Behavior strategies. " Imagine going to work and not being able to do your job. Now imagine that you can't leave your job. Imagine having to do that every.

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Presentation transcript:

Behavior strategies

" Imagine going to work and not being able to do your job. Now imagine that you can't leave your job. Imagine having to do that every day. This is what life is like for children with (learning) disabilities.” -- Dr. David Urion Director, Neurology and Learning Disabilities Program,Children's Hospital, Boston

Strategies to deal with behavior problems BEFORE they happen Modify work (manageable chunks) Increase proximity Provide frequent reinforcement Offer choices (give the student some control) State/re-state rules expectations before every activity Adjust classroom arrangement to discourage “problem areas.” Teach entire class to self-regulate and take breaks when needed. Model this frequently for your students.

Strategies to deal with behavior problems WHILE they are happening Stay calm! Stop, take a deep breath and slow things down. Take time to think about your response (your response can escalate a student. We can control what we say/do. Many of out students can not/do not. Remember we can NEVER force someone to do something. All we can do is encourage someone to make the right choice. Distract/re-direct Use humor Don't take it personally

When seeking compliance: o Approach student privately and use a quiet voice/calm tone o Establish eye contact (be at students’ level) o Compliment first (specific effective praise) o State the command in the positive. (Do statement rather than don’t statement.) o Use clear, concise and concrete language.

Providing correction: o Make the request o Repeat the request as a 2-part choice. (“I need you to do your work. Would you like to use a pencil or a pen?”) o Offer a face saving out. o State consequence (as a choice) (I need you to do your work. You can either do it now with the class or ____insert consequence.) o Follow through with consequence o MOVE ON. (No need to dwell on the direction that was not followed.)

Avoid power struggles by: Make sure your body language matches what you are saying. Use a matter of fact voice tone. Do not argue/ have lengthy talks in front of the class. Walk away. Do not try to force or coerce the student to comply. This includes reprimands, staring down, standing watch, making self bigger, putting hands on. Make sure your consequence is fair. Limit demands when a student is already escalated.

Think about it: Take a few minutes to talk with your group.  Are any of these strategies new to you?  Have you tried any of these strategies?  Have they worked?  What have you tried that has not worked?  Do you think you can use these strategies?