Behaviour Management A Positive Approach:

Session 2-Reactive strategies

Angela Davis

HomeworkCritically look at the environment & adapt

Choose a Child & Behaviour

Observe

Determine function of behaviour

Implement a structured reward/incentive system

Targeted Intervention

The Learning Environment

Inclusive Programming

Corrective Intervention

Reactive

Individual Focus

Preventative

Whole Group

Focus

What every program includesInformation on: • new routines• how to give instructions• follow through• reinforcers• consequences• skills we need to teach• how long before we review

Mean what you say

Cut down verbal language when disciplining

Clarify levels of choice versus directions

Decide what to teach them and teach it

Follow through when needed… Don’t blink first

Always be the grown up-stay in control

General Strategies

Families are not a democracy- to function well they must be hierarchical

Important & unpopular decisions should not be made by majority rule/ consensus - Parental votes are weighted votes

Rules inside the house should be as close to behavioural expectations outside the home

This does not mean that children's views are not sought and valued but the bottom line is that responsibility lies with the parents

What a family should be:

• CUES FOR:

– Desirable behaviour

– Undesirable behaviour

• ANTECEDENT EFFECTS:

– Long term

– Short term

IDENTIFY THE ANTECEDENTS - THEN ALTER THEM BY:

– minimising them

– eliminating them

– increasing the child’s ability to cope with them.

Types Of Contingencies

  ADDITION of something

REMOVAL of something

       

  POSITIVE

 REINFORCEMENT

 (PLEASANT)

  

  NEGATIVE

 REINFORCEMENT

 

  POSITIVE

 PUNISHMENT

 (AVERSIVE)

  

  NEGATIVE

 PUNISHMENT

    

Imp

act

on

Beh

avio

ur

Situational Management

*Depends on the age /developmental level of the child

Implementation of Consequences Distraction/Redirection Reminding of rule/instruction Ignoring Logical Consequences Time Out

Distraction/Redirection/Reminders

Move child onto another activity

Refocus them on the task

Use of visual cues

Strategic Ignoring

• impacts both desirable and

undesirable behaviour

• difficult to do

• is effective

Behaviours to Ignore

whining

complaining

temper tantrums (when safe)

swearing

Behaviours that are irritating, not dangerous and attention seeking behaviours.

Behaviours Not to Ignore

• hitting

• property damage

• playing with fire

Behaviours that are

harmful to self or others.

Effective Ignoring - Guidelines

• no eye contact

• no talking

• be aware of non verbals

• no physical contact

• ignore immediately

• stop ignoring only when behaviour stops

• ignore behaviour every time

• behaviour ignored by everyone

• ignoring is hard work

• switch your attention

• inform parents

• worse before better

• new undesirable

behaviour

• peak then rapid decline

What Will Happen ?

Natural Consequences

• violation natural order of events

“ If you go outside

without your rain

coat, you’ll get wet!”

Logical Consequences

• violation of social order of events

“ If you can’t play safely you will not

be able to play in the sandpit today”

“ You need to share the ball or it will need

to be put away.”

Logical Consequences - Principles

• acknowledge mutual rights

• directly related to behaviour

• separate the behaviour from

the child

• focus on present behaviour

• non judgemental attitude

• permit choice

What is Time Out?

time away from positive reinforcement

cooling off/calming down aspect

related to specific circumstances

temporary and brief

Why Use Time Out?

• highly effective in changing

behaviour

• part of a total approach

• teaches children to take

charge of out of control

behaviour

• calms over stimulated child

When Is Time Out Used?

• dangerous, violent, out of control

behaviour

• excessive disruption

• repeated non compliance

• end of a series of steps

Who Can Use Time Out?

• understand rationale for use

• understand how it works and underlying

principles

• knowledge of proper implementation

process

Where Can Time Out Be Used?• static

– allocated room or area

• mobile – chair, mat hoop, drop

to the spot

• move the group

How Is Time Out Implemented?

• behaviours clearly specified

• length of time specified

• location specified

• timer set

• restart timer if child not quiet

• unemotional, calm, verbal economy

• ignore protests

• monitor

• restrain if necessary

• consistency

• confirm end point

• address original issue

• catch the child being good

• keep a record

Introducing Time Out

• small group time

• define the behaviours

• explain the rules using key words– keep quiet– keep still– duration/time

• demonstrate/role play

To the children:

• dispel myths and misuse

• parent evening

• notice board

• information handouts, books

• invitation to observe

To the parents:

InterestsStrategies for managing interests:

• Use as motivators

• Use to extend learning opportunities

• Limit access

• Offer alternative incentives not to indulge in an interest (ie. because interest is dangerous &/or illegal)

BEHAVIOUR RATINGS

5 Hitting, pushing, shaking, snatching, kicking, breaking things, biting

4Yelling, name calling, slamming doors, swearing, threatening, punching things, picking up weapons, spitting, nagging (asking for things four times), not doing what he is asked after the final warning, jumping on furniture, ‘Rahing’

3Saying things like - “I feel angry about this”, “No”, “I don’t think you are being fair”.Voices may be loud but not yellingGlaring, growling Asking three times for somethingDoing what I am asked when given a final warning

22Talking normally about somethingTalking normally about somethingYou might agree or disagree, but there are no strong negative You might agree or disagree, but there are no strong negative statements statements Doing what I am asked after the instruction has been repeatedDoing what I am asked after the instruction has been repeated

1Talking in a friendly way. Eg. saying positive, nice things, smiling, looking at each other, talking quietly, talking about fun things, doing what I am asked straight away

’s points tally sheet

10 boxes coloured in = No TV

11 boxes coloured in = Early bed

12 boxes coloured in = No Story

Homework Module 2• examine the antecedents for your child’s

behaviour• implement reactive/corrective strategies

(ignoring, consequences, time out) for your child

• use Ignoring Checklist and Time Out Record Sheet as appropriate

• continue to record the behaviour for discussion at the next session