of your class, including routines and your teaching styleAssistants that come with studentsSkills needed to participate independently (cues, vocabulary, time on tasks, handling down time)Distractions – classroom /gym environment
9 How information is presented Verbal instructionsStop!Walk and sit in front of me.Get a ball and find personal space.Stand next to a partnerLine upDemonstrationsSkills (part/whole)Teacher/student
10 Visual supports Communication Spots on floor to mark personal space (where to sit, stand, line up)SchedulesVocabularyGraphic Organizers
22 What to do with children with behavioral problems? Identify behaviors that the teacher wants to correct or redirect.Must be measurable, have clear beginning and end, and able to be defined in objective termsWhat is the student doing? How is he acting? When does the behavior occur? Where does it occur? What is happening in the class when it occurs?
23 Motivation Assessment Scale Scale used to determine the functions of the behavior – attention, escape /avoidance, tangible or sensoryFilled out by teachers, service providers, parents – anyone who sees the behavior being measured
24 SensoryBehavior would occur over and over if person left alone for period of timePerson calm and unaware of what is going on around himPerson enjoys performing the behaviorExamples – rocking back and forth, running into padding on walls
25 Escape/Avoidance Occurs following difficult task When request is made of personOccurs to upset teacher when you are trying to get him to do what you askStops behavior when you stop working with or placing demands on him
26 Attention seekingOccurs in response to teacher not paying attention to himOccurs to get teacher to spend time with himOccurs to upset teacher in order to get teacher to spend time with him
27 TangibleOccurs to get a toy, piece of equipment or activity he was told he cannot haveOccurs when teacher takes away toy, piece of equipment or activityStops when toy, piece of equipment or activity is given back to student
28 Preference Assessment Checklist of items that the student and/or family fills outLists items that are preferredCould eventually be used as reinforcersHelpful when student is non-verbal and not responding to current reinforcement
29 Preference Assessment Food items (candy, ice cream, chips, fruit, beverages)Toys/Sports equipmentElectronics (iPod, computer, iPad)Certificates, awards, stickersRecess, extra PE timeTime with teacherGroup leader
31 Tangibles Giving a student something to reinforce behavior Use age appropriate itemsStickerStampCertificateRibbonEdible
32 Sensory StimuliProviding auditory, visual, or kinesthetic stimuli for reinforcementMusicSwingingJumpingFidgetsCould be effective for students with autism
33 Shaping Reinforcing successive approximations Target behavior – go in the gym and sit on a shapeStudent goes into gym and runs around all the shapes, then sits on shape – teacher rewards student for sitting independently on the shapeReinforcing small increments of improvement will eventually lead to mastery of skill
35 Behavior ContractAt the end of each class, teacher rates student on whether he met his behavioral goalsCircle smiley face or frowny facePoint systemStudent returns contract to classroom teacher for reward, if earned.Might work if computer time is very motivating – then he could earn 5 minutes when he returns to class
36 Premack PrincipleRecommends making high – frequency behavior contingent on completing a low-frequency behaviorExample – Jake likes to run laps around the gym. Jake does not like to do stretching exercises. If Jake does his stretching exercises, he is allowed to run 5 laps around the gym.
38 BE PATIENT!!!!! May not work on the first try Pick one positive intervention, teach it to the student, use it consistentlyTry another….Try another… Keep smiling!
39 Punishment Use only when positive reinforcement is not working Six types of punishment:Silent lookVerbal reprimandExtinctionTime – outOvercorrectionResponse cost
40 Verbal reprimand Address the problem behavior not the student himself. “Do not bounce the ball while I am talking”NOT – “You can’t do anything right!”
41 ExtinctionIgnoring inappropriate behaviors when seen as attention seeking behaviorsMost effective when combined with positive reinforcementVery difficult because it takes lots of patience and self control
42 Time outRemoving the student from the activity for a pre-set amount of timeDisadvantage – some students enjoy it because they got out of an activity they did not want to do
43 Overcorrection Restoring the environment Vandalism – need to clean what you did plus all of the other areas that need itPositive practice overcorrectionRunning in hallway – need to walk 10 times for allotted distance
44 Response Cost Penalty box! Loss of minutes of time to perform activity Loss of points of gradeLoss of equipment
45 Negative Reinforcement CAUTION! Use only when necessary – negative reinforcement can increase resistance!Taking away something to maintain or increase a behaviorAvoidance procedureEscape procedure
46 BE CONSISTENT!!First – give it time! Could get worse before it gets better. DO NOT GIVE UP! (or give in!)Talk to other staff that are having difficulties with the student to brainstorm for more ideasLook closely at your intervention and see if you are able to put it into play effectivelyIf not – what do you need to do to make it effective?HANG IN THERE!
47 What to do with the rest of the class??? Ideally the student’s reinforcement system can be used with everyone…Implementing a positive behavior reward system for all students – “Catch ‘em being good”Class rewardsIndividual rewardsOther ideas?
48 Group ContengenciesClass Behavior Chart - When whole class wears tennis shoes, the football moves up 10 yards. When we score a touchdown, whole class is rewarded with student picked favorite activity class.
49 Other examples of Group Contengencies Class rewards chart for sportsmanship, following directions, etcPoints given based on criteria created by teacher or students (3 pts – great teamwork, 2 pts – average sportsmanship, 1 pt – poor sportsmanship)Reward given after so many points have been obtained