4. What is behavior? What is behavior? Behavior is anything a person does that can be observed and measured Behavior is anything a person does that can be observed and measured

5.  Are our interactions with others mostly positive?

6. Smile, listen, give a thumbs up, say something nice Smile, listen, give a thumbs up, say something nice Show the person which behavior you like by giving positive consequences (i.e. attention) Show the person which behavior you like by giving positive consequences (i.e. attention) Recognize inappropriate behavior as a need to teach the person appropriate behavior Recognize inappropriate behavior as a need to teach the person appropriate behavior Establish yourself as a safe person to be around Establish yourself as a safe person to be around Maintain self-control Maintain self-control Have a plan Have a plan

8. Give the “evil eye”, say something negative, grunt, groan… Give the “evil eye”, say something negative, grunt, groan… Look for what the person is doing wrong and try to weaken that behavior Look for what the person is doing wrong and try to weaken that behavior

9.  Recognize negative behavior as a need to teach that person a lesson  Establish yourself as an unsafe person to be around  Allow interactions to be controlled by your mood  Do not have a plan  Use COERCIVES

10. Our Negative Behavior…

11. Coercion Trying to change a person’s inappropriate or undesirable behavior in ways that produce guilt, humiliation, fear, discomfort or other negative feelings

12. What does the word discipline mean? It means “to teach”

13.  If a child has a problem with math or reading, would you:  Send them away?  Make fun of them?  Argue with them?  Use time-out?  Yell?  Use physical force?

14.  You would TEACH!!!

16. Coercion Trying to change a person’s inappropriate or undesirable behavior in ways that produce guilt, humiliation, fear, discomfort or other negative feelings

17. 12 kinds of Coercion Despair Despair Logic Logic “Telling” on them to others “Telling” on them to others “Taking away” privileges, items, allowance “Taking away” privileges, items, allowance One-upsmanship One-upsmanship Questioning Questioning Arguing Arguing Sarcasm Sarcasm Force (verbal and physical) Force (verbal and physical) Threats Threats Criticism Criticism Silent treatment Silent treatment

18. What happens when we are coercive? Children will A-G-E you… Children will A-G-E you… –Avoid being around you –Get even with you –Escape from you

19. What happens when we are coercive? Others: Learn coercive behavior Learn coercive behavior Become afraid they will fail Become afraid they will fail Get a LOT of attention for inappropriate behavior Get a LOT of attention for inappropriate behavior Have “power” over us Have “power” over us

20. Children’s Negative Behavior…

21. Junk Behavior Age-typical behavior that is ANNOYING, but is not physically harmful to the child, others, property or animals

22. Why does junk behavior happen? To get your attention To get you to comfort them To get out of doing something To make you angry To get you to give in To make you go away To get you to do it for them Because it is just a habit Because they have seen someone else do it

23. Bad behavior gets no good stuff… withhold your attention during the occurrence of junk and turn your attention to someone or something else

24. How Do We Do This? Determine which behaviors are junk and which are harmful DO SOMETHING ELSE when junk happens Identify more appropriate behaviors in the same situations “Pay” every time you see appropriate behavior Do this EVERY time junk happens

25. Coercive and junk behaviors should NOT be the focus of your day!!!

27. So what DO we want to do? $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $  Find good behaviors and pay attention to them!  “Pay” for only the good stuff “Good behavior gets good stuff. Bad behavior gets no good stuff.”

28. What behaviors do you “pay” for?  Calling out or raising their hands?  Whining about how much work they have or doing their work?  Lining up or lining up in a perfectly straight line?  Mumbling under their breath while they put their backpack away?

29. Kinds of payments  Praise  Touch  Things  Privileges  Breaks from work or jobs  ATTENTION

30. The Attention Bucket Kids WILL do things to get their bucket filled every day…you can choose if their bucket gets filled with positive attention or negative attention!

31. How Do We Do This?  Identify appropriate behaviors  Identify the behaviors you are “paying” for now  Identify any alternative, positive behaviors you want to see instead of inappropriate ones  Then pay, pay, pay

32. So how do we get more good behavior?

35. What others can you think of?

37.  Sometimes you feel like a nut…  Sometimes you don’t

38. vs.

39. 1. Are they REALLY motivational? ◦ Are points “earned”? ◦ Are points “taken away”? ◦ Are points being used as a threat? 2. What behaviors are they REALLY motivating? 3. Does the system reward good behavior? 4. Does the system reward bad behavior? 5. Does the system “work” for everyone? 6. Are the rules of the game clearly stated?

41. Function refers to why a behavior occurs There are four basic functions for behavior:  Attention  Escape/Avoid  Accessing or getting something  Self-reinforcement

42.  Throwing paper in the classroom  Throwing a chair in the classroom  Waving at someone to say “Hi”  Calling out the answer  Slamming the door when upset (classic teenage behavior)  Complaining about workload

43.  Throwing paper in the classroom  Throwing a chair in the classroom  Leaving the classroom  Saying “No” when asked to do something  Complaining about workload

44.  Throwing paper in the classroom  Throwing a chair in the classroom  Skipping class to go to a friend’s house  Screaming for a specific item

45.  Drinking or smoking  Scratching an itch  Running  Picking a scab

46. Once we know the function of an unwanted behavior, we can replace it with a more desirable behavior that will serve the same purpose. Once we know the function of an unwanted behavior, we can replace it with a more desirable behavior that will serve the same purpose.

47. When we send a child to the office does that behavior happen again? Do we send him again? When we send a child to the office does that behavior happen again? Do we send him again? Function of behavior resulting in removal from the classroom? Replacement? Function of behavior resulting in removal from the classroom? Replacement? When she starts whining does the teacher help her with her assignment? Does she yell at her? When she starts whining does the teacher help her with her assignment? Does she yell at her? Function of whining? Replacement? Function of whining? Replacement? Does the teacher plead and act desperate when the students don’t finish their work? Does the teacher plead and act desperate when the students don’t finish their work? Function of doing something other than work? Replacement? Function of doing something other than work? Replacement?

48. Do I spend more time with Johnny just after he has “acted up” than when he plays nicely? Do I spend more time with Johnny just after he has “acted up” than when he plays nicely? Function of “acting up?” Replacement? Function of “acting up?” Replacement? When she yells at the teacher does she get sent to the office and miss math or English? When she yells at the teacher does she get sent to the office and miss math or English? Function of yelling at the teacher? Replacement? Function of yelling at the teacher? Replacement?

49.  Gimme a “D”  Gimme an “A”  Gimme a “T”  Gimme an “A”  What does that spell?  DATA!!!!!!!!!!!!!!!!!!!!!!!!!!!!!

50.  Taking data is SO important!  Tells us if what we are doing is working  Shows others how effective we are at changing behavior  Take data on BOTH behaviors we want to decrease AND replacement behaviors

51. What do we do when we are “losing it”? “losing it”?

52. Identify behavior that lacks self-control. Identify behavior that lacks self-control. Identify situations that are stressful to you (the triggers). Identify situations that are stressful to you (the triggers). Identify what happens when you are not in control. Identify what happens when you are not in control. Rehearse positive alternative behaviors in those situations. Rehearse positive alternative behaviors in those situations. Arrange to prompt yourself before these situations occur. Arrange to prompt yourself before these situations occur. Enjoy your successes. Enjoy your successes.

53. Look For The Clues In The “Antecedents” Have I not been getting enough sleep? Have I not been getting enough sleep? Am I under a lot of stress at work? Am I under a lot of stress at work? Am I taking care of my health? Am I taking care of my health? Have I handled this situation differently in the past? Have I handled this situation differently in the past?

54. DO 1. Remain calm 2. Isolate the situation 3. Enforce limits 4. Listen 5. Be consistent DON'T 1. Overreact 2. Get in a power struggle 3. Make false promises 4. Be fake 5. Be threatening

55. Interrupt it, stop it short. Interrupt it, stop it short. Leave (remove yourself from the situation) Leave (remove yourself from the situation) Don’t attempt to get the “last word” Don’t attempt to get the “last word” Model appropriate ways to recover when you do lose it. Model appropriate ways to recover when you do lose it. Use the negative interaction as a learning experience, analyze it, make it better next time. Use the negative interaction as a learning experience, analyze it, make it better next time.

56. Prepare before the situation Prepare before the situation Use positive self-talk. Say to yourself, “Be calm, you’re okay, take it easy” Use positive self-talk. Say to yourself, “Be calm, you’re okay, take it easy” Take deep breaths Take deep breaths What other things do you do to relieve stress (that you want to share?) What other things do you do to relieve stress (that you want to share?)

57. All people should be treated fairly and with respect All people should be treated fairly and with respect It’s the BEHAVIOR you don’t like and not the person It’s the BEHAVIOR you don’t like and not the person There is NO MAGIC WAND to fix behavior problems…..it takes work, time and consistent application of a well thought out plan There is NO MAGIC WAND to fix behavior problems…..it takes work, time and consistent application of a well thought out plan BE PART OF THE SOLUTION AND NOT PART OF THE PROBLEM! BE PART OF THE SOLUTION AND NOT PART OF THE PROBLEM!

58. Remember… All children (everyone, really) in the course of a day will do or say something that is worth good stuff. It is your job to pay attention to those things every day!

59. And Always… Be Positive !

60. Have a wonderful, amazing, positive, fulfilling, rewarding, fun school year !

61. Thank you so much! Stacie Neff stacieneff5@gmail.com