1. Strategies for Behavior Management
Who you gonna call?
Becca Aadalen (RC, PC, HF & EC) and Hanna Rodenbaugh (CL & NB)

3. Behavior Basics
MOLLY

4. Inappropriate behaviors are often an indication of a skill(s) deficit.
Examples of lagging skills: handling transitions; logical sequence or order; persisting, challenging or tedious tasks; poor sense of time; maintaining focus; considering a range of solutions to a problem; difficulty understanding what is being said; starting conversations; connecting with people; etc…...

5. ??? Ask the W’s Ask students about their behavior.
Ask why it happened.
Ask what happened.
Ask what led to it.
Ask when they feel that way.
Ask what we can do instead of.
???

6. The ABC’s of Behavior
Antecedent Conditions and events occurring just before the behavior (can
be internal or external)
Behavior Anything a person says or does that can be observed or
measured
Consequences Determines whether the behavior occurs more or less
frequently in the future

9. Positive Reinforcement
Do something Something good More likely in
(behavior) happens the future
Negative Reinforcement
Do something Something goes away More likely in
(behavior) Something unpleasant the future

10. Types of Consequences Natural
You are talking to your neighbor and consequently you do not hear the directions.
Logical
You are talking to your neighbor and the teacher consequently moves you to a seat away from your neighbor.
Artificial
You are talking to your neighbor and consequently lose 1000 points on your point card.

11. Strategies to Help Promote Behavioral Change
Generalization
Teach students that certain behaviors can be used in a number of different situations, locations, or with different people
Discrimination
Teach students that certain behaviors may be appropriate in one situation, but not in another

12. “If a child doesn’t know how to read, we teach.”
“If a child doesn’t know how to swim, we teach.”
“If a child doesn’t know how to multiply, we teach.”
“If a child doesn’t know how to drive, we teach.”
“If a child doesn’t know how to behave, we…….....
……….teach? ………punish?”
“Why can’t we finish the last sentence as automatically as we do the others?” Tom Herner (NASDE President ) Counterpoint 1998, p.2)
MOLLY

13. Creating Positive, Predictable Environments

14. Rules are expectations for obtaining appropriate behavior
Rules should be:
Stated positively and behaviorally
Developmentally appropriate
Consistent with building and district policies
Limited to 3-5
Manageable and enforceable
Prominently posted and reviewed as necessary with students

15. Procedures provide answers to routine questions for students
Decide what you want students to accomplish
Determine specific behavioral steps
Teach and review procedures
Post
procedures

16. Procedures and Routine Offer Organization
Provide structure to the day or activity.
Make things visual.
Pair students appropriately for activities.
Set your room up for success, have items available for independence.
HANNA

17. Provide Structure/Routines
Start of the day (and after each transition)
What signal is in place to get your student’s attention? (countdown, lights, chant, clap, etc.)
What procedure is in place to determine how students enter the class? How do they know?
Do students know what to do for each entry time?
What is in place for the misbehaving student?
What do students do with returned homework or notes from home?
HANNA

18. Provide Structure/Routines
During work times (whole or small group)
What is the signal or routine for leaving the classroom?
What do students who finish early do?
How do you establish what the acceptable noise level is?
How do students get help? What are the rules for leaving their seats?
When can students sharpen their pencils or put something in the trash?
HANNA

19. Examples of Procedures Activity
Lunch
Handing in work
Sharpening pencils
Lining up
Examples………..

20. Procedures- Your Turn...
Decide on something that needs a procedure in your room. Decide what you want students to accomplish.
Determine the specific behavioral steps.
Think about how you will teach and review this with students.
Plan on how this will be posted in your room.
Work with a partner, and help each other go through these steps to set up a procedure.

21. Well-Being and Motivation
There are some general guidelines that cut across all approaches:
Classroom physical environment affects morale and student learning.
The environment should match your objectives, both in terms of human interaction and your instructional approach.
The arrangement of seating is one major variable.
Including students in creating the physical environment can enhance that environment, increase the feeling of classroom community, and give students a sense of empowerment.
HANNA

22. Make Things Visual Post your classroom rules Post your schedule
Label objects or items
Timers
Noise level monitoring
HANNA

23. Social Behavior Services Coordinator?
When should I call my
Seriously though...
Social Behavior Services Coordinator?

24. When to call (email)… Sooner rather than later.
If you use a restrictive procedure.
If you have questions about behavior.

25. Some of our students need LOTS of praise
Some of our students need LOTS of praise! We need to give as much praise as they need to support them in showing success! Recognize the positives, no matter how small they are.

26. We all MATTER!
BECCA

27. Relationship-Building Components
Make eye contact
Smile
Use pleasant voice tone
Use the student’s name
Keep appropriate physical proximity
Greet every student every day with something positive!
20% to 30% of interventions fail when a student rates the working relationship as low to poor.
-statistic from Boys Town research study
BECCA

28. Building Relationships- Activity
Talk in small groups. How can you build relationships with students?
Share with the large group- create a list of ways to build relationships with students.

29. Be a GREAT Role Model Use a soft voice Be aware of body language
Follow the rules
Use the procedures
Everyone is allowed to have a tough time, SHOW students what that could look like
Model what you want your students to do
BECCA

30. Five Basic Emotional Needs
Psychological Safety
Positive Self Image
Feeling of Belonging
Purpose for Behavior
Sense of Personal Competence
How do you meet these needs in your classroom?
HANNA

31. Taking Care of Yourself is IMPORTANT Stuff!
Leave work at work, as much as possible!
Make sure that you have a plan for managing your time at home and work.
Make sure you take time for yourself, do things that you enjoy doing!
Make learning fun for all, make it an activity that even you will enjoy
BECCA- ACTIVITY

32. Managing The Student
HANNA

33. HANNA

34. Precipitating Factors
-abusive parenting
-poor parenting
-decay in family structure and values
-anonymity in large communities and schools
-loss of the influence of elders on youngsters
-psychological disturbances
-song lyrics
-popular culture
-exposure to societal violence
-failure of the juvenile justice system
-poverty
-drugs and alcohol
-videos
-medications
HANNA

35. Verbal De-Escalation Strategies

36. Activity!
Yay! Fun!

37. Verbal Escalation Continuum
3. Release
4. Intimidation
Energy
2. Refusal
5. Tension Reduction
1. Questioning

38. Verbal Escalation Continuum
Questioning:
Information Seeking: asking rational questions
“What page
are we on?”
Challenging: questioning authority
“Why do I have to?”
1. Questioning

39. Verbal Escalation Continuum
Staff Response:
Information Seeking: Give a rational response to the question.
“We are on page 32.”
Challenging: set limits, downplay the challenge, stick to the topic
“Please turn to page 32.”
1. Questioning

40. Verbal Escalation Continuum
Refusal: Noncompliance, beginning to lose rationality
“No!”
2. Refusal
“I don’t want to.”
“ ”

41. Verbal Escalation Continuum
Staff Response: Set limits
“If...Then..”
2. Refusal
“When…
Then...”
Interrupt, redirect

42. Tips to Avoid Power Struggles
Clear, concise words
Least amount of words needed (no lectures)
Sometimes no words are best and physical cuing is better
Walk away after the direction is given, given time for compliance
Give the verbal direction quietly to the student; allow them to save face
Broken record
Choice (state the positive first)
Model and say it

43. Verbal Escalation Continuum
3. Release
Release: High energy emotional outburst, complete loss of rationality

44. Verbal Escalation Continuum
3. Release
Staff Response: Allow venting, remove student if able, remove audience

45. Verbal Escalation Continuum
Intimidation: Verbal and nonverbal threatening
“I’m going to get you fired!”
4. Intimidation
“I’m going to punch you!”

46. Verbal Escalation Continuum
Staff Response: Take all threats seriously, seek assistance, avoid hands-on approach
4. Intimidation

47. Verbal Escalation Continuum
Tension Reduction: Drop in energy
“I’m Sorry”
“I’m ready now.”
“Zzzzzz”
5. Tension Reduction

48. Verbal Escalation Continuum
Staff Response: Therapeutic Rapport
“How can we fix this for next time?”
“I’m still here for you.”
5. Tension Reduction

49. Other Strategies If you like a behavior pay attention to it.
“Thanks for coming to class on time. You came in before the bell rang and sat right in your seat.”
If you like a behavior pay attention to it.
“Is this the hill I want to die on?”
Ignore low-level behavior
Don’t ask yes/no questions unless “no” is a valid answer
“Are you ready to do your math now?”

50. Empathy Statements
It can be helpful to begin corrective interactions by showing empathy.
“I know it is hard to accept a correction”
“I can see how important this is to you.”
“I know this process can be confusing.”
“I’m sorry to see that you’re in this situation.”
“I’d like to help you if I can.”
“Let’s see if we can solve this together.”
HANNA

51. HANNA

52. Coupling Statements 3 parts: describe inappropriate behavior (DIB)
transition statement
describe appropriate behavior (DAB)
DIB and DAB should be competing behaviors
Avoid using “you need to” as a transition statement
Choose the most effective alternative behavior
BECCA

53. Coupling Statements DIB Transition Statement DAB Clicking a pen
why don’t you
place hands on desk
walking around the room
a better choice would be to
find a chair and sit down
yelling
please
lower your voice or turn your voice off
Throwing things
try to
put your hands in your pockets
looking away from me
if would be helpful if you
look at me
BECCA

54. Prompt a Self-Control Strategy
Deep breathing
Saying ABC’s
Positive self-talk
Counting
Muscle relaxation
Anger diary/journal
“I am going to give you about five minutes to use your self-control strategy. Take those deep breaths and think about how we can keep this small.”
BECCA

55. Reality Statements Set parameters
Often a response to an expressed need
Not a threat
Do not make promises you cannot keep
No bending rules
“The sooner you get quiet, the sooner we can finish this.”
“Why don’t you lower your voice. That will keep this conversation between us.”
“I’ll know you are ready to talk when you come out from under the table.”
“Why don’t you take a deep breath… this doesn’t have to get any bigger.”
BECCA

56. How to Use Preventive Prompting
This is a brief reminder or statement about the use of a skill just prior to the event or situation
Benefits:
Decreases time spent in redirection/correction
Prevents repetition (practice) of the wrong behavior
Sets up opportunities to praise appropriate behavior
Creates positive climate
“If you have questions, remember to get my attention appropriately by looking at me, raising your hand and staying calm, waiting until I say your name, and then asking your question.”
HANNA

57. Positive Supports *Celebrate strengths and successes. *Show respect
*Listen, show that you are listening.
*Provide clear and simple expectations.
*Provide alternate activities.
*Offer choices, with parameters.
* Pick your battles.
*Use “I” messages.
*Break activities into structured and manageable chucks.
*Pre-arrange signals
*Proximity control
*Behavior shaping
*Helping others
*Tangible reinforcers
*Be a role model of the expected behavior
HANNA

58. Effective Praise Show approval Describe the appropriate behavior
Give a reason
Positive consequence
HANNA

59. Activity: Role Playing
Empathy statement
Interrupt and redirect
If, then
When, then
Reality statements
Preventive Prompts
BECCA/MOLLY

60. Other Strategies Respond to precipitating factors Allow for wait time
Assess the purpose and teach the replacement skill
Prompt a cool-down strategy

61. Teach Advocacy Skills
Offers students alternatives to melting down or causing a disruption.
Teach negotiating skills.
Allow students opportunities to identify strategies that will work for them.
Gives opportunity to students to make choices and be proactive.
MOLLY

62. Behavior management should be 80% PROACTIVE, and 20% reactive!!!
Remember...
Behavior management should be 80% PROACTIVE, and 20% reactive!!!
Take time to TEACH the skills the students are missing so everyone can be successful!
MOLLY

63. Determining Factors for Successful Students
Children who succeed do so when they have people in their lives who believe they can succeed.
Children who succeed have meaningful relationships with caring adults.
Children who succeed have multiple goals and an understanding that their futures must include contributions made to home and family; education and career; community and service; and hobbies and recreation.
Children who succeed are offered greater opportunities to develop their strengths rather than to correct their weakness.
Children who succeed are nurtured by a culture that is focused on success and strengths.
*Excerpted from The Science Behind Kids at Hope Research Synthesis, available at Kids at Hope website:

64. "A hundred years from now, some things won't matter; how much money was in my bank account, the size of the house in which I lived, or the kind of car I drove around...but the world may be a better place because I was important in the life of a child."
HANNA

65. Reflect! What three things could you improve upon?