UNDERSTANDING BEHAVIOR Adapted from The Professional Crisis - - PowerPoint PPT Presentation

UNDERSTANDING BEHAVIOR

Adapted from The Professional Crisis Management Model (PCM) Presenter: Mrs. Karlee Blowers

Who am I?

Get to know your neighbor!

Why are you here? What are your hobbies/interests? Describe your family.

WHAT IS BEHAVIOR?

▪ Definition: any

directly measurable thing a person or child does

ABC’S OF BEHAVIOR

▪ A is the ANTECEDENT (What happens prior to a behavior?) ▪ B is the BEHAVIOR (What is directly measurable?) ▪ C is the CONSEQUENCE (What happens as a result?)

ABC’S OF BEHAVIOR

▪ A is the ANTECEDENT (What happens prior to a behavior?) ▪ B is the BEHAVIOR (What is directly measurable?) ▪ C is the CONSEQUENCE (What happens after?) ▪ Example: Sheldon is playing in the ball pit. He is asked to get out. Sheldon does

not comply and swims around in the ball pit yelling, “BAZINGA!” He is chased

• around. Sheldon is able to stay in the ball pit and gains attention.

Behavior Climax

Stable Functioning Stable Functioning Escalation Dysregulation De-escalation

WHAT IS COERCION?

▪ Definition: negative strategies used in the moment to persuade a student to comply

with your demands.

Effects Include the Following:

• 1. Shame
• 2. Damaged rapport
• 3. Avoidance
• 4. Getting even/revenge
• 5. Escape behaviors

12 TYPES OF COERCION

▪ 1. Questioning: Why did you lie to me? ▪ 2. Arguing: I know that you lied to me because… ▪ 3. Sarcasm: Everyone knows that you should not lie! ▪ 4. Silent Treatment: Purposely ignoring a student out of

frustration or anger

12 TYPES OF COERCION

▪ 5. Force: verbally or physically making a child comply with your

demands

▪ 6. Threat: If you hit, you will be grounded for a week! ▪ 7. Criticism: showing a child you disapprove by your actions or

words based on faults or mistakes

▪ 8. Despair: loss of hope in a child

12 TYPES OF COERCION

▪ 9. Logic: It makes sense to us but not to kids. ▪ 10. Taking away: loss of privilege or tangibles ▪ 11. Telling: If you keep hitting, I will call the principal or your

parents.

▪ 12. One Ups-manship: Comparing students to each other in the

moment verbally

DISCUSS

▪ Discuss among your tables a time that you have used

• ne of the 12 types of coercion.

▪ Did it affect your relationship? ▪ Did it accomplish the task you wanted? ▪ Did the student repeat the behavior? ▪ How likely is the student to learn internal motivation from the coercion technique you used?

LASTING EFFECTS OF COERCION

▪ Learn to cycle the behavior ▪ Attention seeking behaviors ▪ Anxiety over failing others ▪ “Sneaky” behavior ▪ Less likely to please or listen to authority figures ▪ Damages relationships

HOW DO I GET KIDS TO LISTEN THEN??

STRENGTHEN THE RELATIONSHIP

▪ It makes you someone others want to listen to. ▪ It makes you someone others want to be around. ▪ It makes you more effective for caring for others. ▪ It makes your environment more pleasant.

HOW DO YOU STRENGTHEN A RELATIONSHIP?

▪ Proximity-go to the child ▪ Touch-appropriately express empathy and sympathy, if needed ▪ Question-positively (next slide) ▪ Empathy-

▪ Reflect how a child is looking and feeling ▪ Start with, “I notice how…” ▪ You may not agree but validate how a child is feeling in that moment

▪ Listen-it is easy to talk too much rather than listen ▪ Stay cool: avoid coercion

POSITIVE QUESTIONING

▪ ASK: questions that can be answered on a child’s level ▪ START: with empathy

▪ “It seems like…” ▪ “That must be…” ▪ “You look like…” ▪ “Sounds like…”

▪ THEN: add a feeling

▪ “frustrated, happy, angry, excited…”

**Listening alone DOES NOT equal problem solving. That comes later when the child is in stable functioning.

PERSONAL REFLECTION

▪ How can I build better relationships with a difficult student?

Brain Break

REINFORCEMENT AND PIVOTING

Adapted from The Professional Crisis Management Model (PCM)

REINFORCEMENT

▪ Definition: to make something stronger or to happen again ▪ **Consequences can make behavior stronger or weaken it in the future. ▪ **Consequences can be good, bad, or neutral. ▪ Make behavior stronger by using POSITIVE reinforcement!

POWERFUL CONSEQUENCES

▪ Reward a child something that he likes ▪ Reward with something that he does not always get ▪ Reward immediately (within a few seconds to a few minutes) ▪ Reward with something that is “worth it”

▪ (2 minutes of extra recess or 120 seconds?)

▪ Reward after the desired behavior occurs or expectations are met

ABC’S CORRELATION

Antecedent Behavior Consequence Doing an academic task Pat student on back and say, “You are working so hard and so quietly.” Pace throughout independent work time. Student smiles and says, “Thank you.” Keeps working. Doing an academic task Walk by student and say nothing every 15 minutes. Student may or may not keep working because of your proximity. Doing an academic task Stay at your desk and work on your computer. Student may become disengaged

POSITIVE WORDS

BE SPECIFIC:

• 1. Tell a student what behavior you liked.
• 2. Give a positive consequence that is worth it.
• 3. Tell the student within 3 seconds of the desired

behavior.

• 4. Mean it. Be sincere.
• 5. Do not use coercives.

**Good behavior gets rewarded. Bad behavior gets nothing (planned ignoring)**

OTHER POSITIVE REINFORCEMENT

SOCIAL:

▪ Let a child choose who they sit by, earned party, verbal praise

TANGIBLES:

▪ iPad time, candy, prize, computer time, good note home, certificates, free time,

gift cards PRIVILEGES:

▪ Special helper, recess, lunch, computer time, things you generally do, reduced

homework BREAKS:

▪ Cross out problems, odd/even, time to just sit

PARTNER SHARE

What are some good rewards you have used?

DO VERSUS DON’T DO

Don’t Say Do Say Stop running Use walking feet Quit making those noises You may make noises in your head only No hitting Hands to self/safe hands Always phrase rules or expectations positively

TEACHING REPLACEMENT

Behavior we don’t want Replacement behavior Screaming for dessert

• 1. Ask nicely
• 2. Say please only
• 3. Sign language please

Hitting staff when denied an item

• 1. Hit a pillow
• 2. Choose a different item

Swearing

• 1. Different words of choice
• 2. Alternate location to go to swear

Running in the halls

• 1. Jump or skip
• 2. Use walking feet

What is replacement behavior? It is a more appropriate or different behavior that gets the same result for the person in the situation.

STABLE FUNCTIONING PREVENTION STRATEGIES

▪ Arrangement: physically changing the set-up of seating or order of events ▪ Skill teaching: explicitly taught strategies per area of deficit ▪ Choices: make a demand into choices-you choose one problem now or I choose two problems later ▪ Relationship: power of rapport ▪ Reinforcers: tangibles, edibles, free time, etc.

▪ Positive praise: verbal or written ▪ Health and physical conditions: all basic needs met ▪ Sensory: all needs met ▪ Open communication: student feels comfortable talking to you ▪ Active listening: use empathy statements

STABLE FUNCTIONING PREVENTION STRATEGIES

JUNK BEHAVIOR

What is junk behavior? Behavior that is annoying but not harmful, dangerous, or illegal. Examples: eye roll, refusing to work, noises, tearing up paper, whining, sighing

WHY DOES JUNK BEHAVIOR OCCUR?

▪ To get attention ▪ To make you angry and frustrated ▪ To get a reaction from peers or staff ▪ To get comfort ▪ To get you to give in ▪ To make you go away ▪ To get you to do it for them ▪ It’s a habit ▪ Because they can

PIVOT TECHNIQUE

▪ When you use the pivot, you pivot away from the junk behavior until it stops or improves. Then you pivot back to the replacement (better) behavior. ▪ Change you attention to others who are doing correct behavior until the other person begins to change their behavior, then pivot back and ACKNOWLEDGE the child within 3 seconds of desired behavior.

PIVOT CHECKLIST

▪ Say nothing about the junk behavior. Don’t even acknowledge it! ▪ Do nothing different when the junk happens. Remain calm. ▪ Pivot away. Focus on someone else who is exhibiting positive behavior. ▪ Pivot back within 3 seconds of when junk behavior stops and acknowledge better behavior. ▪ Lower your expectations temporarily. Look for small gaps in behavior and pivot back quickly.

ABC RELATION TO PIVOTING

Antecedent Behavior Consequence Teacher hands out an

• assignment. A student refuses

to work. Teacher says, “If you choose not to do your work, you will miss recess.” *acknowledging junk behavior Student gets in power struggle over assignment. *Junk behavior continues to happen Antecedent Behavior Consequence Teacher hands out an

• assignment. A student refuses

to work. Praise the person who is doing their assignment and say/do nothing to the student who has refused. *pay attention to the appropriate behavior Student complains but eventually begins working on the assignment. *Pivot back and acknowledge appropriate behavior.

ABC’S RELATION TO PIVOTING

Antecedent Behavior Consequence At your tables, talk about a student who has had junk behavior this week. How can you use the pivot technique to change the outcome?

REFLECTION

▪ What strategy was most impactful for you? ▪ How will you use these strategies this week?

Brain Break

Early Childhood Strategies

What type of rewards do you use?

Reward System

High Magnitude Reward: Most desired option, high reward value. Little to no behaviors Low Magnitude Reward: Better than nothing! Did a few things, but not too much today. Medium Magnitude Reward: Still desired, a few behaviors but did a lot of things correctly No Reward: Try again tomorrow

Reward System Cont...

High Magnitude Reward: IPad break for 10 minutes, play break for 10 minutes, lunch/recess with the teacher Medium Magnitude Reward: Ipad break for 5 minutes, play break for 1 5 minutes, lunch only with the teacher Low Magnitude Reward: IPad break for 2 minutes, play break or 2 minutes, walk with the teacher to get copies No Reward: Try again tomorrow

Finish the task

▪ No matter how big the tantrum and how big the mess, remember to stay calm ▪ Make a list for the child of steps to join back in ▪

• 1. Take a break (choose 5 or 7 minutes)

▪

• 2. Clean up mess and/or apologize to ____

▪

• 3. Complete ______ (choose 3 or 5 problems, work for 5

minutes, etc) ▪

• 4. Join group

▪ Brainstorm with the child on how things could go differently ▪ Praise child and give a hug or a high five

Be Consistent

▪ Do not give in at the crying and whining. Remember JUNK BEHAVIOR? ▪ Habits take 14-21 days to break and re-form. It will be hard but it will get easier ▪ Consider behavior a priority to handle yourself. Call for assistance to cover your classroom and YOU work with the child until he/she returns to STABLE FUNCTIONING ▪ Positive versus Negative Reinforcement

Questions?