ENHANCING STUDENT BEHAVIOR Chapter 7

“Good teaching practices include instructional strategies matched to each student’s learning style, curriculum appropriate for that student, and applying good reinforcement practices.”

TRAITS OF AN EFFECTIVE TEACHER Plan in advance Give clear instructions Be consistent Teach to learners’ strengths Model behavioral expectations Follow through on consequences Affirm positive behavior

ASSERTIVE…EFFECTIVE DISCIPLINE As a teacher, you have the right to Teach Teach Ask for help Ask for help Be safe Be safe Students have the right to Learn Learn Ask for help Ask for help Be safe (bullies) Be safe (bullies)

CRITICAL MISTAKES Be inconsistent in expectations, demeanor, and behavior Treat students differently Be volatile Use posted charts and grades

Critical Mistakes, continued Criticize a student in front of others Ask a child to do a task (they may refuse) Compare students Be sarcastic Make vague, negative statements about the student

Critical mistakes - continued Use corporal punishment Use consequences disproportionate to the task Use consequences unrelated to the task Select consequences that you can’t administer evenly, calmly, and without anger Ignore inappropriate behavior when you are too tired to deal with the student and the behavior

Critical Mistakes -continued Delay consequences to meet your schedule Threaten Threaten without being able to really follow through Use exercise as punishment Punish the whole class for the misbehavior of one student

ASSESSING AND MONITORING PERFORMANCE AND BEHAVIOR Define the problem in observable terms that convey: What is happening What is happening When it is happening When it is happening Where it is happening Where it is happening How often it is happening How often it is happening The intensity of the problem The intensity of the problem

Determine whether the instruction, the curriculum, or the reinforcement is causing the problem Does the student understand the task? Does the student understand the task? Was the demonstration sufficient? Was the demonstration sufficient? Does the student need more help? Does the student need more help? Does the student have the lead up skills? Does the student have the lead up skills? Is the student trying to obtain something, avoid something, become stimulated, or communicate something? Is the student trying to obtain something, avoid something, become stimulated, or communicate something? ASSESSING AND MONITORING PERFORMANCE AND BEHAVIOR

Address the problem by Immediately stopping any behavior that endangers the student or others Immediately stopping any behavior that endangers the student or others Thinking through what and when you have observed the problem behavior Thinking through what and when you have observed the problem behavior Completing a task analysis to determine what steps need to be learned Completing a task analysis to determine what steps need to be learned Talk privately with the student Talk privately with the student ASSESSING AND MONITORING PERFORMANCE AND BEHAVIOR

MAXIMIZING STUDENT PERFOMANCE Provide clear and concise instructions, appropriate intervention, and feedback Spend little time talking Spend little time talking Use age-appropriate activities consistent with student needs Use age-appropriate activities consistent with student needs Modify activities to meet the needs of students with disabilities Modify activities to meet the needs of students with disabilities Tell the students what they are doing right Tell the students what they are doing right

APPLY GOOD REINFORCEMENT PRACTICES Select positive reinforcers that move the student from dependence on external reinforcers to seeking internal gratification. Use reinforcers appropriate to the student Use reinforcers appropriate to the student Supervised free play Leader of the warm-up exercises Assistant teacher of the day A poster of a sports’ star Recreation and sport equipment

PEER TUTORING Use same age peers or older students to: Enhance the learning of the student with disabilities Enhance the learning of the student with disabilities Increase the self esteem and understanding of the peer tutor Increase the self esteem and understanding of the peer tutor

MINIMIZE DISTRACTIONS Control group behavior by Being positive Being positive Teaching enthusiastically Teaching enthusiastically Setting realistic expectations Setting realistic expectations Informing students about their progress Informing students about their progress Reinforcing every legitimate effort Reinforcing every legitimate effort Catching the students being good and acknowledging that behavior Catching the students being good and acknowledging that behavior

REASONS TO INTERVENE AND STOP DISRUPTIVE BEHAVIOR Immediately stop behavior that Creates a physical danger Creates a physical danger Is psychologically harmful Is psychologically harmful Leads to excessive excitement/chaos Leads to excessive excitement/chaos Leads to destruction of property Leads to destruction of property Encourages spread of negativism Encourages spread of negativism Leads to conflict Leads to conflict Compromises the teachers’ mental health Compromises the teachers’ mental health

TECHNIQUES FOR MANAGING DISRUPTIVE STUDENTS Planned ignoring Signal interference Proximity control Interest boosting Restructure the lesson Use a consistent routine Remove seductive objects

HANDLING THE DISRUPTIVE STUDENT Problem behaviors fall into the following categories: A low rate of appropriate behaviors A low rate of appropriate behaviors A high rate of inappropriate behaviors A high rate of inappropriate behaviors Student does not know how to behavior properly Student does not know how to behavior properly

METHODS FOR DECREASING INAPPROPRIATE BEHAVIOR Provide reinforcement if an undesirable behavior does not occur during a set time Reinforce a behavior that is incompatible with the problem behavior Withhold reinforcement (extinction) Immediately, in a firm way, inform the student what behavior is undesirable, and tie the behavior to the class rules and consequences.

Methods for decreasing inappropriate behavior, cont. Time Out: put the student out in the gym where he/she can observe the activities going on and immediately switch to the student’s favorite activity Others?

PHYSICAL RESTRAINT May only be used if it is included on a student’s behavior management plan. May only be used on that student by a person trained in the proper technique. Parents must be immediately notified when physical restraint is used.

CONSISTENT MANAGEMENT TECHNIQUES Praise small improvements Be fair in setting up consequences Provide agreed-upon consequences Be positive so that the child can succeed Be systematic

MAINTAINING LEARNED BEHAVIORS Promote generalization in the instructional environment by teaching students to Set goals Set goals Self instruct Self instruct Self evaluate Self evaluate

Discipline of Special Education Students IDEA regulations clarify that IDEA regulations clarify that (1) special education students whose behavior is not related to their disability may be disciplined in a manner consistent with discipline of students without disabilities, (2) special education students should not be punished for behavior that that is a result of their disability, and

(3) special education students should continue to receive services that will allow them to progress with their education. (3) special education students should continue to receive services that will allow them to progress with their education.

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