General Behavioral Strategies

Presented by:

Tracy Huckell &Tammy Taypotat

November 2012

Behaviour Levels and Staff Approaches

Behaviour Level Staff Attitudes/Approaches

Anxiety - which is a noticeable increase or change in behaviour. Examples: pacing, drumming on desk, starring blankly, off task etc.

Supportive - which should be empathic non-judgemental approach trying to alleviate anxiety

Defensive - which is the beginning stage of loss of rationality. At this stage, the individual often becomes belligerent and challenges authority.

Directive - which is an approach in which the staff member takes control of a potentially escalating situation. They do this by setting limits, allowing choice, using consequences/ reinforcers, praise, modelling, teaching. It is important to be calm and consistent!

To avoid unnecessary resistance, make requests of your student when his/her attention is focused on you . Do not state requests in a “QUESTION” format.

Give choices as a way to decrease challenging behaviour

Provide frequent opportunities for making choices

Tip # 1

Showing emotional intensity with students communicates to them they can ‘get to you & push your buttons’. That level of intensity is like giving a student a $20 bill…it’s that rewarding/reinforcing. If a student can control your emotions, nothing else you do can be a more powerful reinforcer. Hide your buttons and don’t show a reaction.

Correct students in a non-reactive way – calmly and consistently.

Tip #2

Interact positively with students…use age appropriate positive feedback (quiet praises and quiet reprimands), and specific and descriptive praise (don’t just say ‘good job’). What you pay most attention to will occur most frequently in the future.

Strive for at least 4:1 positive to negative comments/feedback. Strive to interact more frequently with every student when he/she is engaged in positive behavior rather than when engaged in negative behavior.

Tip #3

Teach behavior skills just as you would teach an academic skill (i.e. resolving conflict with a peer, dealing with a bully - plan, provide examples, practice, role play, independent practice, and review the skill often)

Teach strategies to help students stay calm, focused etc. Teach and reteach expectations, rules, expectations,

routines to the class and help students understand why routines and structures are so important. The routines should be structured but not absolutely rigid.

Use Visuals

Tip #4

Use a First_______, then_________ approach to encourage participation in activities which may not be of interest to the child at the immediate moment or that he/she is refusing to complete.

In addition, it is important to AVOID arguing/negotiating with a student. If needed, provide him/her with visual reminder of what he/she needs to be doing.

Tip #5

Give the student a verbal warning to upcoming changes in activities. This will allow him/her to begin adjusting to change and bring the activity to some degree of closure.

Use of visual timers are best teaching practices.

Tip # 6

Students who demonstrate challenging behaviours typically need reinforcers to be delivered more systematically, frequently, and in a more structured manner in order to turn their behaviour around.

Reinforcement should occur within 3-6 seconds after the demonstration of the appropriate behaviour - essentially immediately!

Describe the behaviour demonstrated as you reinforce Vary the types of reinforcers given and reinforce

frequently

Tip #7

Tangible Verbal Edible Activity It is important to remember that reinforcement is only

what the student thinks or feels is reinforcing to them, not what a teacher/EA/ parent believe should be a reinforcer.

Primary Types of Reinforcers

Computer DVD MP3 Player

Cards Reading

Reinforcement Menu

Tip #8

Personal space is an important factor to consider

Be sure not to invade an individual’s personal space as this can and will increase their anxiety

Personal space varies from individual to individual - on average 1 ½ to 3 feet

Tip #9

Pay attention to body language - both yours and the student’s

Communicate respect by honouring personal space. Show that you are non-threatening/ non-challenging by approaching them in the CPI Supportive Stance

Tip # 10

Pay attention to paraverbal communication which is the vocal part of speech excluding the actual words one uses: Tone (try to avoid inflections of impatience,

inattention etc.. in voice) Volume (keep the volume appropriate for the

distance and situation) Cadence (deliver your message using an even

rate and rhythm)

Tip #11

For students that are questioning, “Why?”, give them the information as to why. If they continue to challenge and attempt to draw you into a power struggle, simply redirect, ignore the challenge not the person, and set limits if the individual persists.

Tip # 12

If a student is non compliant and is refusing, staff should set the limits.

Setting limits is the result of recognizing that you cannot force individuals to act appropriately. When you set limits, offer the student choices starting with the most positive choice.

Teachers and EAs should collaborate to develop clear plan/consequences ahead of time.

Setting Limits Set the limits early Link consequences with limits Negotiate limits with the students to build a positive relationships Example: “3 interruptions is our limit for math class. After 3

interruptions you need to leave and complete the work outside the classroom. Less than 3 interruptions earns computer time at the end of class.” Outline class expectations, limits, choices and consequences Remain calm, don’t threaten or blame Restate expectations, limits & consequences; then accept the

student’s choice Carry out consequences and quickly move on

Don’t square off – face to face is confrontational Don’t make a beeline straight for the off-task

student – rather be fluid and unpredictable in your movement pattern throughout the classroom

Do make comments that are specific and positive to those students who are on task on your way over to the off-task student (positive attention/reinforcement)

Don’t speak or address students from behind…always from the side

Errors Teachers and Educational Assistants make:

Further Suggestions for Teachers and EAs:

Start by making contact and use their name…maybe “How are you doing today _________?” Give them a chance to share how they are or if something is up. If they’re fiddling with a pen/pencil, ask them if they need something else.

Say “I will help you get started” rather than, “Do you know how to do it?” - so they don’t have to admit they don’t know.

If they refuse, say “No, I can’t make you,” and move away to focus on something else or help someone else for a moment - remove yourself from a possible power struggle. Communicate that you care and want to help before moving away from a student looking for a power struggle.

Note Regarding ODD

Not all these strategies will work with students who have oppositional behaviros or have been diagnosed with Oppositional Defiance Disorder

Most important thing is to AVOID power struggles

Loud voices agitate students with ODD Set limits and offer choice beginning with the

most positive choice

Establishing Expectations

Establishing clear expectations avoids problems and helps inform students of what good behavior looks like

To establish expectations: Use a calm but firm tone of voice – “You’re expected

to complete these 5 questions.” Allow opportunities for student feedback... “Does that

seem fair?” This shows the students you are a team player, but be clear when there is no room for negotiations.

Outline consequences – so students are clear with what will occur if they do/don’t follow through

Building Positive Relationships

Listen to the student Set up time for fun Interact neutrally Be a positive role model Avoid damaging words – “People will forget

what you said & what you did, but they will never forget how you made them feel.”

Maya Angelou

Offering Choices Frequently offer choices:

Calmly explain good and bad choices with associated consequences.

Emphasize control through choices – “You are in control of how your day goes from this point on. I won’t force you to choose your option, but it’s my job to follow through with the associated consequence. It’s nothing personal.”

Accept the choice they make and follow through with the appropriate consequence.

Consequences must be predetermined so students know what to expect and can make informed choices.

Behavior Contracts

A written or spoken statement outlining behaviors and consequences

Clearly states expectations and consequences Helps develop relationships through team work Agreement of contract terms – sign and/or shake on it Defines positive and negative behaviors and

corresponding consequences Remember to occasionally revisit and revise contract

Using Behavioral Momentum

Build momentum by making 3 – 4 smaller requests before a larger request is made of the student.

Helps them successfully complete easier tasks before tackling a more challenging one.

Ensure tasks are within the student’s abilities Start with very small task if the student is very

oppositional - stay in your seat for one minute Praise each behavior that meets request

Implementing Consequences

Us calm tone of voice – control verbal and non-verbal cues – NVCI strategies

Restate expectations, limits, consequences Avoid negotiation consequences Don’t hold a grudge – allow the student a

fresh start after the consequence Avoid reminders of misbehavior - don’t say,

“you don’t want to get another detention, do you?”

Check In/Check Out

Use this with student to see how things are going for them at the beginning of the day and to later review how the day went...what worked, what didn’t, what we need to focus on the next day etc.

Differentiating/Modifying

Allow student to choose order of assignments – what to do first. Allows them to control something in their day.

Alternate choice – they choose what to do, then you get a choice, then they choose the next activity etc. – shared control and choice

Work with student to set up daily schedule When possible, allow student to choose topic

when writing etc. to motivate

Consistency Across Environments

Consistency is the same expectations, limits and consequences across different settings.

Confusing to student when they have different rules in different settings – doesn’t set them up for success.

Allows educators to team in teaching the student appropriate behavior. Educators that don’t know the expectations and limits may accidentally reinforce negative behavior from the student ie. ignoring blurt outs – if a teacher isn’t aware to do

this and allows the student to blurt, this reinforces the behavior the team is trying to diminish

Defining Replacement Behaviors

Undesirable Behavior

Blurting out, “I have the answer?”

Walking out of class

Negative statements about self such as, “I suck at multiplication”

Blaming others, “You made me fail my test

Replacement Behavior Raising my hand Asking the teacher, “May

I have a break out of the class?”

Asking for help and framing it positively “I need extra practice at multiplication

Learning to see my role in things – did I study enough?

How to Teach Replacement Behaviors Define and explain the behavior using specific terms – outline the

effect it has Model the replacement behavior in a few different situations for the

student Role-play or practice behavior – discuss what environments it is

appropriate or not appropriate Take off your teacher hat and have fun with the student while role

playing – make it an enjoyable learning experience for the student Make suggestions and redo the role play as needed Identify real life situations to use/practice the behavior Allow opportunities for the student to practice the replacement

behavior and provide feedback

Review Past Situations When done carefully, it can help students learn from past situations

to make better choices in the future Timing is important – not too soon (when emotions are still high) or

too late (student may not remember or care) Review and teach new skills as soon as student seems open to

learning from a past situation Review situation objectively - be sure not to cast blame. Focus on

how the student can cope with a situation better next time....”Did you like how that situation ended up? What can you try different next time to make the situation better?

Reference previously taught skills that can be used the next time. Write a list of things that can be tried next time and coping skills that could help next time.

Questions?