“The Tough Kid” Practical Behavior Management

“The Tough Kid” Practical Behavior Management
The Matthew Reardon Center for Autism, Inc. Presents: Maranda L. Porter, MSP Outreach Coordinator/Behavior Consultant

OBJECTIVES Define Tough Kids in a practical, educational way that includes the externalizing behavioral excesses of aggression, noncompliance, and arguing and the behavioral deficits of self-management, social skills, and academic difficulties. Conduct an assessment process for Tough Kids that is linked to classroom interventions. Identify basic causes of Tough Kid problem behaviors, particularly the coercive process. Implement proactive classroom strategies to avert later problematic behaviors. Increase positive reinforcement in classrooms using unique and practical procedures. Use effective reductive techniques that reduce classroom problem behaviors. Design motivation-based interventions to improve the academic abilities of Tough Kids. Include and integrate Tough Kids into less-restrictive educational environments.

Tough Kids Are One of the Reasons Teachers Leave Teaching
“I Quit!”

The PBS approach emphasizes a triangular model:
3-7% Students with severe problem behaviors (Had multiple discipline referrals and generally failing both academically and socially. 15% of students are “At Risk” (Had several office discipline referrals for problematic behavior). 80% of Students (Manage well with basic discipline and management procedures).

What does a tough kid look like?

Defining Tough Kids They can make our teaching lives miserable and single-handedly disrupt a classroom. They hurt others. They are disruptive. They don’t learn easily. They are not well liked.

Labels, Labels, Labels And more labels….., Behavior disordered Seriously emotionally disturbed At risk Conduct disordered Oppositional disordered Anti-social Attention deficit Hyperactive Autistic Bipolar disorder Emotional behavior disorder (EBD) BAD

Overall… A Tough Kid is a student who has behavioral excesses and deficits. Excesses which make the student stand out may include: noncompliance, arguing, making excuses, throwing tantrums and aggression. Often overlooked deficits include: deficiencies in basic academic, social, rule-following, and self-management skills.

Practical Definition Behavioral Excesses Behavioral Deficits
Too much of a Behavior Noncompliance Doesn’t do what is told Breaks rules Argues Makes excuses Delays Does the opposite Aggression Tantrums Fights Destroys property Verbal abuses Is cruel to others Not enough of a Behavior Self Management Skills Cannot delay rewards Acts before thinking-impulsive Shows little remorse or guilt Cannot foresee consequences Social Skills Has few friends Non-cooperative – bossy Lacks in showing affection Constantly seeks attention Academic Skills Behind academically (mainly reading) Off task Fails to finish work Truant or frequently tardy Make Me

Let’s Role Play I need two volunteers
(1) Teacher & (1) Tough Kid Problems with compliance occur only after a request is made and the student is expected to obey.

Coercive Pain Control Skit
Teacher Tough Kid “Bubba, wouldn’t you like to hurry and get this assignment finished?” “Come on, please! I will help you with the first problem.” (Teacher yells) “Now you better do it! I’m not going to ask again.” (Teacher yells) “Now you’ve done it! Get to the principal’s office. If you are not going to work, you can’t be in my class.” (After Bubba leaves) “He’s just disrupted my entire class.” (Bubba ignores the question – request) (Bubba delays) “Wait just a minute. I’ll finish it when I’m done drawing my picture.” (Bubba doodles for several minutes) (Bubba argues) “You always pick on me. You have never liked me.” Can’t you see I’m having a tough day?” (Bubba explodes, becomes aggressive and tantrums. Administration is called.

What just happened here?
Bubba is reinforced for all his disruptive behavior: Ignoring Delays Arguing Throwing a tantrum The likelihood of these behaviors occurring in the future will increase because Bubba got out of doing what the teacher asked.

Practical Assessments of Tough Kids
Why are assessments necessary? Accurately identify a Tough Kid (if requests or referrals for additional help are made). Determine the specific problem behavior or behaviors that require change. Understand the function of the behavior (purpose the behavior serves for the student) Use standard measurement to determine progress

Types of Assessments Standardized Problem Behavior Checklists
Behavior Assessment System for Children (2nd ed., 2004) Behavioral and Emotional Rating Scale (2nd ed., 2004) Manual for ASEBA School-Aged Forms & Profiles (2001) Social Skills Checklists School Social Behavior Scale (1993) Social Skills Rating System (1990) The Walker-McConnell Scale of Social Competence and School Adjustment (1995) Functional Behavior Assessment Systems Conducting School-Based functional Behavioral Assessments (2003) Functional Assessment and Intervention Program – Computerized FBA system (1999) Functional Assessment and Program Development for Problem Behavior – Practical Handbook (2nd ed., 1997)

Problem Behaviors are Context Related They arise in response to
environmental or ecological events Classroom environment -seating -noise level -disruptions -temperature Child-specific condition -medication effects -allergies / sickness -anxiety -fatigue Setting events -peer issue -teacher interaction -new person (s) Instruction / curriculum issues -work too hard/easy transitions -directions -length of assignment -no choices A fundamental assumption about behaviors that can be made is that most problem behaviors are context related. Behaviors arise in response to environmental stimuli (peers, class size, curricula, etc.), given personality and temperament, and internal factors (emotional distress, mental illness, medication, anxiety, hunger, pain, allergies, or physical illness). Behaviors can be supported or made worse by events in the child’s environment, such as who is present, what the expectations are, or even whether the child is emotionally equipped to adapt to the requirements of the particular environment in which the behavior occurs. An anxious child who has been placed in an open classroom for the first time, for instance, may emotionally withdraw to escape the demands of the environment. Shape the classroom to reduce the noise level and other distractions, and the child may not have the same behaviors, or they may not be as severe. A student who is known to have major behavior outbursts only when a substitute teacher is present is clearly responding to a variable in the environment. Knowing this information in advance can help the teacher plan more effectively in instances such as where a substitute teacher is needed. 15 15

Functions of Behavior S Self –Stimulating E Escape/Avoidance
positive reinforcement S Self –Stimulating E Escape/Avoidance A Attention T Tangible negative reinforcement what a child does is not necessarily related to the function of the behavior…. A second assumption about problem behavior is that it serves a function for a student. If a student has severe behavior problems when a substitute teacher is in the room, one cannot simply make an assumption that the student is bored or wants to show off for friends. Other possibilities are that the student likes the regular teacher and is angry when she is not there, or is anxious about what to expect with a new teacher. If the student misbehaves and is ordered to take a time-out by the substitute teacher, and the room is more chaotic in general with a substitute, time-out may be viewed as a preferred activity. Thus, the acting-out behavior may represent the student’s efforts to be placed in an environment that is more appropriate to his or her needs. The use of consequences that improve the behaviors of most students may be insufficient for some. Consequences that do not address the function of particular behaviors are not an adequate response for children with complex behaviors. It is also important to understand that the problem behavior (what a child does) and the function of the behavior (why he or she does it) may be unrelated. For instance, skipping school or getting good grades are two very different behaviors that may serve the same function - getting adult attention. 16 16

Functional Behavior Assessment A functional assessment looks at
why a child behaves as he or she does given: the nature of the child, and what is happening in the environment Functional behavioral assessment: guides decision-making about needs leads to strategies to help meet the need is required when a child is to be removed from his or her educational program beyond a specific amount of days should be considered in any evaluation when behavioral concerns have not responded to standard interventions Functional behavioral assessment is a process for collecting data to determine the possible cause of problem behaviors and to identify strategies to address the behaviors. A person who is completing a functional behavioral assessment may use different methods and strategies, such as interviews with the child and his or her parents and classmates, observing the child in different environments such as at lunch, on the playground and in the classroom, gathering reports from teachers and other professionals and reviewing records. It is important when collecting information about a child’s problem behaviors to know as much as possible about the child, including his or her personality and temperament, medical conditions and behaviors associated with the condition, and the effects of any medications the child is taking. For instance, one may be able to predict that for a particular child with Tourette Disorder, increased periods of stress (new school, change in medication, testing situations, etc.) may lead to an increase in vocal or motor tics. The results of a functional behavioral assessment process should be an “informed hypothesis” or guess about the how the child’s environment contributes to his or her positive and problem behaviors. A functional behavioral assessment should also provide the basis or the development of a behavior intervention plan, that is focused on teaching new skills. 17 17

Functional Assessment
of Behavior What is the behavior of concern? Where does the behavior occur and not occur? What are the antecedents to the behavior? (what happens beforehand)? Is there a consistent pattern? Can the behavior be predicted? The steps in conducting a functional assessment will vary with the needs of each child, but begin with identifying the specific behaviors that need to change. If a child has numerous behaviors of concern, it will be important to focus on the one or two behaviors that are the most serious, and to define the behaviors in terms that everyone understands in the same way. Functional assessments will certainly vary from child to child, depending on the severity of need and the complexity of the behavior. These are typical steps: Determine in which environment(s) the behaviors do and do not occur and identify antecedents and other factors relating to the environments where the behaviors occur and do not occur. Ask: What supports positive behavior in the environments where behavior is not a concern? What is different in the places where the behaviors do occur? (teacher-child and peer interactions, size of classroom, number of students, curriculum, time of day, emotional state) Collect data from as many sources as possible including samples of the child’s classwork. The team will consider the data, including interviews conducted with the child and / or parents to develop a hypothesis about why problem behaviors occur (the function of the behaviors), and will identify replacement behaviors that can be taught and that serve the same purpose for the child. An “hypothesis” is an educated guess that is based on data from functional assessment, about why behaviors occur. A hypothesis includes predictions about under what circumstances a behavior is most likely and least likely to occur. It will also identify replacement behaviors that can serve the same function for the child. From the hypothesis statement, the team will design a behavioral intervention plan, and test their hypothesis by implementing and evaluating the agreed-upon interventions. What does the student “get” from using the behavior? (reinforcer) What are some possible reasons for the behavior? (hypotheses) What replacement behaviors can be taught that serve the same function? 18 18

General Interventions
Make changes in the environment to meet individual needs (seating, room arrangements, traffic patterns) Provide opportunities for a child to make choices Make adaptations or accommodations in the curriculum Teach appropriate replacement behaviors or skills Reinforce positive behaviors These are some general interventions that relate to information that may be gathered through a functional assessment process. They are shown here not as specific examples of strategies that are to be employed, but to show the kinds of interventions possible to develop as a result of information gathered in the functional behavioral assessment process. The first intervention, for instance, “make changes in the child’s environment to meet individual needs,” might be recommended if the team determined that the environment was too stimulating, too large, too “busy,” too warm, and so forth, based on the assessment. Typically, many adults assume that if a child is having difficulty, it is the child’s problem. Functional assessment assumes that it is the complex interplay between a child and the environment that creates difficulty. No “blame” is attributed as such; rather the focus is on correcting the mismatch. A crisis intervention plan may be necessary for students for whom it can be predicted may find themselves in a behavior or emotional state that places them or others in danger. Crisis intervention should be used in a planful way, that is, the team should decide what constitutes a crisis, and what they (and the child) will do in a crisis. By having a plan that guides actions, teachers can help children through difficult emotional situations. Develop (if needed) crisis intervention plan 19 19

Let’s Practice Take out the “ABC Functional Behavior Assessment Tracking Sheet” Think about the Skit with Bubba and the teacher Complete the ABC Tracking Sheet You have 3-5 minutes

Let’s UNPACK it! What are antecedents? What are behaviors?
What are consequences? What are positive/negative reinforcers? What are punishers? What are replacement behaviors?

A-B-C MODEL Antecedent: what happens before the behavior Event
Passage of time Verbal instruction Setting Specific person Absence of something Must consider events etc. that may have happened at an earlier time / layering effect

A-B-C Model Behavior: What the individual does
Must be operationally defined EX. . How would you define: Agitated? Swearing? Stressed? Must be observable / measurable to anyone viewing the behavior

A-B-C Model Consequence: What occurs immediately after as a result of the behavior All behaviors have costs & payoffs (positive and unpleasant consequences) which play a role in decreasing, increasing, or simply maintaining behavior

Identify the A – B - C Dajè finishes her class work quickly and correctly. She is allowed to spend the rest of the class period playing her favorite computer math game.

Identify the A – B - C Dawson finishes his class work quickly and correctly. His teacher gives him more worksheets to complete.

Identifying the A – B - C Cheralynn works for a few minutes then makes a rude comment. In response, her teacher sends her into the hallway.

Let’s Unpack it! Antecedent Behavior Consequence
Dajè’s teacher passes out class work. Dajè completes the work quickly and accurately. Dajè gets to play a math game on the computer. Dawson’s teacher passes out class work. Dawson completes the work quickly and accurately. Dawson receives more worksheets to complete. Cheralynn’s teacher passes out class work. Cheralynn makes a rude comment. Cheralynn has to stand in the hallway—but she also gets out of doing the assignment.

appropriate behaviors?
How do we INCREASE appropriate behaviors?

The answer is REINFORCEMENT
THE FUN FACTOR The answer is REINFORCEMENT LEARNING HAS TO BE FUN!!!

Behaviors are reinforced NOT kids.
REINFORCEMENT “Reinforcers” are those stimuli, contingent on a target behavior which increases occurrences of that target behavior in the future. Behaviors are reinforced NOT kids.

Which of These are Reinforcers?
Skittles Pull Toy Kleenex Coke Aspirin Chick Filet School Supplies Harry Potter Petting a Cat Nails on a chalk board Public Speaking Spinach Being Scolded Surprise Party Pinching

REINFORCEMENT KINDS Primary Reinforcement Secondary Reinforcement
TYPES Positive Reinforcement The presentation of something valued/desired which increases the future rate of the behavior. The addition: Positive Increase: Reinforcement Negative Reinforcement The withdrawal of something undesirable which increases the future rate of behavior The removal: Negative KINDS Primary Reinforcement Stimuli that are naturally reinforcing to all people Secondary Reinforcement Things that increase behavior other than primary Conditioned Reinforcers Things that become reinforcers through pairing with primary and or secondary Social Reinforcement Conditioned reinforcers that include only social interactions An examples of Positive reinforcement is giving a piece of candy for completing a task. An example of Negative reinforcement is removal of work if a child worked very well for a while. Primary Reinforcement examples: food/edibles, water/drinks, and heat/cold etc. Secondary Reinforcement examples: toys, games, attention, breaks, praise etc. Conditioned Reinforcers: tokens, money, stars, chips, stickers etc. Social Reinforcement: Praise, high-fives etc.

How to select reinforcement?
Select age-appropriate reinforcement Use natural (and FREE!) reinforcement whenever it is effective Think of the student as a “customer” Use reinforcement appropriate to the student’s level of functioning Avoid partial praise statements Do not confuse reinforcement with a student’s basic rights

USING POSITIVE REINFORCEMENT: IFEED!
I : Reinforce IMMEDIATELY! F : Reinforce FREQUENTLY! E : Be ENTHUSIASTIC! E : Make EYE CONTACT! D : DESCRIBE what you like!

Suggestions for Reinforcement
Natural and Novel Access to lunchroom and snack machines (student supplies money) Be the first in line Attend school assemblies Skip an assignment Material Reinforcement Temporary tattoos Art supplies Jewelry Sports Cards Praise Statements Performance Plus! Atta boy/girl! Fantastic Where to find Reinforcers? Costume Shops Flea Markets Yard Sales Dollar stores Novelty Stores

“But doctor, Nothing Reinforces my student!”
It is more difficult to find effective reinforcement for some students than others There is always something that will reinforce a student The only time this is not true is if the student is DEAD!

inappropriate behaviors?
How do we DECREASE inappropriate behaviors?

PUNISHMENT

Punishment ….does not teach
“This line represents Bubba’s suspensions over this past year. As a senior, he will be finished with school in two months so we will be sending these records over to juvenile justice to ensure a smooth transition to his adult services environment….” (self-explanatory) 40 40

PUNISHMENT Punish sparingly. Sometimes punishment is necessary.
It should be the last resort. Punishment is the least effective means of changing behavior. Punishment does not teach a replacement behavior. Punishment is NOT the behavior you want to model.

PUNISHMENT Punishment is a logical consequence.
Punishment builds negative emotions in the punisher and the punished. Punishment increases the revenge factor. Punishment leads to subversive behaviors in order to avoid punishment: lying, stealing, and avoiding. Punishment is a logical consequence. Make the punishment fit the crime. Make the punishment related to the crime. Subversive behaviors…If a student gets punished for forgetting his gym clothes, then he might feign an illness…or he might steal somebody else’s gym clothes…or he might skip gym class altogether. Make sure that, when you punish, you don’t defeat your own purpose or send mixed messages. Some examples of consequences to avoid: suspension for skipping class, sending to the office for being tardy…making students MORE tardy, creating disruptions in class for creating disruptions in class, paddling for fist fighting. The only difference between the accepted behavior and the unacceptable behavior is the “actor.” Think about restitution, positive practice and over correction in these scenarios. Instead of suspension for skipping, make up lost time (after-school, during lunch, during breaks, before class, Saturdays). Instead of sending the tardy student to class for an excuse at the beginning of class, send them at the end during “wrap up” or at another time during the day when instructional time will not be interrupted or wasted. Deal with disruptive students with minimal intervention during class time. Save consequences for “down times.” Provide problem-solving, skill building, and character education for students who cannot solve problems non-violently.

PUNISHMENT Punishment alone does not “teach ‘em a lesson.”
Controlling by intimidation generates the “four R’s” of reaction to nasty discipline. Retreat Resentment Rebellion Revenge We don’t win when we subdue our students.

PUNISHMENT Hebrew Proverb:
“If we could read the secret history of those we would like to punish, we would find in each life enough grief and suffering to make us stop wishing anything more on them.”

CONSEQUENCES: FOLLOWING THROUGH
Consequences should be ONE component of building better behavior Ratio of praise to consequence should be at least 4:1 Consequences should be appropriate given the severity of the problem behavior Consequences are best when mild and brief Use restitution (building positive behaviors) as an alternative to punishment Do not punish when you are angry Avoid using a task/activity that you want to teach as a consequence If you are repeatedly giving consequences for the same behavior, stop and evaluate your program.

Let’s Unpack it (AGAIN)! Remember me…..
Go back to the slide with Daje, Dawson and Cheralynn. (A – B – C Chart) Let’s unpack how reinforcement and/or punishment was used. What are you thoughts? What is really going on in these scenarios?

What do we want our students to do?
REPLACEMENT BEHAVIORS What do we want our students to do? Ask for help if a task is too difficult Ask for a “small” break if they are feeling overwhelmed. Complete task assignments Wait a minute! Start off with baby steps  Read one paragraph = Reinforcement (Day 1) Read two paragraphs = Reinforcement (Day 2)

Replacement Behaviors for Tough Kids (Tell students what to do instead of what NOT to do!)
Noncompliance Follow a teacher’s requests Follow posted classroom rules Use kid words Aggression Keep hands to self Take care of school and personal property Self-Management Skills Accept “NO” for an answer Explain consequences for behaviors Social Skills Learn to reward others Explain and demonstrate cooperative behavior Enter conversations appropriately Demonstrate the skill of accepting negative feedback Academic Skills Finish assignments with 80% accuracy Be on task 85% of the time Be on time to class Hand in completed homework Be a part of a cooperative learning team

Target Behaviors for Tough Kids
A good target behavior is one that is: Observable: Can be seen. Measurable: Self-exclamatory  Well defined: Defined objectively and simply so two or more people can agree when the behavior occurs.

Target Behaviors for Tough Kids
Poor target behaviors for change include: A bad attitude Poor sense of responsibility Non internalized controls Damaged self-esteem Aggravating others

Teachers Must… Identify target behaviors to increase
Identify target behaviors to decrease Remember: For every behavior you want to decrease, you must increase another.

Let’s Practice You have 3-5 minutes
List at least two target behaviors you desire to decrease Make sure they are well defined, observable and measureable For each behavior defined above, list two target behaviors you desire to increase. The goal is that one behavior is a replacement for the other. Behaviors targeted for increase should also be well defined, observable and measureable You have 3-5 minutes

Examples Problem behavior Replacement behavior Poorly defined
Problem behavior Replacement behavior Poorly defined The student is too active. The student needs to settle down. Clearly defined The student leaves his seat when the teacher is instructing the class. The student will stay in his seat when the teacher is instructing the class.

Let’s Unpack it! Let’s watch a video about: A-B-C analysis
Function of behavior (Remember S-E-A-T) Reinforcement or Punishment? After the video let’s Determine the target behavior for decrease and replacement behavior (target behavior for increase)

It’s time to INTERVENE! PROACTIVE INTERVENTIONS REACTIVE INTERVENTIONS
Interventions that occur before behaviors REACTIVE INTERVENTIONS Interventions that occur after behaviors

Proactive Interventions
Classroom Rules Structuring Classroom Space Appropriate Classroom Schedule Get up and Move Influence Principles

Classroom Rules Keep the number of rules to a minimum
Keep the wording of rules simple Have the rules logically represent your basic expectations for behavior Keep the wording positive when possible Make your rules specific Make your rules describe behavior that is observable Publicly post the rules in a prominent place

Classroom Rules Continued
5 Steps to TEACH classroom rules… Read the posted rules. Discuss why the rule is important. Role play the rule. Explain what will happen if the rule is followed. Explain what will happen if the rule is NOT followed.

Classroom Rule Examples

Let’s Practice Slips of paper are provided to each attendee
Each slip is either an example of a good rule or a poor example of a rule. Attendees will place rules in the correct cup labeled “Way to go! That’s an awesome rule.” or “What were you thinking? Get rid of that rule.” NOTE: Some rules that are appropriate for some age groups may not be appropriate for others. (i.e. Kindergarten vs. 8th grader)

Structuring Classroom Space
Seating Rules for Tough Kids: Move them close to you. Do not let tough kids sit together Having Tough Kids close benefits YOU because: It invites less trouble Proximity control is an effective antecedent strategy You can reinforce the student easily.

Appropriate Classroom Schedule
Time not scheduled in a classroom is an open invitation to disruptive behavior. Academic learning time has three basic components Percentage of the day scheduled for academics (70% of the day – 4.5 hours of a 6.5 hour school day) WOW! That’s a lot! On-task time of the student (Average students: 85% on-task – during the 4.5 hours. Tough Kids are on task 50% or less.) Success of the student once he is academically engaged (Average students 80% correct. Tough Kids are drastically lower.).

Classroom Schedules Continued:
Many teachers feel overwhelmed at the thought of successfully engaging students academically for 70% of the day. Strategies to help make this goal realistic: Peer Tutoring Cooperative Learning

Peer Tutoring Techniques are most effective when they are used to supplement teacher instruction rather than take the place of it. Teacher must monitor the program very carefully. Peer tutoring helps facilitate appropriate social skills with Tough Kids.

What is Cooperative Learning?
Teaching strategies in which small teams of students with differing ability levels are taught to use a variety of learning activities to improve their understanding of a subject.

Cooperative Learning Increase achievement, especially in low-achieving students Helpful in successfully integrating Tough Kids into general education classrooms Promote positive social relations and development

Get up and Move! One of the most effective and easy proactive strategies for teachers to use is simply to move around the classroom. The more you sit, the more they misbehave. Allows teachers to subtly reinforce students Rubbing a student on the back, whispering “great job’ in their ear, etc.

Influence Principles A great deal of research has been done on how businesses, religions, and social organizations influence our everyday behaviors. Six Influence Principles: Behavior Reciprocation Commitment and Consistency Social Proof Liking Authority Scarcity

Six Influence Principles: Behavior Reciprocation
The behavior you give out are the ones you are likely to get back (and in the same form). The more positives a teacher gives, the more she will get positive compliance in return. Think about it…. In an escalating situation, follow John Wayne’s advice to talk low, slow, and don’t’ say too much.

Six Influence Principles: Commitment and Consistency
Commit to consistency in following through with Tough Kids. Using behavior contracts with students is an effective strategy.

Six Influence Principles: Social Proof
We are likely to do what we see and hear others do. Seeing someone else do something is social proof that it is appropriate to engage in that behavior, too. Seeing other kids misbehave gives them permission to misbehave, too. Students often reward each other for inappropriate behaviors (i.e. laughter) How do we fix it? Group contingencies, students reward each other for positive behavior

Six Influence Principles: Liking
One of the most important influence principles when working with Tough Kids People are more likely to say “Yes” to someone they know and like. People trust and consequently are influenced by those they like.

Six Influence Principles: Liking (Continued)
Think about it? Interrogating a suspect for information using Good Cop/Bad Cop approach. Which cop gets the most information? Why? How is this similar to what takes place in our schools? Teachers must find something to like about Tough Kids and go out of their way to socially reinforce and compliment them.

Six Influence Principles: Authority
What? You thought I was referring to a person who “thinks” they are in charge! Someone who looks organized and gives off an aura of knowing what to do and how to do it. Tough Kids like and want consistency and positive structure.

Six Influence Principles: Authority (Continued)
Being a positive authority figure means that you have a planned, structured program and that you confidently and consistently implement it. “Adults who are not in charge of themselves should not be in charge of students who are not in charge of themselves.” --- Unknown

Six Influence Principles: Scarcity
We value things that are scarce, available for only a short period of time, or available to only a few people. Examples may include: Mystery Motivators, Reinforcement Spinners, and other reinforcement systems.

Let’s Unpack it! (Proactive Strategies for Teachers)
Classroom Rules: Don’t leave home without them. Your classroom schedule: Downtime causes problems Structuring your classroom space: Put Tough Kids near you. Get up and Move: Be a wandering reinforcer Influence Principles Behavior reciprocation Commitment and Consistency Social Proof Liking Authority Scarcity

Unique Positive Procedures
REACTIVE INTERVENTIONS Unique Positive Procedures If more teacher attention is given for inappropriate student behavior than for appropriate behavior, the inappropriate behavior will increase. Attention often takes the form of: excessive prompting, reminding, threatening, reprimanding and verbal abuse. Reactions come naturally from most teachers

A review of Positive Reinforcement, Negative Reinforcement and Punishment
Positive Reinforcement: Calvin can earn up to ten points for completing his reading assignment correctly. The points can be exchanged for dinosaur stickers. Because Calvin enjoys the stickers he can earn, the accuracy of his reading assignments has increased. Negative Reinforcement: Madalyn’s truant behavior increases to avoid an English class in which she is unable to successfully do the work. A.J. hurries to finish his math assignment so he will not be kept in from recess to complete it. Punishment: Every time Beth skips school, she is required to make up the missed time in an after-school detention. Because she dislikes after-school detention so much, the skipping stops.

What’s all the fuss? Arguments against Positive Reinforcement
The fairness argument The bribery argument The kills internal motivation argument The hooked on praise argument

Fairness Argument Teachers believe that if they provide it to one, they must provide it to all exactly the same way. Truth: Provide each student with what she needs to have an equal chance for success Example: All students don’t need wheelchairs (Think about it!)

Bribery Argument It’s only a bribe IF you discuss reinforcement when the inappropriate behavior is occurring in order to persuade a student to stop exhibiting the behavior. Example: If John is making rude comments to other students, the teacher says, “John that’s not the way you will get your Tiger Buck. If you want your Tiger Buck you need to use nice words.”

Kills Internal Motivation Argument
Some teachers believe that if students are given external rewards, their internal motivation will be reduced. External rewards enhance both external and internal motivation Would you be here without your external motivation (pay check)?

Hooked on Praise Argument
Students who receive praise for their performance or behavior will become “hooked” on praise. (Really people!) When asked to rate rewards, students select verbal praise as one of the most motivating incentives they can receive (Clark, 2004)

Positive Antecedent Strategies
Structuring Incentives “Students who are in their seats when the bell rings can choose where they sit tomorrow.” “When the class has accumulated five days with no tardiness, we’ll have an extra 20 minute recess in the afternoon. Students who have not been sent to the office or had a phone call home for inappropriate behavior all week will be eligible for our class raffle drawing.”

HYPE “Don’t forget we’ll be having a raffle drawing on Friday for everyone who has earned it. The prizes are way cool! You’re definitely going to want to be there. You’ve got a great chance of winning something. Just remember to follow the class rules.” “This afternoon I’m having a Teacher’s Blue Light Special right before you go home. Everyone who has no more than one class rule infraction today can participate. You know the Blue Light Specials are always fun! Remind yourself and each other to stick to the rules. You will be glad you did!”

Relating Academic Accomplishments to Outcomes “Students who beat their own scores on the math fluency check can skip our study session and take an extra 15 minute recess.” “Students who are caught up with all of their work are eligible to work as peer tutors in the second grade classrooms.” “All students who reach mastery on their reading goals for the month will receive an award at the Parents’ Night Assembly.”

Encouragement “Give it a try!” “Let’s see if you can do it as well as you did it yesterday.” “I know you can do this.” “Keep going. You’re on the right track.”

MYSTERY MOTIVATOR Mystery motivators deliver random rewards for appropriate behavior. Select a motivating reward (but, shhh, It’s a mystery!) Write it or put a picture in a sealed envelope Define the behavior and criteria that will earn the motivator Track the student’s progress with them When they meet the goal, reveal the mystery!

MYSTERY MOTIVATOR Examples

CHART MOVES Chart moves uses a teacher-made dot-to-dot picture that is posted so the student can track his/her own progress. The chart determines when reinforcement will be delivered. Determine an appropriate behavior that will earn reinforcement. When you catch the student engaging in the appropriate behavior, he/she is allowed to connect the next dot on the chart. Anytime the student reaches a special reward dot, a pre-specified larger reinforcer is given. You have the option of making the dot-to-dot path surround a picture of what it is that the student wants to earn. For example, the path could follow the outline of an ice cream cone to represent ice cream as a larger reward that is earned when the entire path is completed

CHART MOVES Examples

MOTIVATION DOTS Motivation Dots is a great strategy for, you guessed it, students with low motivation! The premise of this strategy is that students who are unmotivated or “do nothing” are reinforced by “doing nothing” and with probably work “to do nothing.” Gather small colored dots with adhesive on one side, such as those used to mark file folders. Tape an empty envelope to the student’s desk. Students will store the dots they earn in their own envelope. Choose a replacement behavior that you can use the dots to reinforce. When you observe the student engaging in the replacement behavior, praise him/her, and place a dot in the envelope. When the student comes to a problem on his/her work that they cannot do or don’t want to do, they can then use an earned dot, sticking it next to the problem to indicate a “free” problem that they do not have to do.

MOTIVATION DOTS Examples

Practical Reductive Techniques for the Classroom
Many of the behavior that characterize Tough Kids are the behaviors teachers want to stop. They are the behaviors that drive teachers crazy and make them want to give up teaching. Remember: Behavior Excesses

Practical Reductive Techniques for the Classroom
Reducing behavior excesses will not work if we don’t address the behavior deficits and teach replacement behaviors Some students are immune to punishment techniques. Sometimes what we “think” are punishers are technically reinforcers. THINK about it! (Ex. Sending a child out of the class.) Yelling at a student can be reinforcing because they are receiving attention. Being sent to the principals’ office can be reinforcing if they get out of work.

What are Reductive Techniques?
Any research-validated technique that will temporarily stop or suppress a behavior. Hey! Isn’t that the same thing as punishment? Yes it is! The word punishment is just loaded with many emotions.

Teachers may think of reductive techniques as: Time out In-school suspension Names and checks on the board Expulsion Out-of school suspension

What does the research say about those reductive techniques? Verbal Reprimands (45%) – Most used and least effective Parental Contacts (22%) Revocation of Privileges (17%) Detention (10%) Sending to Principal’s office (2%) Isolation from class (6%) Corporal Punishment (<1%)

Principles that Influence the Effectiveness of Reductive Techniques
Reward rates should be high and frequent (in the beginning) Reward an appropriate behavior that interferes with the misbehavior. Do not adapt the student to the reductive technique. Start early in a student’s behavior chain of misbehavior. (i.e. ignore, delay, argue, aggression) Manage peer attention to your advantage. (i.e. have peers reward Tough Kids for appropriate behavior)

Gotta have Behavior Momentum!
Salesman do it all the time! Behavior momentum works perfectly for Tough Kids. This can occur intermittently throughout the day. High Probability requests (you know they would want to do or you know they know the answer) Passing out papers, sharpening pencils, asking an easy question Low Probability requests Ask the student to clean up his desk, beginning an academic assignment Using behavior momentum can help reverse the negative cycle. Has a salesman ever tried to sell you a new roof, siding, car, etc.? If he asked you directly to spend $1500-$30,000, you would probably say no. Instead they use a momentum strategy such as: do you value your home? (yes), do you plan on staying in your home? (yes), do you want to protect your investment in your home? (yes). Then they ask you if you are interested in buying something to increase your chances of saying yes.

“Sure I Will”! Used to encourage compliance
The student(s) are encouraged to respond with various phrases before the demand is repeated. Teachers can keep score of team response on the board to show how often they are complying Teams: “Sure I Will,” “Okey Dokey,” “Glad you asked,” “Sure any time,” and “No problem.”

Let’s Wrap it up! Parental Involvement Administrative Intervention
Teaching Major Social Skills Getting Tough Kids Back to General Education Settings

Parental Involvement Many teachers simply give up working with parents because they believe it is too difficult. Most parenting programs actually lose about 50% of parents once they begin.

Parent Involvement Common mistakes made by teachers that result in parents not coming to training sessions: Making the parents feel they are the cause of the problem. Many parenting programs focus on mild issues and problems. Parenting programs are far too technical and complex.

Parent Involvement: How to make parent training effective
Parent Involvement: How to make parent training effective? “Tricks of the Trade” Talk in easy to understand terminology Teacher must present herself as NOT perfect, but working to manage problems Teacher should be humorous. Parents should be training in small groups A structured curriculum should be used Use many prompts and techniques (i.e. DVD, video clips). Give parents homework to encourage them to keep going.

Parent Involvement: How to make parent training effective
Parent Involvement: How to make parent training effective? “Tricks of the Trade” If the teacher finds that she is losing parents, particularly low-income parents, it may help to: Call before each parent group Supply baby sitting (volunteers) Supply some type of transportation or gasoline coupon.

Parent Involvement: Sample weekly Training
Week 1: Introduction – Making parents part of the team Week 2: Increasing positive and differential attention Week 3: Decreasing Noncompliance Week 4: The “Sure I Will” Program and noncompliance in public settings Week 5: The Home- to – School connection Week 6: Social Skills, Homework and Parent Tutoring

Administrative Intervention
Deescalate disruptive behavior (Crisis State) Obtain and maintain instructional control Teach Alternative behaviors Prepare students for classroom reentry

Administrative Intervention: Deescalate Disruptive Behavior
Step 1: When the student is sent to the office. Call him by name. Thank him for coming. (Reinforce following directions). Ask him to come into the office. Step 2: Get between the student and the door. Step 3: Ask him to take a chair. Do not engage him in discussion as to why he is there. You will obtain this info from the teacher. Step 4: Track him physically. Stay an arm’s length from student. Keep your hands by your sides. Don’t point or gesture with your hands. (Note: If the student leaves the office call parents, police, and other important officials. Very few students leave the office if the administrator talks in a calm voice, reinforces eye contact and calm body, and keeps his arms at his side).

Administrative Intervention: Deescalate Disruptive Behavior
Step 5: Track the student verbally using a calm, rational voice tone. (“Ty, you are swearing.”) Always remain calm no matter how the student behaves. Offer him a seat. Remember to model the behavior you want to see. Step 6: Provide specific instructions to engage in alternative appropriate behavior. Step 7: Once calm allow the student to leave the office and return to class. Student must be exhibiting alternative appropriate behavior prior to leaving.

Administrative Intervention: Obtain and Maintain Instructional Control
Once a child has been sent to the office and de-escalation steps have been followed, administration should teach the following: (Posting this in the office would be a great idea!) Talk only when asked or instructed to do so. Sit up straight Have good eye contact Maintain appropriate facial expressions Keep hands on his knees Keep his feet flat on the floor.

Administrative Intervention: Teaching Alternative Behaviors
Choose a skill that is most appropriate Sample social skills/alternative behaviors to teach How to follow instructions. How to accept criticism or a consequence . How to accept “No” for an answer. How to make a request. How to get the teacher’s attention How to greet a guest. How to greet a person you know.

Administrative Intervention: Classroom Reentry
Teach student how to deliver an appropriate apology to the teacher Must occur before reentering the classroom The apology is delivered in student’s own words and in four parts (written or verbally) Call teacher by name Make statement of remorse (specifically what he is sorry about) Make statement letting teacher know the behavior will not occur again Make a request to come back to class.

Ten Things Administrators Should Consider When Tough Kids Return to Their Schools
He’s coming back. (Have a right to return when more restrictive environment is no longer necessary.) There’s always another one. (Prevalence rate of 3-7%, Touch kids will always be in your school or coming to it). Proactive approaches for managing a Tough Kid is always better than a reactive approach. He’s immune to punishment (They can take 3-4x the punishment than a general education kid can). Supervision works (Supervision eliminates opportunities for trouble).

Ten Things Administrators Should Consider When Tough Kids Return to Their Schools
6. Suspension is the worst strategy (Should only be used if they are a danger to others. Sometimes this serves as a reinforcer). 7. Tough Kids have academic deficits mainly in reading and study skills. Academic accommodations may be needed. 8. Tough Kids have social skills deficits and are often rejected by their normal peers. 9. Pick the right teacher (i.e. positive, structures, effective classroom rules and follows through consistently). 10. Yes, you can work with the parents!

That’s all folks. Maranda L. Porter, MSP 6602 Abercorn St. Suite 100 Savannah, Georgia (office) (fax) (cell)

“The Tough Kid” Practical Behavior Management

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