Transcript “Student Behavior Modification Techniques” by Nena Garrett (Lee)



Ask yourself “WHY” is this student misbehaving?
Once you understand “WHY” you can take steps to modify their
particular behavior.

Remember each student is unique in their own way

What works for one student may not work for another

Take into consideration the students social background, economic status,
grade standing in school, gender and their age

Behaviors are usually learned and therefore they can be unlearned.

Children misbehave for the purpose of gaining a particular outcome.





If the outcome is a desirable one, then the behavior continues ie; they get what they
want.
Once you are able to modify the outcome to an undesirable one, the behavior will
change.
One of the first steps to modifying behavior is to learn all the students names.
Set your ground rules and expectations immediately. Don’t forget to keep you
own attitude in check.
Build a rapport with the students and gain their respect. Remember in order to get
respect, you must first give it.


Too often parents or gaurdians are wrapped up in their own problems and are not concerned
with children (whether it is drugs, alcoholism, financial problems etc.)
This contributes to lack of control in the home, such as poor sleeping habits, in completed
home work assignments and no supervision.

Children need structure, boundaries, consistency and fairness.

Give hyperactive or anxious students something to occupy their minds.

This will increase their sense of self worth and occupies them so they are not causing problems.

Discover their interests and build on that.

Never under estimate their intellect




Antecedents: Prior behavior problems
Consequences: The behavior continues or discontinues because of consequences or
out come.
Consequences should be executed immediately and should be consistent.
Continued Antecedents: Things that happened before the behavior problem began
and my cause behavior problems to occur.

By identifying the Antecedents, this can give you incite to develop workable
strategies to prevent behavior problems.

Focus on the positive aspects of the students. Develop a reward system.

Make an example out of positive behaviors.

Change the consequences to match why the behavior problem is occurring.

Antecedents : Prior events or stimulus before the problem behavior

Behavior: An observable action

Consequences: Actions taken after a behavior problem occurs to help maintain,
increase or decrease the behavior.







Antecedents: A student gets physically abused at home.
A students is bullied at the bus stop.
A student has an argument with a peer at school.
Behavior: The same student then gets in a fight on the school bus.
The same student is verbally abusive to others.
The same student is bullying other students on the bus.
Consequences: Depending on the severity of the actions the student may receive a
bus referral, in- school suspension, a bus suspension, out of school suspension, a
seat change or counseling.




Slow Trigger: This means the behavior problems are more likely to occur at a
slower rate.
For Instance: fatigue, hunger illness, vacations, gatherings end of the year parties
etc. All these things can be triggers.
Fast trigger: These are behavior problems that happen very quickly.
For Instance: comments made by a peer, late buses, embarrassment, not getting
their way.


Behaviors are learned from past experiences and out come from these behaviors.
People do the same thing over and over again to achieve the desired out come. Ie: a
child cries and pitches a tantrum to get a toy, treat etc. Mom or dad gives in to the
child to stop the tantrum, thus teaching the child if they continue this type of
behavior, they can get what they want.

Consequences can reinforce a more appropriate behavior.

Consistency is the key to accomplishing compliance.

Say what you mean and mean what you say. Always follow through.



When there’s no consistency of consequences for inappropriate behaviors then the
desired out come is not achieved. For example a new driver takes over the route
and doesn’t enforce the rules that have already been established.
When there’s inappropriate behavior and the out come is not desirable the likely
hood of that behavior being repeated is minimal.
Remember the consequences must be applied immediately and consistently to be
effective.

Remember you set the standard, so be the example.

Reward good and improved behavior. Remember a kind word goes a long way.

a: Antecedents
b: Behavior
c: Consequences

Antecedents, these are the events that occurred before the problem behaviors






Behavior, these are observable actions. Usually the student is looking for one of
two out comes:
(a) Escape
(b) Attention
Consequences: these are applied for disciplinary reasons or someone gives into the
inappropriate behavior, thereby reinforcing negative behavior gets you your way.





Praise them in front of their peers
Provide a reward system
Tell school administrators, even if it is only a small improvement
Let parents or guardian know of the behavior change
Award points















Set expectations on the first day
Build a rapport
Never say anything to a student that you wouldn’t say to a parent
Don’t get into a tug of war
Don’t lose your temper
Remain calm and be respectful
Give verbal warnings
Change their seating
Give a referral
State clear concise consequences
Tell them “why”, they are more likely to comply
Always follow through
Say what you mean and mean what you say
You only need three rules : safety, order and rights
Remember discipline means learning

QUESTIONS?????????????????