behavioral methods for decreasing inappropriate behaviors chapter 6

Behavioral Methods for Behavioral Methods for Decreasing Inappropriate Decreasing Inappropriate

BehaviorsBehaviors

Chapter 6Chapter 6

Differential ReinforcementDifferential Reinforcement

Differential reinforcement – turning negatives into Differential reinforcement – turning negatives into positives.positives.

Ask a student to answer a question or demonstrate a Ask a student to answer a question or demonstrate a skill to interrupt inappropriate behavior.skill to interrupt inappropriate behavior.

Reinforce a group/individual when their behavior, Reinforce a group/individual when their behavior, although still inappropriate, is still improving (shaping).although still inappropriate, is still improving (shaping).

Specify an amount of time for appropriate behavior Specify an amount of time for appropriate behavior before a reward is given. Gradually increase required before a reward is given. Gradually increase required time.time.

• Fencing – tell students they must practice the stance before Fencing – tell students they must practice the stance before moving onto other skills.moving onto other skills.

Shift in EmphasisShift in Emphasis

Chapters 2, 3, 4, and 5 related to Chapters 2, 3, 4, and 5 related to preventing preventing misbehavior through:misbehavior through: Creating a positive atmosphere (2)Creating a positive atmosphere (2) Creating a proactive management plan (3)Creating a proactive management plan (3) Reinforcement (behavioral) (4)Reinforcement (behavioral) (4) Increasing appropriate behavior (5)Increasing appropriate behavior (5)

Even with the BEST planning, BEST environment, Even with the BEST planning, BEST environment, and BEST reinforcement, behavior management and BEST reinforcement, behavior management issues will ariseissues will arise This is completely normal. This is completely normal. Chapter 6 focuses on consequences, not preventionChapter 6 focuses on consequences, not prevention

Types of MisbehaviorTypes of Misbehavior

Ordered in ascending severity:Ordered in ascending severity: Goofing Off – being off task, leaving the Goofing Off – being off task, leaving the

assigned area, or not doing the drills in the assigned area, or not doing the drills in the intended mannerintended manner

Disruption – talking out of turn, interrupting, or Disruption – talking out of turn, interrupting, or clowning aroundclowning around

Defiance – refusing to what is requestedDefiance – refusing to what is requested Immorality – unethical behaviors such as lying, Immorality – unethical behaviors such as lying,

cheating, or stealingcheating, or stealing Aggression – physical or verbal attacks on Aggression – physical or verbal attacks on

others. others.

Corrective MethodsCorrective Methods

PreventionPrevention11stst line of defense: non-invasive strategies line of defense: non-invasive strategies

ProximityProximity Eye contactEye contact Hand gesturesHand gestures Vocal varietyVocal variety Name in a sentence Name in a sentence Wait timeWait time

The goal is to reduce lost instructional timeThe goal is to reduce lost instructional time OK to tell students what to do (expect) OK to tell students what to do (expect) ANDAND

what not to do. what not to do. By telling a student what not to do, you are not By telling a student what not to do, you are not

generally giving them ideas. They will figure out ways generally giving them ideas. They will figure out ways to misbehave on their own. Except if the misbehavior to misbehave on their own. Except if the misbehavior is obscure.is obscure.

Withdrawal of ReinforcerWithdrawal of Reinforcer

Planned Ignoring – use when behavior (what is Planned Ignoring – use when behavior (what is reinforcing) is benign, short, and doesn’t affect reinforcing) is benign, short, and doesn’t affect the group. Student is not getting the attention the group. Student is not getting the attention they crave.they crave.

Example: Talking quietly/Example: Talking quietly/quicklyquickly, continuing activity , continuing activity after stop-command after stop-command brieflybriefly, daydreaming (unless , daydreaming (unless frequent)frequent)

Not to ignore: Armpit noises, tapping feet quietly Not to ignore: Armpit noises, tapping feet quietly then more noisily, repeated interruptionsthen more noisily, repeated interruptions• Looking for attentionLooking for attention

BE CAREFUL – DO NOT ignore too much or it will BE CAREFUL – DO NOT ignore too much or it will get worseget worse• This is a This is a frequentfrequent error with beginning teachers error with beginning teachers


Mild Misbehavior:Mild Misbehavior: Use humor in situations and chuckle at Use humor in situations and chuckle at

some of the things my students do. Don't some of the things my students do. Don't penalize "nutty" behavior that will go penalize "nutty" behavior that will go away in a second. away in a second.

Use humor or distraction to redirect mild Use humor or distraction to redirect mild misbehavior. Have a sense of humor, kid misbehavior. Have a sense of humor, kid around a bit so they know you’re not a around a bit so they know you’re not a robot. robot.


Guidelines for Response CostGuidelines for Response Cost Move through your hierarchy of Move through your hierarchy of

consequences (again, for some consequences (again, for some students this will not be effective)students this will not be effective)• Suggested to review hierarchy Suggested to review hierarchy

during day 1during day 1 Use a calm, firm, respectful tone Use a calm, firm, respectful tone

of voice when administering of voice when administering consequences consequences


Response Cost – taking away a reinforcerResponse Cost – taking away a reinforcer Reduce grading points (affective rubric)Reduce grading points (affective rubric) Eliminate educational games and use drillsEliminate educational games and use drills Remove tokens in a token economyRemove tokens in a token economy Class time – have the students repeat until done Class time – have the students repeat until done

correctlycorrectly Wait time – can’t get to the next activity or the Wait time – can’t get to the next activity or the

culminating activity until proper behavior is displayed.culminating activity until proper behavior is displayed.• ““I had a really fun activity planned at the end but I’m not sure if I had a really fun activity planned at the end but I’m not sure if

we’ll have time for it if you keep talking.”we’ll have time for it if you keep talking.”


Guidelines for Response CostGuidelines for Response Cost Student must value the reinforcer or the loss is Student must value the reinforcer or the loss is

inconsequential.inconsequential. Can only take away so much before students have Can only take away so much before students have

nothing to losenothing to lose Don’t nag or plead (shows weakness) – follow throughDon’t nag or plead (shows weakness) – follow through

• 1 warning or zero warning is enough1 warning or zero warning is enough• If you warn 5X’s, students learn they can misbehave four times If you warn 5X’s, students learn they can misbehave four times

before a consequence.before a consequence. Longer behavior reinforced, more resistance (start Longer behavior reinforced, more resistance (start

early), more frequently behavior extinguished, more early), more frequently behavior extinguished, more quickly extinction occurquickly extinction occur

Withdrawal of Withdrawal of ReinforcerReinforcer

Time out – removing a student Time out – removing a student from a from a reinforcingreinforcing environment. environment.

Seclusionary – removal from activity but still in the Seclusionary – removal from activity but still in the gymgym

• Must consider place, access to equipment, access to others, Must consider place, access to equipment, access to others, safety, visibility… - the place should not be rewardingsafety, visibility… - the place should not be rewarding

• Have the student complete a “Have the student complete a “Self reflectionSelf reflection” before returning ” before returning or a “or a “Time Out WorksheetTime Out Worksheet””

• Establish routines for time-outsEstablish routines for time-outs Self time outSelf time out

• Students remove themselves if they feel unable to copeStudents remove themselves if they feel unable to cope• Must notify teacherMust notify teacher


Time out – removing a student from a Time out – removing a student from a reinforcingreinforcing environment. environment. Exclusionary - student remains a part of the Exclusionary - student remains a part of the

lesson but with some restrictionslesson but with some restrictions• Examples: Examples:

Move back from the circle where everyone is sittingMove back from the circle where everyone is sitting Student is not allowed to speak or answer questionsStudent is not allowed to speak or answer questions Student is not allowed to partake in a station during Student is not allowed to partake in a station during

choice timechoice time Student is not allowed to work with certain other students Student is not allowed to work with certain other students

during the remainder of class. during the remainder of class.


Time out GuidelinesTime out Guidelines Be consistent – same place (create routine)Be consistent – same place (create routine) Don’t negotiate*Don’t negotiate* If there’s time, explain reason whyIf there’s time, explain reason why DO NOT make time out reinforcingDO NOT make time out reinforcing

• i.e. Talk, explore, engage passers by, get involvedi.e. Talk, explore, engage passers by, get involved• Reset the time if students are inappropriate (back to the start Reset the time if students are inappropriate (back to the start

of time out)of time out) Do not allow them to avoid selected activitiesDo not allow them to avoid selected activities Keep time outs 5 minutes or fewerKeep time outs 5 minutes or fewer

• The younger, the shorter the durationThe younger, the shorter the duration

Aversive StimuliAversive Stimuli

One on One ChatOne on One Chat Meet individually with a student, preferably not in front of Meet individually with a student, preferably not in front of

their peers (before class: as students are entering locker their peers (before class: as students are entering locker room or after changing time, after class: before or after room or after changing time, after class: before or after changing time)changing time)

Step 1: I statement “Chris, I can’t be sure everyone hears when if Step 1: I statement “Chris, I can’t be sure everyone hears when if there is talking. What’s the story? Normally, you behave wonderfully there is talking. What’s the story? Normally, you behave wonderfully in class”in class”

Step 2: Active listening (if appropriate for circumstance)Step 2: Active listening (if appropriate for circumstance) Step 3: Outcome - administer consequence if necessary or develop Step 3: Outcome - administer consequence if necessary or develop

a solution with the student a solution with the student • May also give student a second chance (give to get)May also give student a second chance (give to get)


Verbal ReprimandsVerbal Reprimands ConciseConcise

• Listen please (not “stop talking”)Listen please (not “stop talking”)• Hands to yourself (not “stop it”)Hands to yourself (not “stop it”)• "What should you be doing right now?" "What should you be doing right now?" • Look and sound like you mean it! Have a good “Look and sound like you mean it! Have a good “game facegame face!”!”

Expanded – Telling students what behavior is unacceptable and whyExpanded – Telling students what behavior is unacceptable and why• Eli, please hold onto the ball. I find it distracting as do other students.Eli, please hold onto the ball. I find it distracting as do other students.• Book: “Joy, interrupting is impolite. It makes it difficult for others to follow Book: “Joy, interrupting is impolite. It makes it difficult for others to follow

my instructions. Please wait until I have finished to ask a question.”my instructions. Please wait until I have finished to ask a question.” DO NOT ridicule, insult, demeanDO NOT ridicule, insult, demean

• If a student loses face, you’ve lost them (peer reputation is powerful)If a student loses face, you’ve lost them (peer reputation is powerful)• Students will turn against youStudents will turn against you• NEVER yell at students or use disrespectful language (that is a loss of NEVER yell at students or use disrespectful language (that is a loss of

control on your part)control on your part)


Corporal PunishmentCorporal Punishment Banned in Connecticut – Do not use corporal punishment, Banned in Connecticut – Do not use corporal punishment,

you will be out of a jobyou will be out of a job Keeping your coolKeeping your cool

At times, students may say or do things which infuriate At times, students may say or do things which infuriate you. Examples include swearing, insubordination, verbal you. Examples include swearing, insubordination, verbal abuse, and/or running away. NEVER strike, grab, or abuse, and/or running away. NEVER strike, grab, or squeeze a student. Even if the student was in the wrong squeeze a student. Even if the student was in the wrong and states that you grabbed their arm, that will become and states that you grabbed their arm, that will become the issue and not the original transgression. the issue and not the original transgression.


Contracts –Contracts – Paper ones: make it generic so you can fill in Paper ones: make it generic so you can fill in

specific information.specific information. Guidelines:Guidelines:

• Be sure that the student understands the concept of Be sure that the student understands the concept of contracts by asking him/her to give an example. contracts by asking him/her to give an example.

• Discuss and/or negotiate the requirements, reward, level of Discuss and/or negotiate the requirements, reward, level of achievement, renegotiation date, etcachievement, renegotiation date, etc

• Read, sign, have a witness (someone with standing)Read, sign, have a witness (someone with standing)

Example Example 11, , 22, , 33, , 44

SSaammppllee

CCoonnt t rraacctt


Contracts – Setting up a contractContracts – Setting up a contract

MS & HS ConsiderationsMS & HS Considerations Rapport Rapport is extremely important (Mr. Pulisciano, Cheshire, HS)is extremely important (Mr. Pulisciano, Cheshire, HS) Continue to use classroom rules, set expectations, and create routinesContinue to use classroom rules, set expectations, and create routines Game face – appropriate tone and demeanor (firm, organized, Game face – appropriate tone and demeanor (firm, organized,

purposefulpurposeful Exude a confidence that you WILL keep the class under control and certain Exude a confidence that you WILL keep the class under control and certain

behaviors ARE expected and those contrary will NOT be toleratedbehaviors ARE expected and those contrary will NOT be tolerated Incorporate level of involvement and/or affective rubric into student Incorporate level of involvement and/or affective rubric into student

gradesgrades Hold students accountable for skill improvement via assessments such Hold students accountable for skill improvement via assessments such

as skill and cognitive quizzesas skill and cognitive quizzes Remain firm if students violate expectations (even if they plead)Remain firm if students violate expectations (even if they plead) Use a series of consequences - Verbal, grade, assignment, community Use a series of consequences - Verbal, grade, assignment, community

service, phone call, referral, parent conferenceservice, phone call, referral, parent conference Be more age appropriate with praiseBe more age appropriate with praise Don’t allow certain students to work together during classDon’t allow certain students to work together during class

MS & HS ConsiderationsMS & HS Considerations Plan lessons with behavior management in mindPlan lessons with behavior management in mind

Complexity of drills, number of partners, amount of equipment, start Complexity of drills, number of partners, amount of equipment, start with easy/fun unit, area of playing surface, gym vs. outdoorswith easy/fun unit, area of playing surface, gym vs. outdoors

Only under severe conditions should a student be sent to the Only under severe conditions should a student be sent to the office (it demonstrates a loss of control on your part).office (it demonstrates a loss of control on your part).

Create a daily report (may combine with a contract)Create a daily report (may combine with a contract) Examples Examples 11, , 22

Show concern for the students (especially in one on one Show concern for the students (especially in one on one conversations)conversations)

Monitor the social dynamics – establish expectations for peer Monitor the social dynamics – establish expectations for peer relationsrelations

Conditions: captains must demonstrate pro-social behaviorConditions: captains must demonstrate pro-social behavior Time out is not appropriate for HS, maybe MSTime out is not appropriate for HS, maybe MS ALWAYS keep your coolALWAYS keep your cool

Be calm and dispassionate in your presentation-Be calm and dispassionate in your presentation-An upset adult is An upset adult is frightening to young children and funny to older ones who gain frightening to young children and funny to older ones who gain prestige among peers for "setting off" a teacher prestige among peers for "setting off" a teacher

ReflectionReflection

Like reflecting about the effectiveness of a Like reflecting about the effectiveness of a lesson, also reflect about the effectiveness of lesson, also reflect about the effectiveness of your behavior management strategies.your behavior management strategies.

Some things to reflect on might include:Some things to reflect on might include: What is the purpose of the misbehavior What is the purpose of the misbehavior How effective are my strategiesHow effective are my strategies What sets off the misbehavior (time, place, people, What sets off the misbehavior (time, place, people,

teacher, biology)teacher, biology) Develop and implement a new planDevelop and implement a new planSome commonalities to a functional behavioral Some commonalities to a functional behavioral

assessmentassessment

Physical RestraintPhysical Restraint

Law affords protection if a student is a danger to Law affords protection if a student is a danger to other students, you, or themselves. For other students, you, or themselves. For example, a fight develops: example, a fight develops: First – with authority, tell the students to stopFirst – with authority, tell the students to stop Second – send for help (call office or send a trusted Second – send for help (call office or send a trusted

student)student)• Must act as a reasonable and prudent professionalMust act as a reasonable and prudent professional• Teachers are NOT required to break up fights or physically Teachers are NOT required to break up fights or physically

restrain students (role of security or police). If you attempt to restrain students (role of security or police). If you attempt to do so, it is at your own risk. do so, it is at your own risk.

• Be mindful of safety to other students (may be difficult to Be mindful of safety to other students (may be difficult to move them elsewhere)move them elsewhere)

Physical Activity Physical Activity PunishmentsPunishments

Never use physical activity (laps, jumping Never use physical activity (laps, jumping rope, etc) as a punishment.rope, etc) as a punishment. Students will link physical activity with Students will link physical activity with

negative consequences – that’s not our goal!!negative consequences – that’s not our goal!! Physical activity can be construed as Physical activity can be construed as

corporal punishmentcorporal punishment Banned by most states including CTBanned by most states including CT

Prevention v. PunishmentPrevention v. Punishment

REMEMBER - Promote a positive REMEMBER - Promote a positive environment and prevent misbehavior.environment and prevent misbehavior. Praise students, give positive feedback, Praise students, give positive feedback,

create group/individual goals, etccreate group/individual goals, etc Over-reliance on consequences and Over-reliance on consequences and

corrective methods makes class less corrective methods makes class less enjoyable and hinders the goals of PEenjoyable and hinders the goals of PE

Finding What WorksFinding What Works

Every student is different so it is incumbent upon Every student is different so it is incumbent upon teachers to find what works. Managing teachers to find what works. Managing behaviors is a bit like a chess match-continually behaviors is a bit like a chess match-continually try new moves to find what works. Things to try new moves to find what works. Things to keep in mind:keep in mind: If a strategy such as time-outs isn’t working, try If a strategy such as time-outs isn’t working, try

something else. something else. Find the “hook” regarding what works with students. Find the “hook” regarding what works with students.

Personally, my hook was my parents. Call them and I Personally, my hook was my parents. Call them and I was in trouble! There would not be any more was in trouble! There would not be any more misbehavior. misbehavior.

PunishmentPunishment Guidelines for Using PunishmentGuidelines for Using Punishment (pp.108-109) (pp.108-109)1.1. Establish rulesEstablish rules2.2. Maintain self-controlMaintain self-control3.3. Avoid confrontationsAvoid confrontations4.4. Punish immediatelyPunish immediately5.5. Specify behaviorSpecify behavior6.6. Ensure use of punishment is fairEnsure use of punishment is fair7.7. Make sure punishment fits intention of crimeMake sure punishment fits intention of crime8.8. Be consistentBe consistent9.9. Return to positive methodsReturn to positive methods10.10.Never hit! Never hit!

Misc. ThoughtsMisc. Thoughts

Flexible (Fazio)Flexible (Fazio) Give a little to gain a lot (beware being taken Give a little to gain a lot (beware being taken

advantage of)advantage of) …“…“Now I could call your folks about you picking on Now I could call your folks about you picking on

Demetrius.” I’m sorry. “Instead, I want you to tell me Demetrius.” I’m sorry. “Instead, I want you to tell me you’ll leave him alone. Can you do that?” Ya, I won’t. you’ll leave him alone. Can you do that?” Ya, I won’t. “All right, now remember what you promised me b/c I “All right, now remember what you promised me b/c I don’t want to have to make that call.” don’t want to have to make that call.”

Focus on the behavior, not personal qualities Focus on the behavior, not personal qualities Avoid “You’re lazy” because this makes students Avoid “You’re lazy” because this makes students

defensive)defensive)

Role Play TipsRole Play Tips Avoid having one student active while others Avoid having one student active while others

watch.watch. Maximize activity time and opportunities to Maximize activity time and opportunities to

respond (OTR’s)respond (OTR’s) What is the difference between activity time & OTRs What is the difference between activity time & OTRs

Generally refrain from asking students “How are Generally refrain from asking students “How are you doing today.” This creates an opportunity for you doing today.” This creates an opportunity for misbehavior. Greet the students (“Good misbehavior. Greet the students (“Good morning, etc), then morning, etc), then get intoget into the lesson. the lesson.

Deal with behaviors while the class is active. Do Deal with behaviors while the class is active. Do not put the misbehaving student on stage while not put the misbehaving student on stage while the rest of the class watches. the rest of the class watches.

behavioral methods for decreasing inappropriate behaviors chapter 6

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