positive behavioral interventions and idea 2004: new opportunities for teaching and learning pacer...
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Positive Behavioral Interventions and IDEA 2004:
New opportunities for teaching and learning
PACER Executive Director: Paula F. GoldbergALLIANCE Co-Directors: Sue Folger Sharman Davis Barrett
Technical Assistance ALLIANCE for Parent CentersNational Technical Assistance CenterPACER Center, Inc.8161 Normandale Blvd. Minneapolis, MN 55437 Ph: (888) 248-0822 E-mail: [email protected] site: www.taalliance.org
Written by: Dixie Jordan
©PACER Center, 2006
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There is logic behind the behaviors of children. Our challenge is to understand its context
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Teach or re-teach the
behavior
Provide Meaningful Incentives
Provide Meaningful
Consequences
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Meaningful: having significance, meaning or purpose in the child’s life (from the child’s perspective)
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meandisrespectful
deliberate
angrythreatened
punishoffer ultimatum
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meandisrespectful
deliberate
angrythreatened
punishoffer ultimatum
The child IS a problem….
What we do:
Teach academic skills
Control behaviors
Positive behavior is expected
Children and youth who violate behavior standards are punished
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unhappydiscouraged
frustrated
supportencourage
help
concernempathy
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unhappydiscouraged
frustrated
concernempathy
supportencourage
help
The child HAS a problem….
What we do:Teach academic skills Teach behavioral skills
Same strategies as for other skills
Individualization at school for intensive problems (504, IEP, BIP)
Positive behavior is expected and taught
Positive behaviors are reinforced
Negative behaviors receive consequences that
are meaningful and instructivePACER Center, Inc., 2006
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“The IEP team will….“The IEP team will….
“In the case of a child whose behavior impedes the child's learning or that of
others, consider the use of positive behavioral interventions and supports,
and other strategies to address that behavior” IDEA 2004 statute
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A child who is removed from his or her educational placement shall…..A child who is removed from his or her educational placement shall…..
Continue to receive services to participate in the general curriculum and work on meeting IEP goals, and
Receive an FBA, behavior interventions and modifications to address the behavior violation so that it does not recur from IDEA 2004 statute
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What are positive behavior interventions?
• An approach to supporting positive behavior skills
• Children’s behavior can change if adults:
– teach the behaviors we expect to see
– model those behaviors
– consistently recognize and reward the behaviors when they occur
– consistently enforce meaningful consequences for behavioral violations
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Behaviors are governed by consequences
Behaviors thatresult in desirable
consequences for the childare likely to be retained
or strengthened
Behaviors thatdo not result in
desirable consequences are discarded or
weakened
reinforced
not reinforced
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Consequence
“Mary h
it An
n”
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….does not teach
“This line represents Billy’s suspensions over this past year. As a senior, he will be finished with school soon, so we will send these records over to corrections to ensure a smooth transition to his adult services environment….”
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Intervention
“Mary h
it An
n”
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POSITIVE: Characterized by or displaying approval, acceptance or affirmation
BEHAVIOR: The manner of conducting oneself; somethingan organism does in response to its environment
INTERVENTION: To enter a course of events so as
to hinder or change it
POSITIVE BEHAVIOR INTERVENTIONS
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1. We do something
2. We analyze the results of our action
3. We decide what
to do next
What we know about behavior….What we know about behavior….
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Baby cries. Mom feeds himBaby cries when hungry
Baby cries. Mom is deafMom sees sad face, feeds babyBaby makes sad faces when hungry
Child gets into a fight.Teacher lectures child about fightingChild gets into a fight to gain teacher attention
What we know about behavior….What we know about behavior….
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• Classroom environment -seating -noise level -disruptions
• Child-specific condition -medication -allergies -sickness -anxiety -fatigue
• Setting events -peer issue
-teacher interaction -new person(s)
• Instruction/curriculum -work too hard -work too easy
-transitions -directions
-assignment -no choices
Problem behaviors are context related(respond to environmental or ecological events)
What we know about behavior…..What we know about behavior…..
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•To get something (power, attention, approval)
•To avoid (escape) something (teachers, class work, a situation)
•To have control
The function of a behavior is not theproblem - new behaviors that aretaught should serve the same function
Problem behaviors serve a function
What we know about behavior…..What we know about behavior…..
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Problem behaviors have multiple causes
More than one need is often met
through one behavior
What we know about behavior…..What we know about behavior…..
Billy hits
Teacherattention
Escape
Revenge
Peer attention
Power
Avoidance
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• Fixing problems does not lead to desired outcomes:
“If you stop swearing, you will have a job….” “Finishing work will get you a friend……”
• If we do not teach children what to do instead of what they are doing,
they will continue to do what they do –ooooooooooo
What we know about behavior…..What we know about behavior…..
and get better at it
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Aantecedent
Aantecedent
BbehaviorB
behavior
Cconsequence
Cconsequence
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The consequence of a behavior affects whether
it happens again
We can manipulate antecedents in the environment to:Increase positive behaviorReduce misbehavior
Aantecedent
Aantecedent
BbehaviorB
behavior
Cconsequence
Cconsequence
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Aantecedent
Aantecedent
A cause, course, or event that influences the development of a behavior or behaviors:•Size of an environment•Number of people in it•Specific event, time of day, etc.
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Bbehavior
Bbehavior
What one does in response to the event, cause or condition. Behavior (positive or negative) fulfills a specific need for a child
Antecedent: The work is too hard (I don’t want to do it)
Behavior: I throw my chair
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Cconsequence
Cconsequence
What happens as a result of a behavior that affects whether it is likely to happen again
If the consequence of a behavior meets a need, the behavior is likely to be repeated
Antecedent: The work is too hard Behavior: I throw my chair
Consequence: The teacher gets angry. I get sent to the office. I do not do the work
What can we predict about this behavior?
Did the behavior meet a need?
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Aantecedent
Aantecedent
A classmate took John’s lunch money, then told him that a group of friends would be “waiting for him” as soon as school was out
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John had an incident while waiting for the bus for school:
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Bbehavior
Bbehavior
John refused to work in his math class that morning. When prompted to get on task, he told the teacher to “get lost,” then swore and left the room
Antecedent: The bus stop incident, and implied threat
Behavior: John was rude, swore, left the room
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Cconsequence
Cconsequence
John was suspended from school for the balance of the day and three additional days for swearing, leaving the classroom, and refusing teacher direction
Antecedent: The bus stop incident and implied threatBehavior: John was rude, swore, and left the room
Consequence: Suspension from school for 3 ½ days
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What alternative consequences might be tried? C
consequence
Cconsequence
How likely is it that this behavior will be repeated?
What lesson is John likely to learn from his consequence?
Why did John misbehave?
Do we really know?
A few questions…..
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Begin with simple rules (2-5)
– e.g. Be respectful of others
– Describe what the rules mean in specific terms
• Respect means speaking in normal voice tone
• Respect means hands/feet to yourself
– Provide instruction about what to do instead
State your expectations for behavior
Provide examples of expected behavior
Teach the behavior you expect…..Teach the behavior you expect…..
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Discuss and model the expected behaviors:– At home and in the actual locations – Re-teach regularly
Be sure the expectation is positive:– “once you have finished your chores,
you may go to Mary’s house”– not “you cannot go to Mary’s house until
the chores are finished…”
Teach the behavior you expect…..Teach the behavior you expect…..
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Homework, school work, and chores Time management
• Define and teach routines the child will use– Provide a checklist of activities that child can
mark off as completed– Begin on time (other tasks out of the way)– Have materials ready– Stay with the task until completed
Teach children to self manage behaviorTeach children to self manage behavior
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Teach children to self manage behaviorTeach children to self manage behavior
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Homework, school work, and chores Attitude
• Be respectful (demonstrate!)• Have materials ready for
the work being addressed• Ask for help when needed
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Teaching is not always enough to change behavior over the long haul
Children need to be recognized and rewarded when they are meeting the expectations that have been established
Positive recognition (rewards, other reinforcements, praise) must occur more frequently than negative recognition (at least a 4 to 1 ratio)
Provide meaningful positive incentivesProvide meaningful positive incentives
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It is a way of collecting data on why a child has problem behaviors
Problem behaviors generally occur in relationships between the child and the
environment
Functional Assessment: Because…..
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©PACER Center, Inc. 1999
IEPs should include behavior goals andpositive behavior interventions
Positive behavioral interventions are based on functional behavioral assessment
Functional Assessment: Because…..
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©PACER Center, Inc. 1999
Special education decisions are to be driven by data, not opinion or belief systems
Where’s the Data?
Functional Assessment: Because…..
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Functional assessment: when?Functional assessment: when?
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When a child’s behaviors do not respond to the interventions used with all students, or
When the team cannot provide data that supports why inappropriate behaviors occur, or
When a child is repeatedly disciplined for behaviors that do not improve, then
The team should request FBA as part of
initial or ongoing evaluation
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Functional behavior assessmentFunctional behavior assessment
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NOT a list of misbehaviors, but an effort to determine why a behavior occurs
FBA:• helps the team to understand the
purpose that a behavior serves for a child• guides decision-making• leads to intervention strategies• required for removals beyond 10 days• useful when behaviors have not responded to
standard interventions
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Identify the behavior of concern
Where does it occur and not occur?
Antecedents (what happens beforehand)?
Possible reasons for the behavior (hypotheses)?
What does the student “get” from it (the reinforcer)?
What replacement behaviors can be taught to the child that serve the same function?
Is there a consistent pattern? Is it predictable?
FBA: Typical StepsFBA: Typical Steps© PACER Center Inc., 2006
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Make changes in the environment (seating, etc.)
Opportunities to make choices
Adaptations/modifications in curriculum
Teacher adapts instructional style
Teach appropriate pro-social behaviors
Behavior intervention plan or crisis plan, using the data acquired through functional assessment
Reinforcement for appropriate behavior
General interventionsGeneral interventions© PACER Center Inc., 2006
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Section of FBA: NOT “Billy is disruptive”Section of FBA: NOT “Billy is disruptive”
During one observation, Billy was asked by another student to return to his seat; he then threw that student’s papers onto the floor
During one observation, Billy was asked by another student to return to his seat; he then threw that student’s papers onto the floor
BUT: Billy is out of his seat an average of 6x per class hour (class average .75). The greatest frequency (9x) is in math and geography, the lowest (2x) is in art
BUT: Billy is out of his seat an average of 6x per class hour (class average .75). The greatest frequency (9x) is in math and geography, the lowest (2x) is in art
When out of his seat, Billy tries to engage other children in conversation. If ignored, he pokes at or touches them or their belongings
When out of his seat, Billy tries to engage other children in conversation. If ignored, he pokes at or touches them or their belongings
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© PACER Center Inc., 2006
Billy pokes at other kids when they ignore him…..Billy pokes at other kids when they ignore him…..
Hypotheses:Billy does not know how to make friendsBilly is trying to get attention (from the teacher or students)
Hypotheses:Billy does not know how to make friendsBilly is trying to get attention (from the teacher or students)
Hypotheses:Math is too hardBilly does not understand directionsBilly cannot read the math bookToo many problems on page; Billy is overwhelmedBilly needs breaks during academic activities
Hypotheses:Math is too hardBilly does not understand directionsBilly cannot read the math bookToo many problems on page; Billy is overwhelmedBilly needs breaks during academic activities
Billy has a hard time staying seated during math…Billy has a hard time staying seated during math…
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© PACER Center Inc., 2006
Billy stays in his seat more during art…..Billy stays in his seat more during art…..
Hypotheses:Billy likes art, or is good at artBilly needs hands-on activitiesBilly works well with color
Hypotheses:Billy likes art, or is good at artBilly needs hands-on activitiesBilly works well with color
Hypotheses:Billy is boredBilly wants the teacher’s attentionBilly wants the other children to like himBilly does not have good problem-solving skills
Hypotheses:Billy is boredBilly wants the teacher’s attentionBilly wants the other children to like himBilly does not have good problem-solving skills
Billy tries to engage other children in talking. If ignored, he pokes at them or their belongings ….
Billy tries to engage other children in talking. If ignored, he pokes at them or their belongings ….
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© PACER Center Inc., 2006
Required in IDEA
Builds positive relationships
Encourages new behaviors
Reinforces skills (maintenance)
Increases self-satisfaction and optimism among youth, parents, and teachers
Why Focus on Positive Interventions?Why Focus on Positive Interventions?
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© PACER Center Inc., 2006
Positive Interventions.…Positive Interventions.…
Teaching by itself does not change behavior Behaviors take time to become habits Children need positive reinforcement over time Must be used more frequently than punishment
Teaching by itself does not change behavior Behaviors take time to become habits Children need positive reinforcement over time Must be used more frequently than punishment
And Meaningful Consequences….And Meaningful Consequences….
Help change and maintain behavior across time Consequences must —
Be clearly stated and communicated Be logical – bear a relationship to the behavior Apply universally to all
Help change and maintain behavior across time Consequences must —
Be clearly stated and communicated Be logical – bear a relationship to the behavior Apply universally to all
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© PACER Center Inc., 2006
Building the IEP Building the IEP
Do the goals address:
academic support? mental health needs?behavioral needs?
Does the child need:an FBA?related services? a behavior intervention
plan (BIP)?a crisis plan?
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© PACER Center Inc., 2006
Behavior Intervention Plan Behavior Intervention Plan
Effective re-teaching of the expected behavior Rewards and consequences that are personally
meaningful to a child (no two plans are alike) Opportunities to self-manage behaviors
Positive behaviors are not maintained over time with mood rings and stickers
Self-management skills facilitate pro-social skills Self-management skills lead to generalization
Effective re-teaching of the expected behavior Rewards and consequences that are personally
meaningful to a child (no two plans are alike) Opportunities to self-manage behaviors
Positive behaviors are not maintained over time with mood rings and stickers
Self-management skills facilitate pro-social skills Self-management skills lead to generalization
BIP, PBI, BSP, etc.: A plan by any name, should be positive and instructive, based on FBA, and address—
BIP, PBI, BSP, etc.: A plan by any name, should be positive and instructive, based on FBA, and address—
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© PACER Center Inc., 2006
Developing a BIP: ConsiderationsDeveloping a BIP: Considerations
Are changes needed in the classroom (seating arrangement, instructional approach, grouping, curriculum, etc.)?
Are changes needed in the classroom (seating arrangement, instructional approach, grouping, curriculum, etc.)?
Is the child able to perform the desired replacement behaviors? Is the child able to perform the desired replacement behaviors?
Will the child receive as much reinforcement from using the replacement behaviors as from using the problem behaviors?
Will the child receive as much reinforcement from using the replacement behaviors as from using the problem behaviors?
Do the replacement behaviors serve the same function as the problem behaviors?
Do the replacement behaviors serve the same function as the problem behaviors?
Will replacement behaviors be specifically taught, reinforced? Will replacement behaviors be specifically taught, reinforced?
Will new behaviors be reinforced across environments? Will parents, teachers and others use similar reinforcement systems?
Will new behaviors be reinforced across environments? Will parents, teachers and others use similar reinforcement systems?
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© PACER Center Inc., 2006
Positive interventionsPositive interventions
Many high school youth with behavior issues dislike authority, including the police. In one classroom, a teacher invited a mother to bring her baby to school and talk with the students about her dreams and plans, and the kind of community she wanted for her child.
The entire class had the opportunity to play with the baby and ask questions of the mother.
Two weeks later, the mother returned to the school - in her police patrol uniform.
She used the new visit to talk about her expectations for students if they were stopped by the police for any reason.
Many high school youth with behavior issues dislike authority, including the police. In one classroom, a teacher invited a mother to bring her baby to school and talk with the students about her dreams and plans, and the kind of community she wanted for her child.
The entire class had the opportunity to play with the baby and ask questions of the mother.
Two weeks later, the mother returned to the school - in her police patrol uniform.
She used the new visit to talk about her expectations for students if they were stopped by the police for any reason.
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© PACER Center Inc., 2006
Positive interventionsPositive interventions
A teacher kept a money jar in her classroom. For positive student acts, she put a nickel in the jar.
When the jar was full, students could spend the money. The catch: half was to be spent on someone the students professed not to like (often the assistant principal).
The students had to learn about the person they chose, and had to research what they thought that person would like. They purchased and presented a box of doughnuts with an accompanying note from the class.
Later, students found their note framed, hanging on the wall of the recipient.
A teacher kept a money jar in her classroom. For positive student acts, she put a nickel in the jar.
When the jar was full, students could spend the money. The catch: half was to be spent on someone the students professed not to like (often the assistant principal).
The students had to learn about the person they chose, and had to research what they thought that person would like. They purchased and presented a box of doughnuts with an accompanying note from the class.
Later, students found their note framed, hanging on the wall of the recipient.
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© PACER Center Inc., 2006
Planned ignoring: plan ahead of time to ignore specific behaviors that are directed at gaining the attention of the teacher or others. Do not use for peer problems. Ignoring takes practice - you must plan to do it! Planned ignoring may work for-
calling out answers in class not having materials ready for class interrupting the teacher whistling or humming
Provide the attention a child is seeking when he or she displays appropriate behaviors.
Planned ignoring: plan ahead of time to ignore specific behaviors that are directed at gaining the attention of the teacher or others. Do not use for peer problems. Ignoring takes practice - you must plan to do it! Planned ignoring may work for-
calling out answers in class not having materials ready for class interrupting the teacher whistling or humming
Provide the attention a child is seeking when he or she displays appropriate behaviors.
Interventions that workInterventions that work
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© PACER Center Inc., 2006
Interventions that workInterventions that work
Preventive cueing (signal interference) - to alert the child who is doing something unacceptable
A frown, shake of the head, making eye contact, pointing to a seat for a wandering student, or snap of the fingers can convey the need to pay attention or to stop behaviors before they escalate
Do not show approval when using preventive cueing
Preventive cueing (signal interference) - to alert the child who is doing something unacceptable
A frown, shake of the head, making eye contact, pointing to a seat for a wandering student, or snap of the fingers can convey the need to pay attention or to stop behaviors before they escalate
Do not show approval when using preventive cueing
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© PACER Center Inc., 2006
Interventions that workInterventions that work
Proximity control - stand closer to the child who is beginning to have a problem with behavior. Less effective, move child closer to the teacher
Be sure that proximity is not seen as a threat to the child
Use during question/answer periods or when giving directions; may pair this interventions with “preventive cueing” for some students
Proximity control - stand closer to the child who is beginning to have a problem with behavior. Less effective, move child closer to the teacher
Be sure that proximity is not seen as a threat to the child
Use during question/answer periods or when giving directions; may pair this interventions with “preventive cueing” for some students
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© PACER Center Inc., 2006
Interventions that workInterventions that work
Touch control - light, non-aggressive physical contact, such as
placing a hand on the shoulder of student or
taking a child’s hand to lead him or her back to the desk, etc.
To use touch control, a teacher must be sensitive to the needs of individual students, as some may perceive any form of touch as aggression!
Touch control - light, non-aggressive physical contact, such as
placing a hand on the shoulder of student or
taking a child’s hand to lead him or her back to the desk, etc.
To use touch control, a teacher must be sensitive to the needs of individual students, as some may perceive any form of touch as aggression!
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© PACER Center Inc., 2006
Interventions that workInterventions that work
Nonverbal warnings - Place cue cards inconspicuously on a youth’s desk as a reminder to change the behavior, or point to the posted rules.
Discipline privately, whenever possible, not before the child’s peers. Students can gain power from daring to “take on” the teacher in a disagreement
Humor - a lighthearted comment or joke (never ridicule) can let a student “save face” who is in a confrontational situation with an adult.
Nonverbal warnings - Place cue cards inconspicuously on a youth’s desk as a reminder to change the behavior, or point to the posted rules.
Discipline privately, whenever possible, not before the child’s peers. Students can gain power from daring to “take on” the teacher in a disagreement
Humor - a lighthearted comment or joke (never ridicule) can let a student “save face” who is in a confrontational situation with an adult.
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© PACER Center Inc., 2006
Interventions that workInterventions that work
Positive phrasing: Let a child know exactly what behavior is expected, not just what is not expected
State the reinforcement for carrying out the desired behavior “You will be able to go outside
with friends during recess if you keep your hands on the desk during discussion” or
“I will call on you to answer as soon as you raise your hand”
Positive phrasing: Let a child know exactly what behavior is expected, not just what is not expected
State the reinforcement for carrying out the desired behavior “You will be able to go outside
with friends during recess if you keep your hands on the desk during discussion” or
“I will call on you to answer as soon as you raise your hand”
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© PACER Center Inc., 2006
Interventions that workInterventions that work
Use “I” Messages. A 3-part verbal intervention to help child understand impact of behavior:
Describe the behaviorDescribe its effect on parent, teacher or othersDescribe your feelings about the misbehavior When you interrupt, I can’t hear others I am unhappy because I want everyone to have
a chance to have a turn Caution: When children do not like their teacher,
“I” messages may cause an increase in the behavior
Use “I” Messages. A 3-part verbal intervention to help child understand impact of behavior:
Describe the behaviorDescribe its effect on parent, teacher or othersDescribe your feelings about the misbehavior When you interrupt, I can’t hear others I am unhappy because I want everyone to have
a chance to have a turn Caution: When children do not like their teacher,
“I” messages may cause an increase in the behavior
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© PACER Center Inc., 2006
Interventions that workInterventions that work
Behavioral Shaping: Reinforce behavior that is close to the desired behavior, then raise the criteria for reinforcement in small steps until reaching desired goal
Reinforce learning. Go over rules and expectations daily, demonstrate if necessary. Remind child of the rules, “Remember, the rules say that you are not to interrupt others.” Reminders that do not redirect the behavior must be followed with meaningful consequences
Behavioral Shaping: Reinforce behavior that is close to the desired behavior, then raise the criteria for reinforcement in small steps until reaching desired goal
Reinforce learning. Go over rules and expectations daily, demonstrate if necessary. Remind child of the rules, “Remember, the rules say that you are not to interrupt others.” Reminders that do not redirect the behavior must be followed with meaningful consequences
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© PACER Center Inc., 2006
Interventions that workInterventions that work
Give attention to children who are performing well, so that other children can hear
Encourage youth to ask for help but do not withhold it for youth who are too shy or angry to ask
Find opportunities for child to be of service - line leader, food drives, etc.
Provide advance notice of a change in activities; give reminders
Give attention to children who are performing well, so that other children can hear
Encourage youth to ask for help but do not withhold it for youth who are too shy or angry to ask
Find opportunities for child to be of service - line leader, food drives, etc.
Provide advance notice of a change in activities; give reminders
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© PACER Center Inc., 2006
Interventions that workInterventions that work
Place low priority behavior before high priority behavior - such as scheduling spelling before recess
Teach youth how to keep track of their own behaviors (self-monitoring; a check sheet to show frequency and occurrence of a specific behavior)
Move about the classroom. Acknowledge anything a child has done acceptably well
Place low priority behavior before high priority behavior - such as scheduling spelling before recess
Teach youth how to keep track of their own behaviors (self-monitoring; a check sheet to show frequency and occurrence of a specific behavior)
Move about the classroom. Acknowledge anything a child has done acceptably well
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