Understanding Behavior Behavior Management & Modification LARRY SCOTT Ken-Ton School District

Agenda I. Off-Task / Inattention II. Hyperactivity III. Meaning of Behavior IV. Self-Reflection Activity V. Understanding Behavior- Triggers, Function, & Consequences VI. Punishment VII. Attention-Seeking Behavior VIII. Defiance / Noncompliance IX. Communicating with Defiant Students X. Case Scenarios XI. Case Discussions

Off-task / Inattention (ADHD) ADHD effects about 3-5% of kids Over-diagnosed & often misdiagnosed Neurological & physical evidence that it exists Associated with disciplinary problems, poor academic performance, substance abuse, and dropping out of school, risky sexual behavior

Off-task / Inattention Characteristics Difficulty paying attention / Short attention- span Distractible (internal & external) Poor self-regulation of emotion, attention, planning, and behavior Disorganization Usually struggle with writing

Strategies for Inattention / Off-Task Need others & environment to help self-regulate- break tasks into chunks/separate steps, provide feedback, provide checklist… Close proximity Clear and consistent expectations/routines/consequences Structured environment with reduced distractions and limits Immediate & frequent consequences Frequent prompts & reminders- unobtrusive and quiet Provide breaks Agenda / Organizer Seat student near “action zone” Praise/recognize on-task behavior and work completion Daily or Weekly Report with incentive

Hyperactivity High energy, impulsive, and sometimes disruptive to others Fidget, tap pencils, make strange noises, & have difficulty staying in seat Often don’t think before they act, initially unaware of how actions impact others

Strategies for Hyperactivity Silent Signal with praise Allow movement breaks Provide alternative motor behavior that will not distract others (gum chewing, stress ball) Have student monitor behavior (i.e. call outs, motor behavior, leaving seat…) IGNORE low level motor behavior Seat near distraction-resistant peers Utilize peer to redirect off-task behavior Brief reminders about expected behavior Anticipate potential problems and structure appropriately