SPED 478 Chapter One

1. What is Behavior Management? Models Best Practice Important Terms Students’ Rights Ethical Considerations Chapter 1: Behavior Management Models

2. What is Discipline? Teaching others right from wrong Discipline is not punishment, although punishment can be discipline What is Behavior Management? Methods to prevent or respond to behavior problems so they do not occur in the future Behavior Management

3. Lack of training Flavor of the month treatment Cannot appropriately analyze programs Lack of skill Escalated issues in inner city schools Lack of understanding No unified theory of behavior management Lack of resources Schools do not have established approach or allocations for behavior management Teacher’s Difficulties with Behavior Management

4. Assertive Discipline Logical Consequences Reality Therapy Love and Logic Ginott Mode Kounin Model Jones Model Character Education Behavior Model Models of Behavior Management

5. Overview Revised model: shift to positive discipline and conferencing to teach students how to behave appropriately Assertive Discipline

6. Steps Acknowledge that teachers can and do affect behavior Display assertive response style Create discipline plan that contains effective rules and “consequences” Provide instruction on discipline plan Instruct students to behave responsibly Components Develop rules Develop positive consequences for abiding by rules Develop negative consequences for not abiding by rules Implement model Assertive Discipline

7. Difficult Students 1:1 conference to provide guidance Build relationship with student Create an individualized behavior plan Strengths: Behavior is a result of what teachers do in classroom Teaching rules and expectations Weaknesses: Reliance on threats, warnings, and discipline hierarchy Misuse of “consequence” Assertive Discipline

8. Overview We learn through our interactions with the environment 3 Types of Consequences: Natural Arbitrary Logical Logical Consequences

9. Natural Consequences Normally occur Arbitrary Consequences Not aligned with offense Logical Consequences Connected to the offense When given a choice between arbitrary and logical consequences, logical consequences should always be used Logical Consequences

10. Strengths: Allowing students choice Helping students to understand their motives Weaknesses: Inferences made regarding motivation Focus on student-centered behavior No guarantee that appropriate behavior will follow logical consequence(s) Both arbitrary and logical consequences are contextual, and may overlap Misuse of the “punishment” Logical Consequences

11. Overview Students choose how they behave Motivated by 5 needs Survival, belonging and love, freedom, fun and power Teachers should aid in facilitating better choices Classroom management Class meetings Mutual respect between students and staff Reality Therapy

12. Strengths: Behavior is affected by teachers Students involved in developing classroom procedures Curriculum is fun and exciting Avoidance of coercion Weaknesses: Difficult to substantiate motivation Reliance on and manipulation of intrinsic motivators Reality Therapy

13. Overview If students feel loved and are provided with choices, they will become more responsible 3 Style of Teaching Helicopter, drill sergeant, consultant Difficult Children Catch student doing something good Offer specific praise Ignore behavior Isolate student Anticipatory consequences Love and Logic

14. Strengths: Concern with students’ feelings Decreasing punishment Lead students through problem-solving process Providing choices Avoidance of threats and warnings Holding students accountable Catching behavior early Weaknesses: Reliance on intrinsic motivation Lack of prevention and response guidelines “Talking it over” Love and Logic

15. Overview Teachers are essential element in classroom management Students learn from teacher’s response to problems Teachers should exhibit self-discipline Teachers should respect students Teachers should create effective alternatives to punishment Ginott Model

16. Strengths: Use of cooperation Concern with feelings Respect for students Positive disciplinary methods Making environment more pleasant Weaknesses: Increased self-concept may lead to more disruptive behavior Praise needs to be specific No mechanism built in for students who continue to misbehave Incorrect definition of punishment Ginott Model

17. Overview Effective classroom management is based on 10 key concepts Ripple effect Withitness Momentum Smoothness of lesson Group alerting Student accountability Overlapping Satiation Valence and challenge arousal Seatwork variety and challenge Kounin Model

18. Strengths: Use of desists Use of withitness Research supported components Weaknesses: Incomplete Only useful for low-level misbehavior Kounin Model

19. Overview Teacher-centered Behavior management should be approached in a calm and controlled fashion Jones Model

20. Body Language 90% of effective discipline Group-Based Genuine Incentive Systems Grandma’s Rule Preferred Activity Time (PAT Difficult Children Use warnings “Pull a card” “Letter home on desk technique” Jones Model

21. Strengths: Awareness and use of body language Remaining calm Preventative measures Effective use of incentives Weaknesses: PAT system punishment-based taken economy system Reliance on threats and warnings Jones Model

22. A philosophical approach to improving classroom management School-wide New = Paucity of Research Only 2 programs have sufficient data Positive Action Caring School Community Character Education

23. Positive Action Prevent negative behavioral problems and develop positive behaviors Focus on development of attributions and positive actions Caring School Community School becomes caring community of learners 4 parts: Class-meeting lessons Cross-age buddies programs Homeside activities Schoolwide community building Character Education

24. Strengths: Learning to interact with others in a positive manner Prevention based Implemented across grade levels Focus on both behavior and academic performance Weaknesses: Based on constructivist philosophy Does not target difficult students Solid research is scarce Character Education

25. WWC recommendations rated moderate or strong: Teachers should identify the specifics of the problem behavior in order to tailor strategies to individual’s needs Teachers should modify the environment to decrease problem behaviors Teachers should actively teach and reinforce social and behavioral skills to replace unwanted behaviors and preserve positive classroom climate Parents and other personnel should be included for additional support and guidance in behavior management A school-wide approach should be adopted to prevent and respond to student misbehavior and increase positive social interactions Best Practices in Behavior Management

26. The environment causes many of our behaviors 7 Characteristics of ABA Applied Behavioral Analytic Technological conceptually systematic Effective Generality Behavioral Model

27. Rewards Extrinsic Things given to a student (e.g., praise, tokens, or candy) Appropriate as long as they’re reinforcing 3 ways to deliver: Task contingent Performance contingent Success contingent Intrinsic Things that occur inside the individual (e.g., pride, interest, or self-esteem) Important Terms

28. Reinforcers Naturally Occurring Reinforcer typically found/used in the environment Contrived Reinforcer not typically used in the environment (e.g., paying a student for completing assignments instead of offering praise) Important Terms

29. Right to Effective Behavioral Treatment The Association for Behavior Analysis International (ABAI) outlines 6 rights individuals have when exposed to behavioral interventions A therapeutic physical and social environment Services whose overriding goal is personal welfare Treatment by a competent behavior analyst Programs that teach functional skills Behavior assessment and ongoing evaluation The most effective treatment procedures available Student Rights

30. Right to Effective Education ABAI outlines 6 rights students have when receiving educational services Appropriate overall educational context Appropriate curriculum and instructional objectives Appropriate assessment and student placement Appropriate instructional methods Ongoing measurement and summative evaluation of individual achievement Guidelines for success Student Rights

31. Issues of Control Rationalization Everything in life is under some form of control Two Fundamental Questions Was the behavior management program the right thing to do under the circumstances? Did the behavior management program result in behavior change that was socially significant and cost effective? Ethical Considerations