Transcript Texas Behavior Support Initiative

Discipline and
Consequences for
Behavior Problems
By David Keithley, LSSP #34837
Fall 2012
Three-Tiered Model of
Schoolwide Discipline Strategies
Targeted
Individual Interventions
(5-10%)
Selected
Classroom/Small Group Strategies
(15-25%)
Universal
Schoolwide Systems of Support
(75-80%)
Schoolwide Systems of Support
• Data-based decisions
• Statement of purpose
• Campus behavioral
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expectations
Teaching expectations
Encouraging expected
behavior
Discouraging problem
behavior
Specific setting
interventions
Specific Setting
Systems
Routines
Physical factors
Setting-specific behaviors
Instructional strategies
Support
Implementation/Monitoring
Classroom Systems
Preventionbased
Classroom
Interventions
 Designing Classroom
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space
Creating a practical
schedule
Managing instruction
Teaching study skills
Teaching expectations
Establishing classroom
routines
Implementing proactive
behavior management
system
Goals and Needs
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Basic Needs of Students:
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Security
Order
Belonging
Worth
Approval
Stimulation
Growth
Characteristics of the
“troubled” student
• 3 Basic categories:
– Psychological Distress (depression,
paranoia, anger)
– Inefficiency (procrastination, poor
social skills, forgetfulness)
– Manifestations of Anger (noncompliance,
violent outbursts, argumentative)
What causes certain
problem behaviors?
• 4 Functions:
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Attention Seeking
Avoidance
Gain a Tangible Reward
Self-Reinforcement
Match the Interventions to Function of Behavior!
What Doesn’t Work
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Ignoring
Pleading
Bargaining
Assisting
Threatening
Displaying Anger
Becoming Oppositional or Defiant Yourself!
Prevention Strategies
• Convey Warmth
• Opportunities for Students to be in
Charge
• Aware of Differences in Student
Learning!
Intervention Strategies
Attention Seeking
-More attention to appropriate
behavior (2x10 method)
-Token System w/ praise & attention
-1 on 1 time with preferred person
-Reward others for behavior you
want student to display
Intervention cont.
Avoidance
-Load reduction
-Give choice & set time limit
-Build in appropriate Avoidance time
Gain Tangible Reward
-No reward if behavior doesn’t occur
Good Practices when dealing
with Problem Behavior
-Use Calm Voice
-Keep directions clear, concise and
simple
-Be fair
-Praise sincerely
-Maintain a structured environment
Good Practices cont.
• “Catch ‘em being good”
• Use non-threatening body language
• Don’t use sarcasm or embarrassment
techniques
• Defusing Statements
• BEHAVIOR=CONSEQUENCE 100%
OF THE TIME!!
Guidelines for Working
with Difficult Kids
• Keep your cool
• Feelings + Emotions HIGH = Thinking
LOW
• Be authoritative, not authoritarian
• Create a “future” for them!
Guidelines cont.
• SIMPLE
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Set up the structure
Instruct
Monitor
Praise
Laugh and be playful
Empower
Individual
Interventions
Defining and
Designing the
Analyzing the
Behavior
Individual
Intervention
Step 1 –
Operationally define the
behavior.
Step 2Collect data about the
behavior.
Step 3 –
Determine the function
of the behavior.
Step 4 •Design the
intervention.
•Target
replacement
behaviors.
•Involve the
student.
•Identify
reinforcers.
•Consider multiple
level
interventions.
Implementing and
Evaluating the
Intervention
Step 5 Develop an action
plan.
Step 6 Implement & collect
data.
Step 7 Evaluate
effectiveness.
Step 8 Modify the
intervention.
Operational Definitions
• Can it be observed?
• Can it be measured?
• Vague = David is Lazy
• Specific = David completes only 1/5
assignments
Operational cont.
• Vague = Susan is mean
• Operationalized Description = Susan
makes derogatory comments to peers
such as, “you’re stupid”
• How do we get this?
The ABC’s of Behavior
• Antecedent
• Behavior
• Consequence
• Antecedent = Behavior = Consequence
Identifying Antecedents
• Given academic task = walking around
room, verbal refusal, talking to peers
• Transitions = loud verbalizations,
physical interactions with peers,
playing in desk
Consequences
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Time out
Praise
Free Time
Redirection
Examples of ABC
• Independent work difficult = throws
paper and yells = sent to office (given
no attention)
• Large group activity = yells outs and
makes off-subject comments =
teacher gives mild reprimand and
peers laugh
So, what do you do?
• Modify the antecedent
– Antecedent = Make it a group
assignment (not independent)
– Behavior = completes assignment
– Consequence = good grade and attention
(he gains appropriate attention)
What to do cont.
• Modify the Consequence
– Antecedent = Independent difficult
assignment
– Behavior = throws paper and yells
– Consequence = Does not get attention
for throwing (Extinction) and only gets
attention for being on-task
What to do cont.
• Teach or model Replacement
Behavior
– Antecedent = Independent difficult
assignment
– Behavior = Teach to raise hand for help
– Consequence = Teacher helps only when
hand raised (still gains attention!)
Remember the 4
functions of behavior?
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Avoidance
Gain attention
Tangible reward
Self-Reinforcement
• If you can determine the function, you can
solve most problem behaviors!
At the elementary level, individualized behavior
interventions may include:
• A behavior feedback chain (“Hands on desk. Eyes on me.”)
• Social Skills teaching, modeling, & reinforcement
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through opportunities to practice in variety of situations
Rewards, including tangibles and non-tangibles
Focusing on positive/appropriate behavior
Referral to the Student Intervention Team (SIT)
Request for a behavior consultation through the
campus diagnostician
Request for FBA/BIP through ARDC
Review of BIP
Intervention of school social worker
Elementary
consequences:
• Consistently follow the behavior system in place
• Document behavior and interventions
• Natural consequences for behavior:
– Restraining hands or feet for aggression
– Sitting out of recess while watching others
play
– Timeouts (beginning with 3 minutes)
– Notes home to parents
• For older elementary, behavior contracts
Possible interventions for
intermediate/middle
At the intermediate school:
and middle
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school
Continuing monitoring of behaviors, including team meetings, case
interventions may include:
management, and level,
staffings
Behavior/corrective feedback by team/counselor
Behavior contracts
Positive reinforcements, especially social
Social skills and moral development training
Focusing on positive/appropriate behavior
Interest Inventories
Referral to principal, AP, counselor for conferencing
Referral to the Student Intervention Team (SIT)
Request for a behavior consultation through the campus diagnostician
Request for FBA/BIP through ARDC
• Review of BIP
• Intervention of school social worker
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Consequences at the
intermediate/middle level:
 Social timeouts &
 Before & after-school
restrictions
detentions
 Involvement by extra Time-outs/cooling-off,
curricular teachers, club
etc.
sponsors, coaches, etc.
 Community service
 School service
Positive interventions for
high school students:
• Continuing monitoring, case management,
staffings
• Increasing individual sense of worth through more
responsibility=more privileges and freedom
• Link interests and skills to programs
• Continued social skills and moral development
training to address deficits
• Setting goals, planning for future (CATE
programs, DARS, AP programs, dual-credit,
work-study, etc.)
• Liaison with community services
• SIT referral, FBA/BIP, BIP revision
• Graduation is the goal!
Consequences for high
school students:
• Consistently utilize
district & campuswide consequences
• Natural consequences
• Discipline focus should
also be on increasing
sense of responsibility
• Natural reinforcement
for appropriate
behaviors
• Teach and reinforce
self-monitoring skills
Remember the 3 C’s for
managing behavior:
1. Consistency, consistency,
consistency!
2. Consequences (Reinforcement vs.
Punishment)
3. Communication
Video: Positive Discipline
Strategies
• What did the teachers in the video
do well?
• In what situations do you think this
approach could be practical or
effective?
Positive Behavior Support
for Individual Interventions
An effective individualized
behavior support plan is
based on 6 basic concepts:
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All behavior is learned
Behavior serves a function
Environment impacts behavior
Skill deficits impact problem
behavior
Team approach is critical
The student-teacher
relationship MATTERS