Definitions
Behavior management Maintaining or altering positive relationships
Managing internal and external stimuli
Utilize prevention techniques—they are most effective behavior management tool
Definitions
Discipline Control by enforcing compliance or order
Should be principle-centered
Ultimate goal is self-discipline
Definitions
Behavior modification Used to increase desired, decrease undesired behaviors
Utilizes positive and negative reinforcements
Involves operant conditioning
Misbehavior
Misbehaviors are goal-directed, rarely personally directed at a leader
Motivation for misbehavior originates with unmet personal needs
Misbehaviors can be confused with excitement
Leader Issues
Know own “hot buttons”
Know own biases Be aware of position of power
Goal = Help others with self-discipline
Preventative Approach
Effective leadership techniques
Catch problems before they occur
Use sequencing, pacing, frequent monitoring
Appropriate time, appropriate equipment, quantity of equipment
Moral Education Approach
Teach a lesson about right and wrong
Utilize role-playing techniques to facilitate participant understanding
Ask “How would you feel if…?”
Least effective technique for youngsters
Affective Approach
Target emotions related to behaviors
Stress active listening Try to discover feelings that cause conflict
Assist with social skills
Behavior Modification Approach
Utilizes direct instruction Positive and negative reinforcement
Time out as negative reinforcer Common techniques
Shaping Chaining Fading Extinction
Assertive Discipline Approach
Be firm, direct, honest Appropriately express emotions
Use “I” statements Clearly state desired behaviors
Reality Therapy Approach
Change requires awareness
Confrontational questioning
“What were you doing just now?
Social Skills Training
Myth: Participants have social skills
Utilize direct instruction
Model desired behaviors Provide opportunities to practice skills
Develop strong relationships
Serve as a coach
Behavioral Therapy Approach
Goal is to change emotional and/or cognitive identity
Utilizes therapeutic processes and medications
Leaders may refer participants to trained therapists
Behavior Management Purposes
Maintain safety Help participants with appropriate conduct
Manage flow, control in activity Facilitate education, coaching Effective, efficient activity leadership
Easier to teach and lead participants
Behavior Management Factors
Developmental ability
Age Everyone develops at own pace
Physical abilities Cognitive abilities Emotional abilities Moral growth, stage
Behavior Management Factors Health/Disability Status Know behaviors associated with status
Underlying issues Gender
Be aware of stereotypical attitudes (“boys will be boys”)
Be aware of standards based on gender
Behavior Management Factors Cultural background
Attitudes and behaviors
Communication patterns
Eye contact Voice volume Pace of speech Use of physical touch Proximity
Why Needed…
Stealing Fighting Talking back Disruptions Disrespect Racial intolerance
Profanity
Lying Verbal abuse Whining Demanding leader attention
Sexual harassment
Reasons People Act Out
Boredom Over-stimulation Leader not interactive
Poor explanation Not enough equipment Personality conflicts
Reasons People Act Out
Testing personal power
Immaturity Fear (e.g., of intimacy, abandonment)
Unmet needs Many others…
Behavior Mgt Principles
Make it an agency process Assess self-awareness Be proactive Be prepared Offer corrective feedback Avoid neglecting the group
Behavior Mgt Principles cont’d
Focus on the behavior Protect the individual’s dignity
Nurture the target Be consistent and fair Target underlying causes Avoid power struggles
Assess Self-Awareness
Know your own “hot buttons” Consider the impact on others
Did my biases affect my judgment?
Am I being consistent? What can I learn from this?
Be Proactive
Climate of mutual respect Consistently model Send positive messages Learn names and use them often
Behavior management by walking around (BMBWA)
Be Prepared
Be ready for disruptions Examine all angles Play “what if?” Prepare for the…
Activity Transitions Conclusions
Offer Corrective Feedback Be immediate (if possible)
Give feedback in private Be specific Focus on the behavior State in “I” language Use understandable language
Avoid Neglecting the Group Singling out may drive negative behavior in group members
May lead to safety concerns Strive to minimize disruptions to the group
Focus On the Behavior
Appropriate feedback “Pat, pushing is unacceptable.”
Inappropriate feedback “Pat, you are bad.”
Protect Individual’s Dignity
Avoid “making an example” of someone
May cause group to lose trust in the leader, to rebel
Nurture the Target
Attend to the injured party
Model preferred behaviors Do not condone negative behaviors
Remember to avoid neglecting the entire group (requires more than one leader)
Be Consistent and Fair Provides sense of security to group
Consider uniqueness of all situations
Leader uses conceptual skills
Target Underlying Causes
Determine and treat causes of misbehaviors Physical factors Emotional factors Social factors Psychological factors
Avoid a Power Struggle
Argumentative behaviors = Counterproductive
Keep emotions in check
Provide options to involved participants
Unobtrusive Techniques
Define limits Plan well Provide ongoing clarification
Establish routines Offer appropriate challenges
Be inclusive Be clear and explicit
Unobtrusive Techniques
Front-load for success
Give, expect respect Treat people with dignity
Avoid some activities Meet basic needs
Unobtrusive Techniques
Use a question format Use appropriate eye contact Utilize proximity control Make no more than two requests
Allow time for compliance Make more start than stop requests
Unobtrusive Techniques
Be specific and descriptive
Use genuine reinforcement Redirect activity Employ regulated permission
Tolerate some misbehavior Use praise appropriately
Giving Praise
Be specific and target behaviors Use “I” statements (e.g., “I appreciate…”)
Be genuine and truthful Understand cultural nuances Praise often, try to catch participants doing something right
Avoid using words like “perfect”
Discernible Techniques
Positive discipline Modeling Use appropriate rules Positive reinforcement Punishment Consequences Behavior contract
Positive Discipline Give honest answers Hold realistic expectations
Give second chances Use encouragement
Rules for Rules Have reasons Design with participants
State positively Be clear, succinct
Be equitable Define behaviors
Clarify and practice
Be appropriate Be enforceable Follow through Give a warning Have few rules
Punishment Decreases targeted behavior
Does not teach desired behavior
Penalizes individual for misconduct
Can lead to 4 Rs
Consequences
Arbitrary Nothing to do with the behavior
Logical Connected to action through logic
Natural Natural outcome of action
Consequences: Principles
Catch people doing something right Must be appropriate to the infraction
Must be clear, understood Must be balanced, doable Exclude emotions Do not withhold necessities Include participants in selecting consequences
Behavior Contract Formal behavior agreement Negotiate terms with participant Outline expectations for behaviors
Identify consequences of misbehaviors
Include time frame, length of contract
All parties sign, keep copies
Time-Out Not a place, but a process Explain why, where, how long Identify appropriate time period
Select undesirable location Avoid overuse
Physical Intervention Requires special training (in some states, certification is required)
Alert individual, if possible Used for safety of participants
Other adult presence recommended
Documentation needed
Ineffective Techniques
Yelling Threats Blaming Name-calling Sarcasm Physical punishment
Calling parents
Selecting Techniques
Leader Skills Experience Preferences Personality
Participant Age, developmental stage
Culture
Selecting Techniques
Avoid miscalls, such as Overreacting to withdrawn individuals
Tired of being understanding Feeling need to maintain absolute control
Mistaking excitement for disruptions
Blaming those not at fault
Motivation
Internal drive based on need
Impetus for behavior choices
Choice of action Directed toward meeting the need
McClelland’s Trichotomy
Achievement Sports, fine arts
Power Winning prize, award
Affiliation Book clubs, quilting bees
Sources of Motivation
Intrinsic process Engage for sheer fun of it
Instrumental Motivated by external tangible rewards
Self-concept—external Motivated by the social status individual will achieve
Sources of Motivation
Self-concept— internal Maintain personal standards
Goal internalization Adopt behaviors congruent with personal values