behavior management childcare training (2)

Effective Behavior Management Effective Behavior Management Strategies for the Childcare Setting

Presented by: Karen Headlee [email protected] Allie MunchLee County Extension Dr. Heidi Liss Radunovich

Welcome!` Introductions

` Meet the Instructor

` Meet the Participantsp

What we will cover` Why do children misbehave?

` Components of behavior management

` Practicing behavior management

` T h i f b h i t` Techniques for behavior management

` Common behavior problemsp

Pre-test` Please complete this brief pre-test and return

it t r instr ct r hen are finishedit to your instructor when you are finished.

Why do Children Misbehave?

Why Children Misbehavey

` One of the most common reasons a child ` One of the most common reasons a child misbehaves is because he or she is not getting a need meta need met.

` Can you think of some unmet needs that might cause children to behave badly?

Nelson & Erwin, 2002

4 Reasons for Misbehavior1. Undue Attention

2. Misguided Power

3. Revenge

4. Assumed Inadequacy (giving up)


4 Reasons for Misbehavior` Undue Attention-` Children often seek undue attention because

they equate attention from adults with caring they equate attention from adults with caring and love.

` How might you fix this problem?Look at me!Look at me!


4 Reasons for Misbehavior` Misguided Power-` Children need to feel secure; like they are in

control of themselves. When control is taken control of themselves. When control is taken away, they may seek to regain power by purposefully disobeying directives.pu pos u y sob y g ct v s.

` How might you fix this problem?` How might you fix this problem?


4 Reasons for Misbehavior` Revenge-` If a child believes that he or she has been

treated unfairly, revenge will likely be a result.treated unfairly, revenge will likely be a result.



4 Reasons for Misbehavior` Assumed inadequacy-` This is the child that supposedly needs help

with everything. with everything.



Other Causes of Misbehavior` Health Problems ` Emotional Disturbances` Poor Nutrition` Sleep Disturbances

` Poor Attachment` Change` Sleep Disturbances

` Mental Delays` Change` Natural Skill Deficits

` Developmental Disabilities

` Inappropriate expectations for age/developmental levelDisabilities

` Stress for age/developmental level

` Family dysfunction/problems

Essa, 2003

Components of Behavior ManagementManagement

What is Behavior Management?g

B h i ll f h ` Behavior management is all of the actions and conscious inactions to enhance the

b bili l i di id ll d i probability people, individually and in groups, choose behaviors which are personally fulfilling,

d i d i ll bl (Sh & productive, and socially acceptable (Shea & Bauer, 1987).

What is Behavior Management?g

B h l d ` Behavior management includes ` Behavior modification through:`Discipline/Instruction` Rewards/Reinforcers`Negative Consequences

What is Behavior Modification?

B h i difi i ` Behavior modification is a treatment approach, based on the principles of operant

di i i h l d i bl conditioning, that replaces undesirable behaviors with more desirable ones through

i i i i fpositive or negative reinforcement.

What is Behavior Modification?

` Behavior modification includes` Behavior modification includes` Rewards` Social and Tangible reinforcers

` Negative Consequences` Time-out` Loss of rewards/reinforcers

What is Discipline?p

Di i li h f h d ` Discipline is the practice of teaching and enforcing appropriate behavior through

i d idcorrection and guidance.

3 Criteria for Effective Discipline Discipline

` Is it respectful?` Is it respectful?

` Is it effective long-term?

` Does it teach valuable life skills for good character?


What is Encouragement?g

E d ` Encouragement is rewarding appropriate child behaviors through words, expressions,

i d iactions, and reactions.

` A form of positive reinforcement, used as a reward/reinforcer

Nelson & Erwin, 2002; Sigler & Aamidor, 2005

3 Goals of Encouragementg

1 To create a sense of belonging1. To create a sense of belonging.

2. To create a sense of capability through the development of life skills.

3. To instill a sense of social interest.


Practicing Behavior ManagementManagement

Behavior Managementg` Communicating Rules & Expectations

A id i i i d l i` Avoid criticism and lecturing` Avoid yelling` Be respectful` Explain the reasoning behind the rule

Fields & Boesser, 1998; Essa, 2003

Behavior Managementg` Understanding Rules & Expectations

` Utilizing natural consequences

` Utilizing related consequences` Exclusion` Deprivation` Restitution

Fields & Boesser, 1998

Behavior Management g` Exclusion-

` Removing a child from the rest of the group. g g p

` Deprivation-` Removing the source of misbehavior from the ` Removing the source of misbehavior from the

child ` Removing a reward/reinforcer from the child.

` Restitution-` Allowing a child to make amends for his or her ` Allowing a child to make amends for his or her

behavior.


Behavior Managementg` Understanding Rules & Expectations

H l hi l` Have clear teaching goals` Have a clear relationship between action and

consequence

Action Consequence


Behavior Managementg` What are appropriate consequences?

` Complete Selecting Consequences worksheet.

Behavior Managementg` Consistency

L i i b h i k i` Learning appropriate behavior takes time` Apply the same technique each time` Apply the same technique to each child

Essa, 2003

Behavior Managementg` Routines

C l f di i i` Control for disorganization` Create a sense of security and order` Can be teaching tools

Nelsen & Erwin, 2002

Behavior Managementg` Leading by example- be a role model

Di l i i i i` Display positive interaction` Express your feelings appropriately` Promote acceptance and kindness` Take responsibility for your actions` Find similarities between you and the children` Remember- they are always watching!


Working with Parentsg` Parent-teacher communication and

c erati ncooperation` Communicate often about everything

E ` Encourage two-way communication` Build your relationship on trust and respect` Be clear about rules and expectations` Involve parents in the goal-making and discipline

process


Techniques for Managing BehaviorsBehaviors

Developmental Considerationsp` Babies and Toddlers (0-2 years old)

` Limited communication skills` Lower level reasoning` Benefit from redirection and reinforcement` Time out only for 2 year olds and above (unless

there are developmental delays or disabilities)

Developmental Considerationsp` Young Children (3-5 years old)

` Can understand rules and expectations` Can better reason between appropriate and

i i b h iinappropriate behaviors` Benefit from behavior modification, discipline,

d tand encouragement` Time out for 3-5 year olds

Rewards: Consequences for Appropriate BehaviorAppropriate Behavior

` Dos: ` Dos: ` Make sure that every child knows how to receive a

rewardreward` Make sure that rewards offered are appropriate for

the behavior exemplifiedthe behavior exemplified` Make sure that rewards reinforce specific behaviors

and not just intangible notions like being goodand not just intangible notions like being good` Make sure the reward is actually rewarding to the

child!child!

Essa, 2003; Porter, 1999

Rewards: Consequences for Appropriate Behavior

Rewards: Consequences for Appropriate BehaviorBehavior

` Donts:Appropriate Behavior

` Dont use food or candy as a reward` Dont substitute necessary activities for rewards y

(such as toileting privileges or meals/snacks)


Discussion Point: Rewards` Post rewards (positive consequences) just like

st r les and ne ati e c nse encesyou post rules and negative consequences.

` What sorts of rewards do you use?


Consequences for Inappropriate BehaviorBehavior

` Dos:` Dos:` Make sure that consequences are as immediate as

possiblepossible` Make sure that consequences are directly related to

the inappropriate behaviorthe inappropriate behavior` Make sure that children understand the reason they

are receiving the negative consequenceare receiving the negative consequence` Make sure that consequences are appropriate for the

age and skill level of the childage and skill level of the child


Consequences for Inappropriate BehaviorConsequences for Inappropriate

BehaviorConsequences for Inappropriate Behavior

D

Behavior

` Donts:` Dont use unrelated/ inappropriate punishment

as a consequence

` Dont take away necessary activities (such as a meal or entire outdoor time) as a form of )consequences


Time-Out` Dos:` Give a warning before time out is used` Give a warning before time-out is used` Give a clear request` Use a normal tone of voice and be respectful` Use a normal tone of voice and be respectful` Explain your reasoning` Have a specific place for time-out ` Have a specific place for time-out ` Usually 1 minute per 1 year of age` Use a timer` Use a timer` Have a more secluded backup area in case of

refusal

Eyberg, 1988

Time-Out` Donts:

D h h i` Dont over-use the technique` Dont use an excessive amount of time` Dont forget to let the child redeem himself/herself

(restitution)` Dont add extra consequences on top of time-out

Eyberg, 1988

Encouragementg` Stop or prevent misbehavior through the

encouragement/reinforcement of appropriate encouragement/reinforcement of appropriate behavior.

` Encouragement should inspire the child- giving them the courage to do the right thingthem the courage to do the right thing.

E i b h h ` Encouragement is more about the process than the result: praise effort, even if not successful.

Nelsen & Erwin, 2002; Sigler & Aamidor, 2005

Encouragementg` Dos:

D b ifi b h b h i ` Do be specific about the behavior you are encouragingD d i d i l i ` Do use words, attention, and special time together to encourage

` Donts:` Dont withhold encouragement from a child

because he or she previously misbehaved

Nelsen & Erwin, 2002; Sigler & Aamidor, 2005

Instruction` Children are not born knowing how to behave.

` Appropriate behaviors must be taught-` Through example` Through explanationg p` Through praise/encouragement` Negative consequences for g q

inappropriate behaviorManners


Instruction` Look at the rules and repeat them routinely.

` Give special lessons on appropriate behaviors not listed in the rules.

` Every correction is an opportunity for instruction.


Discussion` What are the behavior management

techni es m st ften sed in r facilit ?techniques most often used in your facility?` How effective have they been?

` Complete Behavior Techniques worksheet.` How would you handle these scenarios?

Common Behavior ProblemsProblems

Aggressive Problemsgg` Hitting

B` Biting` Throwing Objects` Hurting Others

` What are some likely causes?

Essa, 2003

Aggressive Problemsgg` What might be appropriate steps?

R d i di l` Respond immediately` Take care of the victim first

R h f h ` Remove the aggressor from the area` Make sure the aggressor is calm` Consider the cause` Explain the appropriate form of behavior (Rules)` Utilize a consequence` Allow restitution

Szarkowitz, 2004

Antisocial Problems` Using Inappropriate Language

N C ll` Name-Calling

` What are some likely causes?

Essa, 2003

Antisocial Problems` What might be appropriate steps?

Gi h hild i i l l` Give the child a warning, cite class rules` Ignore the child who exhibited the bad behavior

R h h ld f h h l h ` Remove other children from the area, help them ignore the words tooF h i i i i h h h ` Focus on another topic or activity with the other children` E /R i f h th t t d t ` Encourage/Reinforce when the perpetrator does not

use foul language/name calling` Only use a consequence when offense is extreme` Only use a consequence when offense is extremeEssa, 2003

Antisocial Problems` Non-sharing

Wh l k l ?` What are likely causes?

` What might be appropriate steps?` Make the environment conducive to sharingg` Teach sharing skills often` Encourage/Reinforce sharing behaviorsg g` Mediate non-sharing situations: give options, do

not scold, do not force

Essa, 2003

Disruptive Problemsp` Disrupting Group Time

R A l l A d h Cl` Running Aimlessly Around the Classroom` Shouting in the Classroom` Dropping Objects to Create Noise

` What are likely causes?

Essa, 2003

Disruptive Problemsp` What might be appropriate steps?

Gi i` Give one warning` Remove the child from the group

E l h b h (R l )` Explain the appropriate group time behavior (Rules)` Use time-out or another appropriate consequence` Encourage/reinforce proper group time behavior

Essa, 2003Essa, 2003

Destructive Problems` Tearing Books

B k T` Breaking Toys` Flushing Objects Down the Toilet` Wasting Paper` Destroying the Work of Othersy g

` What are likely causes?` What are likely causes?

Essa, 2003

Destructive Problems` What might be appropriate steps?

P d i bl h ibl ` Prevent destructive problems as much as possible through organization and vigilance` E /R i f i t f t i l` Encourage/Reinforce appropriate use of materials` Teach impulse control

Wh d i h l hild fi` When destruction happens, calm child first` Explain appropriate use of materials (Rules)

U h ` Use time-out or another appropriate consequence

Essa, 2003

Inappropriate Expressionpp p p` Excessive Crying

P` Pouting` Whining

` What are some likely causes?y

Essa, 2003

Inappropriate Expressionpp p p` What might be appropriate steps?

I h hild h hibi d h b d b h i` Ignore the child who exhibited the bad behavior` Remove other children from the area, help them

i th b h i tignore the behavior too` Focus on another topic or activity with the other

childrenchildren` Encourage/Reinforce when the child does not cry,

pout or whinepout, or whine` Teach the child how to better express his or her

needsneeds

Essa, 2003Essa, 2003

Things to Rememberg` Every behavior has a motivation/cause- find it

t!out!` Use discipline to teach appropriate behaviors-

j i h b d not just to point out the bad ones.` Always explain why the behavior is

inappropriate and express your expectations for the appropriate behavior.` Match the consequences with the crime.` Allow restitution when possible.p

Conclusion

Closing Remarksg` Summary

` Questions?

Post-test` Please take this brief post-test and return it to

r instr ct r hen are finishedyour instructor when you are finished.

References` Essa, E. (2003). A practical guide to solving preschool behavior problems, 5th edition. Australia: Thomas/Delmar Learning:.

` Eyberg, S. (1988). Parent-Child Interaction Therapy: Integration of traditional and behavioral concerns. Child & Family Behavior Therapy, 10(1),33 4633-46.

` Fields, M. ,& Boesser, C. (1998). Constructive guidance and discipline: Preschool and primary education, 2nd edition. New Jersey: Prentice Hall.

` Filcheck, H.A., McNeil, C.B., Greco, L.A., & Bernard, R. S. (2004). Using a whole-class token economy and coaching of teacher skills in a preschool classroom to manage disruptive behavior. Psychology in the Schools, 41,351-361.

` Nelsen, J. , & Erwin, C. (2002). Positive discipline for childcare providers: A practical and effective plan for every preschool and daycare program.Roseville CA: Prima PublishingRoseville, CA: Prima Publishing.

` Porter, L. (1999). Young childrens behavior: Practical approaches for caregivers and teachers. Sydney, Australia: Maclennan & Petty.

Si l E & A id S (2005) F i i i f i i b h i A d id f h i i E l Childh d ` Sigler, E. ,& Aamidor, S. (2005). From positive reinforcement to positive behaviors: An everyday guide for the practitioner. Early Childhood Education Journal, 32(4), 249-253.

` Stewart, B. ,& Vargas, J. (1990). Teaching behaviors to infants and toddlers: A manual for caregivers and parents. Springfield, IL: Charles C. Thomas,.

` Szarkowitz, D. L. (2004). Aggression and young children. Canberra, Australia: National Capital Printing.

behavior management childcare training (2)

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