2. Introduction
Successful behavioral interventions
require understanding of the basic
principles of behavior.
• Behavior topography – what it looks like
• Behavior function – its effects on the
environment
3. Behavioral Interventions
Advantages
Have measurable outcomes.
Are not intended to control students,
but enable students to exert more
control over their own behavior.
The interventions are clearly
described which allows for clear
identification of desired outcome.
4. Positive Reinforcement
Desired stimuli is presented to person
after appropriate behavior is
displayed.
Increases the appropriate behavior.
Decreases the inappropriate behavior.
5. Redirection/Calming
Watch for signs of student frustration.
Use de-escalation strategies to
redirect and calm a student. Be
involved with students.
6. Be Alert to Triggers that Lead to
Misbehavior
Some students misbehave because
they have not been taught how to
behave, which results in
• Difficulty developing friendships
• Meeting teacher expectations
• Dealing with social problems
appropriately
7. Social Skills Instruction
Can affect classroom behavioral
issues and management practices.
Can clarify teacher expectations and
help students understand how they
should behave.
Can improve social interactions and
reduce problem behavior.
Become “replacement behaviors”.
Teach students to make the “right”
choices.
8. Results of Teaching Social
Skills
Helps students develop good
relationships
• With other students
• With teachers
• With community members outside of
school
9. Social Skills Instruction Steps
Identify social skill needed to replace
problem behavior.
Model or show the student how to
perform the skill.
Allow the student to practice using the
skill through role-play situations.
Reinforce acceptable performance by
letting student perform the skill.
10. Social Skills Example – “Asking
permission to be dismissed”
Raise your hand
Wait to be recognized
Ask permission to be dismissed
Wait for an answer
Ask questions if you
do not understand
the answer.
11. Teaching students to Use
Positive “Self-Talk”
Self-instruction ways of talking through
problems.
Manages anger
Replaces negative with positive
thoughts.
Students recognize triggers that ignite
aggression.
Helps to avoid conflicts.
12. Benefits of Behavior Intervention
Strategies
Safe environment for all students.
Produce positive outcomes in the
classroom.
Improves the climate of the classroom.
Less frustration in the classroom.
Promotes learning for all students.
Helps build teacher/student
relationships.
13. References
Skinner, B.F. (1968). The technology of
teaching (The Century Psychology
Series). Englewood Cliffs, NJ: Prentice
Hall, Inc.
Sprick, R.S. (2006). Discipline in the
secondary classroom: A positive
approach to behavior
management (2nd ed.). Englewood
Cliffs, NJ: Prentice Hall.
Sprick, R.S., & Garrison, M. (2008).
Interventions: Evidence-based
behavioral strategies for individual
14. References continued
Sugai, G., Horner, R. H., Dunlap, G.,
Hieneman, M., Lewis, T., Nelson,
C.M., et al. (2000). Applying positive
behavior support and functional
behavioral assessment in schools.
Journal of Positive Behavioral
Interventions, 2, 131- 143.
Walker, H.M., (1995). The acting out
child: Coping with classroom
disruption (2nd ed.). Longmont,
CO: Sopris West.
15. References concluded
Walker, H. M.., & Shinn, M. R. (2002). Structuring
school-based interventions to achieve
integrated primary, secondary, and tertiary
prevention goals for safe and effective
schools. In M.R. Shinn, G. Stoner, & H.M.
Walker (Eds.), Interventions for academic
and behavior problems: Preventive and
remedial approaches (p. 1-26). Silver Spring,
MD: National Association of School
Psychologists.
Witt, J.C., Martens, B.K., Elliott, S.N., (1984).
Factors affecting teachers’ judgments of the
acceptability of behavioral interventions: Time
involvement, behavior problem severity, and
type of intervention. Behavior Therapy,
Volume 15, Issue 2, 204-209.