Different skills in managing he behaviour at home

1
Sushma Rathee
Assistant Clinical Psychologist , PGIMER, Chandigarh
Email: sushmaratheecp@gmail.com


1. What is behaviour and problematic behaviour.
2. Different types of problematic behaviour.
3. Measurement of problematic behaviour.
4. Different skills for managing behaviour at school.
5. Different skills for managing behaviour at home.
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Goals and Objectives


 Is the range of actions and mannerisms made by
individuals, organisms, systems, or artificial entities in
conjunction with themselves or their environment.
 Specific
 Observable
 Measurable
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Behaviour


 Emerson et al (1987): “behaviour of such intensity,
frequency and duration that the physical safety of the
person or others is likely to be placed in serious issue or
behaviour which is likely to seriously limit or delay access
to, and use of ordinary facilities”.
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What is Challenging Behaviour

 Assuming expectations are understood: Don’t assume kids
know what is expected of them — spell it out! Demands change
from situation to situation and when children are unsure of
what they are supposed to be doing, they’re more likely to
misbehave.
 Calling things out from a distance: Be sure to tell children
important instructions face-to-face. Things yelled from a
distance are less likely to be remembered and understood.
 Transitioning without warning: Transitions can be hard for
kids, especially in the middle of something they are enjoying.
Having warning gives children the chance to find a good
stopping place for an activity and makes the transition less
fraught.
 Asking rapid-fire questions, or giving a series of
instructions: Delivering a series of questions or instructions at
children limits the likelihood that they will hear, answer
questions, remember the tasks, and do what they’ve been
instructed to do.
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Antecedents to AVOID:


 Here are some antecedents that can bolster good
behaviour:
 Be aware of the situation: Consider and manage
environmental and emotional factors — hunger,
fatigue, anxiety or distractions can all make it much
more difficult for children to rein in their behaviour.
 Adjust the environment: When it’s homework time,
for instance, remove distractions like video screens
and toys, provide a snacks, establish an organized
place for kids to work and make sure to schedule
some breaks — attention isn’t infinite.
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Antecedents to EMBRACE:

 Make expectations clear: You’ll get better cooperation if both you
and your child are clear on what’s expected. Sit down with him
and present the information verbally. Even if he “should” know
what is expected, clarifying expectations at the outset of a task
helps head off misunderstandings down the line.
 Provide countdowns for transitions: Whenever possible, prepare
children for an upcoming transition. Let them know when there
are, say, 10 minutes remaining before they must come to dinner or
start their homework. Then, remind them, when there are say, 2
minutes, left. Just as important as issuing the countdown is
actually making the transition at the stated time.
 Let kids have a choice: As kids grow up, it’s important they have a
say in their own scheduling. Giving a structured choice — “Do you
want to take a shower after dinner or before?” — can help them
feel empowered and encourage them to become more self-
regulating.


 Not all consequences are created equal. Some are an
excellent way to create structure and help kids
understand the difference between acceptable
behaviors and unacceptable behaviors while others
have the potential to do more harm than good. As a
parent having a strong understanding of how to
intelligently and consistently use consequences can
make all the difference.
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Creating effective consequences


 Giving negative attention: Children value attention from the important
adults in their life so much that any attention — positive or negative — is
better than none. Negative attention, such as raising your voice or
spanking — actually increases bad behavior over time. Also, responding to
behaviors with criticism or yelling adversely affects children’s self-esteem.
 Delayed consequences: The most effective consequences are immediate.
Every moment that passes after a behavior, your child is less likely to link
her behavior to the consequence. It becomes punishing for the sake of
punishing, and it’s much less likely to actually change the behavior.
 Disproportionate consequences: Parents understandably get very
frustrated. At times, they may be so frustrated that they overreact. A huge
consequence can be demoralizing for children and they may give up even
trying to behave.
 Positive consequences: When a child dawdles instead of putting on his
shoes or picking up his blocks and, in frustration, you do it for him, you’re
increasing the likelihood that he will dawdle again next time.
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Consequences to AVOID


 Challenges the right of staff and pupils to a safe and
orderly environment;
 Duration, frequency, intensity or persistence that is beyond
the normal range of what schools tolerate;
 Less likely to be responsive to the usual range of
interventions used by the school for pupil misbehaviour.
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Challenges in the school

 Aggressive behaviour: pushing, punching, kicking, biting, scratching
and threatening behaviour;
 Disruptive behaviour: tantrums, verbal abuse, non co-operation,
running away;
 Destructive behaviour: destruction of property and the environment;
 Withdrawn behaviour: failure to respond, or avoidance of people or
activities;
 Stereotypical behaviour: particularly in children with learning
disabilities and autistic spectrum disorders, (rocking, repetitive
vocalisations, ritualistic hand movements).
 Self-injurious behaviour: head banging, scratching and poking.
Most common challenging Behaviour


 Children with communication difficulties may engage in
challenging behaviour.
 Children may react negatively to noise, heat, cold or to
invasion of their space. Some children, particularly children
with autistic spectrum disorders may be over sensitive to certain
stimuli such as noise, and may therefore react by displaying
challenging behaviour.
 Attention-seeking is often identified as a cause of challenging
behaviour.
 Factors associated with socio-economic disadvantage also
influence the prevalence of challenging behaviour
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In what Contexts does Challenging Behaviour
occur?

 . Poor social skills and language development,
associated with poor parenting skills may lead to a child
exhibiting challenging behaviour.
 Finally, challenging behaviour may have an underlying
medical cause or reason, such as pain, illness or sensory
difficulties.
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Cont….


 T he most effective methodology that teachers develop when attempting to
manage challenging behaviour is to prevent it occurring in the first place.
To this end, many schools have developed strategies to promote positive
behaviour. This is based on the assumption that all behaviour (negative
and positive) is learned and, therefore, that acceptable behaviour can be
learned. It is also predicated on the belief that behaviour is contextual, so
children can be taught to behave in a certain way in the school context.
Acceptable behaviour is then reinforced in a school and classroom climate
which is supportive of positive behaviour. Mainstream schools are
becoming increasingly inclusive and, therefore, regularly encounter a
situation where they meet children with challenging behaviour as an
aspect of special education. A positive approach to the promotion of good
behaviour benefits all children, including those with special educational
needs. However, approaches must be modified to ensure that they are
developmentally appropriate to the child with special educational needs.
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Strategies for Promoting Positive Behaviour


 Support teachers (teacher counsellors), who are available
in some disadvantaged schools, can play a significant role
in guiding children towards positive behaviour. Where
behaviour is as a result of domestic factors, a home school
community liaison teacher can often explore interventions
within the home which can be of benefit. Every school is
obliged to have a Code of Behaviour. Circular 20/90
requested schools to draw up such a Code. The Education
Welfare Act 2000 has made such Codes a legal
requirement, but promised guidelines have yet to issue
from the National Educational Welfare Board. Circular
20/90 and the Education Welfare Act stress the
importance of the promotion of positive behaviour, as
does INTO advice on the subject (Appendix 1).
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
 Promoting Positive Behaviour in the Classroom Children have
an inherent need for a safe and secure environment. The
classroom, in many instances can be the only stable element in
the life of a child not experiencing such security in other parts
of his/ her life. Teachers model positive behaviour, by treating
children and adults with respect and building up a positive
relationship with pupils. In general, children react well to
routines and boundaries. There is, of course, a natural tendency
to initially push out boundaries that are set and to test their
limits. Establishing and maintaining rules and routines in the
classroom requires a good deal of effort from teachers, but it
has been shown to promote positive behaviour. The following
strategies have been found to be effective in promoting positive
behaviour in classrooms, when implemented appropriately.
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
 Develop clear and simple classroom rules in discussion with the children.
These can be displayed in the classroom, perhaps with pictorial clues for
non-readers. About five to seven rules, stated in terms of observable
behaviours is sufficient for most classes. Positive statements such as “Keep
your hands and feet to yourself” are preferable to negative statements such
as “No kicking or pushing”. Rules can be taught and practised as role
plays, and reinforced by praise or reward. It is important that there should
be positive consequences for children who keep the rules. There must also
be consequences for those who do not. All children respond to attention
and, therefore, a focus on positive behaviour will reinforce positive
behaviour. Many teacher make a point of trying to catch children being
good and praise or reward them for this, placing the focus of attention in
the classroom on the majority of children who behave appropriately. In
many classrooms, teachers have adopted a formalised approach to rewards
and praise, where children earn tokens, points or stickers for positive
behaviour.
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
 Gordon (1996) gives the following advice for the use
of rewards: ● reward appropriate behaviour as soon
as possible; ● make the pay-offs small, and
attainable; ● make the rewards cumulative; ● make
the pay-offs cooperative (ie. encouraging the class to
work together for a reward); ● never take back a
reward; and ● use the element of surprise (eg, by
giving a double reward unexpectedly).
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
 Many disruptive behaviours occur at transition times, for example when
children are moving from one activity to another. It is, therefore, essential
to plan for routines and transitions. Transitions can be flagged by the
teacher eg, “In five minutes, we will finish this activity and eat our lunch.”
A child with a specific learning difficulty may, for example, find
organising books and equipment a particular challenge. A verbal or visual
clue about what will happen next can, therefore, help with management of
classroom life. Giving clear instructions to children about what is required
of them is part of everyday life in the classroom. Teachers give an
enormous number of commands during the school day with some research
indicating an average number in a half-hour of thirty-five. This has been
shown to rise to sixty where children have more behaviour problems
(Webster-Stratton, 1999). Webster-Stratton describes children as being
caught in a “command storm”. In order to make teachers’ instructions
more effective she suggests that commands should be: ● delivered after the
teacher has sought and gained attention; ● short, clear and specific; ●
expressed in positive terms; ● followed by time for children to comply
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
 followed up by positive reinforcement of children who have
followed the commands; and ● reinforced by giving further signals
to non-compliant children such as by standing close, using eye-
contact and calling their name. The introduction of the social
personal and health education (SPHE) curriculum has afforded
teachers discrete time and a structure within which to address the
teaching of social skills. Many teachers use approaches such as talk
and discussion (including circle time), drama and co-operative
games to achieve the objectives of the SPHE curriculum. The
Primary Curriculum (1999) states that SPHE “fosters the personal
development, health and well being of the child, and helps him/
her to create and maintain supportive relationships and to become
an active and responsible citizen in society”. Many of the skills
fostered by the SPHE programme, such as decision-making,
conflict resolution, communication and self-awareness are central
to the promotion of positive behaviour in the classroom.
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
 Children must be aware that misbehaviour has clear,
consistent consequences, and that failure to keep
rules or to behave well will incur consequences.
These can be presented to a child as a choice, where a
teacher might say, “I have asked you twice to work
quietly. If you continue to talk, you will have to
work at a separate table.” This is a way of holding
children accountable for their behaviour.
Consequences should be consistent, promptly
applied, reasonable and related to the behaviour
concerned.
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
 Many of the strategies above have been adopted by schools as part of a
whole-school approach to the promotion of positive behaviour. Schools in
general report that such an approach to the promotion of positive
behaviour has been more effective. Several areas have been highlighted as
benefiting from a whole school approach. A shared ethos for the school
which emphasises care, respect and responsibility can be both a starting
point and a result of an emphasis on positive behaviour. Practical
manifestations of such an ethos include school assemblies where success is
celebrated, a welcoming attitude to parents, buddying of younger children
or children with special education needs, a sharing of responsibility with
students and the use of children’s first names. The cornerstone of such an
approach is that it is shared by the whole school community, including
staff, children, parents and the board of management. The approach taken
by the school must also be appropriate to the context in which the school
operates, including factors related to the broader community
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A Whole-School Approach


 The role of parents in an approach to positive behaviour
is extremely important. The Education Welfare Act (2000)
requires schools to provide parents with a copy of the
Code of Behaviour and states that schools may require
parents to confirm that it is acceptable to them. Teachers
have also found that parental involvement in
acknowledging positive behaviour, through the use of a
note in the homework journal, or in making reports to
parents is very useful. Research has shown that children
regard a positive note home as the best reward, while a
negative note home was seen as the worst sanction.
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
 A whole school approach to the promotion of positive
behaviour also enables staff to support each other.
Collaboration involves staff in discussions about
behaviour without the danger that individuals may feel
that their classroom management skills are being
questioned. Staff support has also been identified as one
of the major factors in coping effectively with incidents
relating to challenging behaviour. In schools where there
are particular problems, staff may have a system of
calling another member of staff to assist by removing a
pupil, or the class group, where necessary, to calm a
difficult situation.
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
 Finally, a sense of common purpose in the promotion of positive behaviour
is very effective in dealing with behaviour in public areas, such as
corridors, assembly areas and the yard. A shared understanding of what
constitutes acceptable behaviour in these spaces, a willingness by all staff
to deal with all children, and facilitating other members of staff to become
involved in situations leads to a cohesive approach to behaviour which is
more easily accepted by children. Children will test the limits of every
system, and so it is particularly important that a school’s induction policy
should ensure that new or substitute teachers are given a clear
understanding of procedures related to behaviour. Some schools have
adopted or adapted particular systems of positive behaviour such as
‘Discipline for Learning’. A description of one school’s experience of
implementing ‘Discipline for Learning’ is included in the INTO publication
Discipline in the Primary School (2002) The key to success of any system is
that the procedures are fully discussed, understood and agreed by all staff.
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 Steps taken to promote positive behaviour impact positively on
the general climate in the school and the classroom, and
minimise the occurrence of negative behaviour. Nevertheless,
despite the best efforts of schools to develop shared approaches
that promote positive behaviour, it is likely that all teachers and
schools will encounter situations of challenging behaviour.
Analysis of the behaviour is essential.
 A common strategy is to look at Antecedent, Behaviour and
Consequence. The antecedent is what went on before the onset
of the problematic behaviour. The student may have been faced
with a task they were unable to complete, reacted to something
said by another pupil, or be distressed by something that has
happened outside of school. It may be possible to identify a
pattern of behaviour such as a child beginning to fidget after a
certain period of time.
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Managing Challenging Behaviour


 An analysis of the behaviour of the student can help
in attempting to prevent a reoccurrence of the
behaviour. Analysis can also help to break down the
behaviour so that it can be tackled in small steps. For
example, tackling outbursts which include among
other things, bad language, might focus on dealing
with the bad language, before tackling other
elements.
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
 An analysis of the consequences of behaviour may give
clues as to how a situation occurs or develops. An
extreme example might be that following a particularly
bad outburst a child is sent home, which may have been
the child’s desired outcome. Attention seeking behaviour
may be considered successful by a child in that it attracts
negative attention from the teacher, or other pupils.
Sometimes, the initial response to misbehaviour can serve
to escalate a situation. A common example of this is
where an aggressive response to a behaviour may
provoke further aggression from a child.
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
 Responding to Behaviour An appropriate response
to challenging behaviour depends on the type of
behaviour being exhibited by the child. Any
response to challenging behaviour should be
consistent, fair, and be the least disruptive response
necessary to manage the behaviour. A considered,
proactive response is likely to be more effective than
one which is merely reactive, and which may be
influenced by an emotional response to the incident.
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
 One response to particular forms of challenging
behaviour is to ignore them. This strategy can be effective
in dealing with annoying behaviours such as whining,
pouting, screaming and tantrums. These behaviours are
generally aimed at getting something, such as an object or
attention. Initially, the behaviour may worsen, as the
child tries harder to get attention. By ignoring the
behaviour consistently, the child will come to realise that
the behaviour is not effective. However, this approach
must be combined with positive reinforcement of
appropriate behaviour. Ignoring is not appropriate for
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
 Behaviours which are abusive, or destructive, or
behaviours such as lying, stealing or non-compliance. It is
important that teachers do not ignore children who are
off-task, or who are withdrawn. Teachers need a range of
strategies for redirecting such children, without drawing
attention to the student’s behaviour, or disrupting the
work of the class. Teachers use strategies such as moving
closer to a child, making eye contact, or using visual clues
such as pictures or hand movements to remind children
of appropriate behaviour. They also use firm, direct and
specific statements to remind children of rules or the
consequences of breaking them. If children comply with
the direction, their behaviour can then be acknowledged
positively.
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
 More serious ou t bursts of misbehav i ou r, where
the child chooses to act inappro p r i a t e l y must be
met with con s e qu e n c e s, wh i ch are clear and
logical. For example, if ch i l d r e n fight in the yard,
it is a logical con s e qu e nce that they will have to
leave the yard. If children distract others in class they
will have to work aw ay from others. It is important
that the con s e qu e nces are fairly immediate,
implementable, and appro p r i a t e
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
 Consequences might include being moved in the
class room, a loss of privileges, or staying in during a
break to finish work or tidy up a mess.
 Consequences should never be physically or
psychologically harmful or humiliating. A school ’s
Code of Behaviour should outline the sanctions
which are used in the school.
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
 Another strategy which may be useful in the case of a serious incident of
misbehaviour, or to prevent the escalation of an incident is providing for time
out. In such circumstances a child goes to a particular place in the class room,
designated as the time out or cool down area. Time outs should be for
designated misbehaviours on l y, and be part of a planned hierarchy of
response. The time out area should be aw ay from the other student s , but in
the view of the teach e r. This approach should be for a limited, specified
period, and it should be borne in mind that research has shown that five
minutes is an optimal time frame. Children will test the limits of such an
intervention but, if it is followed through consistent l y, it has proven to be an
effective way to manage misbehaviour. Exiting a child from the classroom
may be necessary where the classroom is significantly disrupted. It is the most
intrusive action that the teacher can take and should, therefore, be a planned
intervention.
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
 This should include the steps to be tried prior to exiting, where
the child will go and how they will be supervised. How the
child will return to the class should also be considered in
advance. Exiting needs to be planned on a whole school basis,
taking account of the particular needs of the school. Teachers
may agree, for example, to allow a child from another class to
have a time out in their room, in return for a reciprocal
arrangement. However, repeated exiting of a child can place an
unfair burden on a particular member of staff and may give the
children the message that the teacher is unable to manage the
child. It is also important that when the child returns from a
time-out, or having been exited that they are assisted in re-
establishing a working relationship with the teacher and the
class.


 Children with particularly challenging behaviour may
benefit from the drawing up of a behaviour plan. Such a
plan might set out the attainment of a particular
behaviour target over a short period of time such as a day
or a week. Plans should focus on one behaviour at a time
and the achievement of the targets should be reinforced
positively. Children should be involved in the setting of
targets. If a child is entitled to resource teaching or has
access to a support teacher on the basis of their
behavioural needs, the resource / support teacher may be
in a position to discuss the plans, or set targets in
consultation with the child and the class teacher.
However, continually placing the child on a behaviour
plan will reduce its effectiveness.
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
 Aggressive and violent misbehaviour is not a regular
occurrence in most primary schools. However, when
such incidents occur, they are serious and cause a
great deal of stress for those involved. When faced
with a potentially violent situation the following
steps may prove useful in de-escalating the situation.
Schools should develop a system where a teacher can
call for assistance if faced with a potentially
dangerous situation.
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Managing Aggressive or Violent
Misbehaviour


 Where possible the child should be isolated. This may
involve the child being exited from the classroom, perhaps
with a special needs assistant, or with the assistance of
another teacher. An alternative is that the rest of the class
is removed from a potentially violent situation. ● The
child should be spoken to calmly, assertively and
respectfully. ● The teacher should stay at a safe distance. ●
It should be made clear that you are listening to the child.
In this way it may be possible to find out how the situation
has developed, or how it may be resolved. ● The child
should be asked to consider possible positive outcomes
and behaviours. ● The child should be given space and
time to cool off and to respond to requests.
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
 It is important that any violent incident is recorded.
It may also be analysed using the Antecedent -
Behaviour – Consequences approach (see page 9)
The most serious form of misbehaviour is an assault.
Circular 40/97 sets out the procedures which should
be followed in the case of an assault by a pupil
39


 A small number of children with special education needs
may be unable to respond to the normal sanc t i ons
applicable or there may be emerg e ncy situa t i ons where
sanc t i ons are no t a p p ropriate or adequate. In these
circ u m s t a nces, in some special schools, the use of phy
s ical restraint may be part of the scho o l ’s policy on
challenging behav i ou r. In such cases, it s hould be clear
that any policy in the use of restraint must be expressly
approved by the b o a rd of manag e m e nt, and
incorporated in the scho o l ’s Code of Discipline as part
of a system of behav i our manag e m e nt. Te a chers
must be expressly authorised to utilise restraint where
necessary by the board in accord a nce with the scho o l ’s
policy
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1. Physical Containment/ Restraint


 When your three-year-old daughter talks back to you, it may seem funny and adorable. But when
your seven-year-old girl shouts out a ‘no’ every time you tell her to do something, it can get on your
nerves. If not handled properly, backtalk can lead to arguments between parents and children.
 So what do you do?
 If your child talks back but follows your instructions, then ignore it. Ignoring backtalk may be
okay if the behavior is not threatening or destructive.
 If the child follows instructions, even though he talks back, appreciate that they did what you asked,
even if they didn’t want to. You can then explain that it is okay to be angry, but not okay to speak to
you disrespectfully.
 But if the child’s responses are threatening others or self, then you need to pay attention to what
they say and handle it carefully.
 Do not respond impulsively. Let the child calm down and then address what he or she said. Tell
them calmly about what behavior is acceptable and what is not.
 Set limits and make them aware of the consequences. Do not threaten, just state plain facts that if
they talk back, they won’t get ice cream or go to the movie. For example, tell them if they continue
to yell and shout, then they will have to forgo the dinner. However, if they stop shouting and listen to
you, then they will get something nice for the dinner. Such give-and-take will look less controlling
but giving the option to the child themselves.
 Set expectations, but you can be a little flexible sometimes if it makes them happy.
 Finally, take a quick check of how you behave with the kids or others when the kids are around. Are
you rude or disrespectful? If yes, you need to start by changing your behavior.
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2. Disrespect and backtalk


 Make sure you are not using such language in front of
kids.
 Have zero tolerance for verbal abuse at home. There is no
excuse for swearing or cursing. So if they use such
language, there is a consequence.
 Explain the consequences clearly and ensure they are in
place. So if your nine-year-old girl is grounded for one
day for abusive language, she will have to miss her soccer
practice or music class. There should be no two ways
about it.
 If your toddler is using such language, correct
them immediately. Tell them it is a “bad word” and
people do not like that word or kids who use that word.
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3. Abusive language


 Do not take it personally. Think about it from your child’s
perspective to understand what compelled him to lie.
 Kids may lie when they are scared that the truth might
have negative consequences. Appreciate the positives
rather than punishing negative behavior to prevent your
child’s need for lying.
 Teach them to be honest. Start by being a role model.
 Have consequences for lying. No arguments or
discussions about it. Your kid lies, he gets to deal with the
consequences.
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4. Lying

 Start teaching your kids from an early age that bullying
is wrong. More importantly, explain to them what or who
a bully is and give them examples of what bullies do. For
example, you can say, “A bully is someone who calls
people names, or does mean things to them, or takes their
property by force.”
 Set rules and standards in the house early on. Make a
statement like “we do not bully in this house” or “You do
not get away with such behavior in this house”.
 Watch out for signs of bullying: see if your older kids are
trying to bully the younger ones, and rectify the behavior
immediately.
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5. Bullying

 Manipulation is tricky and a very exhausting behavior to handle.
Children tend to act out, lie, or cry to get what they want. If you
give in to the bad behavior in children, your child feels justified.
For example, if your child throws a tantrum in public for a candy
bar and you buy her one, she has just manipulated you.
 In simple words, when your child manipulates you, she has power
over you. As an adult, you can always break the pattern and stop
falling for your child’s manipulative behavior.
 Expect your child to fight every time you say ‘no’. That way, you
can figure out how to deal with their behavior and not fall for
manipulation.
 Make it clear that when you say ‘no’, it means no. You can give
them a brief explanation of your position, but don’t get into
justifying it.
 Avoid discussion, but don’t shut them off completely. Try to listen
to their side of the argument as long as the child is respectful and
not rude or abusive.
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6. Manipulation

 Your child doesn’t seem interested in doing anything at all. Be it schoolwork, art or music practice
or even playing, he refuses to participate. Motivating kids is not easy, especially if they are lazy
and tend to find an excuse for not doing anything. When your son or daughter is unmotivated,
here is how you can help.
 Don’t get anxious by your child’s behavior. When you do, you may be seen as pushy, and that
can encourage them to resist you.
 You can tell them the stories about your childhood and share your experiences to inspire and
encourage them to try something new.
 Do not force your child to take up a hobby. Give them options and let them choose. Kids are more
interested in something that they choose.
 Take a step back and check: are you forcing your kid to do something? Ask what your child
really wants and what motivates him? See your child as a separate person to identify what
motivates them.
 Try to find ways to get your kids motivated on their own. Self-motivation is more powerful than
being driven by others.
 Encourage younger children to take up daily chores by making them fun. You may set a
competition of who picks up the most number of toys or bits of paper from the floor or who
makes their bed first.
 For older children, making them responsible for tasks such as washing the dishes, setting the table
or cleaning up to set the expectations clear. Set limits like we will watch a movie once you have
finished your chore.
46
7. Lack of motivation and laziness


47
Behavioural Disorders
In
Children


 Oppositional defiant disorder is a disruptive
behavior that commonly affects children. Symptoms
of this disorder include:
 Gets angry, throws tantrums, outbursts frequently,
and has low or no self-esteem.
 Is hostile to rules.
 Annoys others deliberately.
 Blames others for all misdeeds.
48
1) Oppositional defiant disorder (ODD

 Children who have CD are known for their delinquent behavior and not
obeying rules. About 5% American children, who are below ten years of age,
have CD.
 The typical behaviors are:
 Refusing to follow the rules laid by parents or school authorities.
 Repetitive truancy.
 Trying abusive substances like alcohol, cigarettes, and drugs at a very early age.
 Always ready to fight.
 Aggressive towards animals and pets.
 Use of weapons.
 Lying frequently.
 Indulging in criminal acts like committing burglary, lighting up property and
breaking into houses.
 Running away from home.
 Suicidal tendencies, although rare.
49
2. Conduct disorder (CD)

 This is related to conduct disorder. Common
characteristics of the disorder are hyperactivity
problems related to attention, impulsive behavior in
children etc. Symptoms include:
 Trouble focusing on one thing.
 Disoriented when you speak to them.
 Difficulty remembering things, instructions,
directions, etc.
 Inattention to detail.
50
3. Attention deficit hyperactivity disorder
(ADHD)


 There are different kinds of learning disabilities with
varying symptoms. These disorders affect the child’s
academic performance and need the expertise of
special educators to stay on track.
 Unable to comprehend instructions.
 Short term memory.
 Poor communication abilities.
51
4. Learning disability


 A child suffering from this disorder may become
indifferent to other’s problem. This disorder may
aggravate in later stages of life and result in illegal
and non-ethical activities of the individuals.
52
5. Anti-social personality disorder


 This may sometimes be referred to as Asperger’s syndrome,
which is a narrow developmental disorder.
 Named after an Austrian pediatrician Hans Asperger, this
syndrome is usually a result of social interaction impairment.
 The exact cause of this syndrome is unknown. However,
psychiatrists consider it as a consequence of a series of
symptoms.
 The common symptom of this disorder is difficulty in starting a
conversation in public and casual interactions.
 Child behaviour disorders become more visible as he grows up.
However, you can identify abnormal behaviours when your
child is still a toddler. It helps you to nip them in the bud.
53
6. Underdeveloped social skills


54
Behaviour Issues
In
Toddlers


 Little children tend to get excited quickly and cannot
control their urge to say what they want to say. They keep
interrupting you all the time. So the next time you have a
conversation with your three-year-old, here is what you
should do.
 Let them finish what they want to say. Hear them out
without interruption and then begin talking.
 When they interrupt, explain how mommy did not
interrupt and listened when they were speaking. Tell
them that they will get a chance to speak after you finish.
Say, “let mommy finish, honey” or “mommy has not
finished talking.”
55
1. Interrupting


 Toddlers, especially those younger than three years, cannot
express themselves verbally. They tend to show their anger or
frustration in different ways, including screaming. So, what do
you do when your toddler screams?
 Do not scream or shout back at them. It only reiterates that it is
okay to scream.
 Teach them to whisper or talk calmly, through a game. For
instance, you can start with a ‘let’s see who can scream the
loudest’, and then try ‘who can talk calmly or whisper’.
 Acknowledge her feelings and talk to her. Although you may
not have a proper conversation with a one-year-old, words can
soothe the child, and they might stop screaming.
56
2. Screaming


 Does your child run away and hide when he gets angry?
Running is dangerous, especially if she does it on roads,
supermarket or other public places. But you can keep her
safe by:
 Keeping an eye on the child’s movements. Always hold
her hand when on the road or other crowded places.
 Showing the child where she can run and where she
cannot. Explain by showing people around and what they
are doing. For example, show kids running in the park to
say that it is okay to run there. Likewise, show how people
do not run on the streets.
57
3. Running away


 Toddlers may tend to scream, kick and pull hair to fix
‘bad things’. The only way to make them stop such
behavior is to make them understand that it does not
work.
 Interrupt your child when he is pulling his or someone
else’s hair to indicate that he should not be doing it.
 Talk it out and try to explain that it is ‘bad’ to pull hair.
 Do not pull your child’s hair back to show how it feels.
They may see it as a game and do it again.
58
4. Pulling hair

 Children between the age of 18 months and three years are the ones who
usually throw things to show their frustration. They tend to throw food, toys,
or anything that they can get their hands on just out of curiosity or frustration.
 To avoid damage to valuables, show what your child can throw. Like a ball,
a bouncy toy or a fluffy one that doesn’t get damaged.
 Discourage them from throwing things when they are angry or aggressive.
Try to ignore when they throw things because of anger. If they persist or keep
throwing things that could hurt other children, interrupt immediately and say
“No! That is bad” or “No, that hurts!” Tell that in a calm voice.
 Find ways to prevent them from throwing things. For example, in the car, you
can tie the toys to her seat. That way she won’t be able to throw them away.
 If you could identify any of the above behavioral problems in your toddlers
and older children, you might need some tips to deal with them at home.
59
5. Throwing things


 If you have asked yourself that question, you are not alone. Misbehaving
children can make parenting stressful. We have put together a few tips and
tricks that can help you handle bad or disruptive behavior in children.
 Don’t react. When you react or respond to your child’s bad behavior, you are
encouraging her.
 Stay positive. When you consider your child as a problem, you cannot find
effective ways to deal with his behavior. Focus on rectifying the behavior.
 Be consistent in your reaction or responses to your child’s behavior. More
importantly, be consistent in the consequences to drive the point home. Give
the same responses to their conduct, and eventually, they will get it.
 That said, it is okay to change the rules sometimes, to change old habits that
may have gotten out of hand. For example, cutting down TV time, video game
time or other activities for the child’s benefit is okay.
60
Tips To Handle Bad Behavior In Children

 Be a role model. Change your bad behavior to change your kids’
behavior. Children of all ages learn by observation and imitate you
because they assume that their parents know the best.
 Disciplining is necessary, but is effective only when it is valid. You
need to think well before determining the consequences for your
children’s misbehavior.
 Relax. Don’t worry too much about the usual yelling, arguments, and
defiance. It does not hurt to chill out once in a while and take a break
from disciplining.
 Use child behavior chart or reward charts to track your child’s
behavior patterns. You can create one for a specific behavior or
multiple behaviors. You can also have a good manners chart that has
details like “said thank you and please”, “helped mom with chores”,
“waited for my turn to speak” etc.
61
Cont….


 Exercise or physical activities are perhaps the best means to blow steam
off. When your child gets excited or angry, getting them to play outside
can help relieve them of the energy. If a child’s energy is not properly
released, they tend to release it in the ways they know – tantrums,
destructive behavior, acting out, etc.
 Role-playing is an excellent activity that can teach your kids to control
impulses. One of the major factors affecting kids behavior is the lack of
self-control.
 Ask your child to read aloud a book or what they are writing. You can try
this at bedtime when they are still full of energy and need an activity to
calm down and relax.
 Storytelling is yet another activity that engages their imagination and lets
them use their energy in a positive way. This activity also helps you get an
insight into their frame of mind.
 Play good behavior games and read child behavior books that can teach
kids about good deeds such as kindness, sharing, waiting and saying nice
things to each other.
62
Activities for Children with Behaviour
Problems

 How might you address your child’s challenging behavior?
You’ll find this reader-friendly site is well organized. It has facts about all
aspects involved in working with children who have challenging behavior.
Links to information on assessment and special education are provided.
 Yet more on teaching children to manage their own behavior.
What Works briefs from the Center on the Social and Emotional Foundations
for Early Learning summarize effective practices for supporting children’s
social-emotional development and preventing challenging behaviors. This 4-
pager describes practical strategies for helping children learn to manage their
own behavior and provides references to more information.
 Alternatives to spanking.
Based on research, experts offer productive and concrete alternatives to
spanking that parents can implement after little kids have misbehaved.
 Written by a psychologist who works extensively with children and teens with
AD/HD and explosive and defiant behaviors, this article talks about how
children and adolescents learn, about misbehavior, and small steps that parents
can use to help their child toward better behavior.
63
Using Positive Methods for Change at
Home


 Get behavior in shape at home.
How do you create a Positive Behavioral Support system in
your home? This Web site gives easy-to-implement
suggestions. Learn the reasoning behind different techniques
and how to use them to achieve your behavior goals. Specific
examples include: eating dinner, asking for things while
grocery shopping, and budgeting to teach children the value of
money.
 Your parent-friendly guide to functional assessment and
support.
This 21-page guide describes what a functional assessment is,
and what it can do to help your child. You can use this
information to help your child at home, and also work with
school staff to put a plan into place at school.
64
Cont…

 How to get help for your child.
Having trouble getting what your child needs? This reader-friendly site
offers communication tips to use when seeking help. You’ll learn
techniques for keeping things in perspective, focusing on the problem at
hand, and what info you should be prepared to provide when you are
asking for help. Plus, you can print out a handy checklist to help keep track
of the information you gather.
 How to get help for yourself.
The link below will lead you to a group of parents who are raising
challenging children. They invite you in and offer their site as a “soft place
to land for the battle-weary parent.”
 Mental health fact sheets.
This web site has dozens of fact sheets on various issues, including ADHD,
depression, conduct disorders, oppositional defiance disorder, and violent
behavior. These up-to-date, well-written pubs are available in English,
español, Deutsch, Français, Polish, and Icelandic.
65
Improving Family Life


 About temperament and its effect on behavior.
Let Great Schools introduce you to nine temperament traits:
activity level, sensitivity, regularity, approach/withdrawal,
adaptability, mood, intensity, persistence, and distractibility.
Find out to pinpoint your child’s traits and how they can affect
behavior.
 Working with your child’s temperament.
Get ideas on helping children in ways that match their natural
tendencies. This site offers suggestions for managing extreme
behaviors. Click on the link to the Parent to Parent message
board to read tips from other parents.
66
Cont…


Model Techniques emphasized
Focusing on Prevention
Preventative classroom
management
Effective teaching practices, frequent monitoring, clear rules and
procedures, social praise, and so forth
Prosocial behavior
Systematic reinforcement, modelling of prosocial behaviour, verbal
instruction, role playing
Moral education
Classroom moral discussions of real-life dilemmas, hypothetical
situations, and literature; role playing; student participation in school
government
Social problem solving
(SPS)
Direct teaching of SPS skills (e.g. alternative thinking, means-ends
thinking), self- instruction training, dialoguing
Effective communication
models
Values clarification activities, active listening, communication and
interpersonal skills training for students and teachers
67
Behaviour Management in the Classroom


Focusing on Correction and Control of Misbehaviour
Behaviour
modification
Direct instruction; reinforcement techniques, including social
praise, material reinforcers, and tokens; punishment-oriented
techniques, including verbal reprimand, response cost, and
time-out; group contingency techniques such as the Good
Behavior Game; behavioral contracting
Assertive discipline
Teacher assertion, systematic use of behaviour modification
techniques, continuous monitoring
Reality therapy
Confrontation questioning, classroom meetings, classroom
moral discussions, social problem solving, behavioural
contracting, logical consequences, time-out, preventative
techniques such as democratic governance
68
Cont….


Focus on Treatment
Social skills training
Direct instruction, modelling and rehearsal, coaching, self-
instruction, manipulation of antecedents and consequences
Aggression replacement
training
Social skills training techniques, self- instruction (e.g. anger
control training), moral discussions
Parent management
training
Parent training in application of behavioural techniques
Family therapy
Variety of therapeutic and educational techniques, depending
on the particular model
Behavior therapy Variety of cognitive, behavioural, and operant techniques
69

 Reinforcement and punishment follow a clear set of
basic principles:
 reinforcement or punishment always follows
behaviour,
 reinforcement or punishment follows the target
behaviour as soon as possible,
 reinforcement or punishment fits the target
behaviour and must be meaningful to the child, and
 multiple reinforcers, or punishments are likely more
effective than single reinforcers or punishments.
70


 Shea and Bauer (1987) described the following process to
apply positive reinforcement effectively:
 Select a target behavior to increase, define the behavior,
and choose a reinforcer.
 Observe the child and watch for the behavior.
 Reinforce the target behavior every time it is exhibited.
 Comment in a positive way about the behavior when
providing reinforcement.
 Be enthusiastic -and interested.
 Offer assistance.
 Vary the reinforcer.
71


Table 4.2. Technique, behaviour, consequence, and probable effect
Classification Exhibited behavior Consequences
Probable future effect on
behavior
Positive reinforcement Jane cleans her room. Jane's parents praise her.
Jane will continue to
clean her room.
Negative reinforcement
Jason complains that
older boys consistently
beat him up, and he
refuses to attend school.
Jason's parents allow him
to remain at home
because of his complaints.
Jason will continue to
miss school.
Extinction
Jim washes his
father's car.
Jim's car washing
behavior is ignored.
Jim will stop
washing his father's
car.
Punishment
Takeo puts Gwen's
pigtails in the paint.
The teacher
administers the
paddle to Takeo's
posterior.
Takeo will not put
Gwen's pigtail in the
paint.
72


 Schedules define and identify the amount of work required or
the time that must elapse between reinforcers. Some schedules
are continuous, providing a reinforcement or punishment every
time the target behavior occurs. Fixed or variable interval
schedules are time related, and fixed or variable ratio schedules
are related to how much work is completed. Fixed schedules
result in higher rates of performance than continuous
schedules. In classroom settings, most teachers use fixed ratio
interval schedules. They are effective because the child knows
exactly what is expected and the requirements of performance
are clearly spelled out. Keep in mind that variable schedules are
not as good for shaping new behaviors but are excellent for
maintaining well-learned behaviors.
73
Schedules


 You may also want to determine the amount of time a student exhibits on-
and off-task behavior. One simple behavioral observation method is
called response discrepancy because it allows you to record a discrepancy
between the target student and a typical class peer (Rhode, Jenson, &
Reavis, 1992). Figure 4.5 presents a form to use for this system. To begin,
match the target student with a same-sex peer who exhibits typical
classroom behavior. Next, check off the type of activity: class, small-group
activity or independent activity. The observation period lasts 15 minutes,
and behavior is recorded at 10-second intervals (for a total of 90 intervals).
The left side of the box is used for the target student and the right side is
used for the classroom peer. At the end of each 10-second interval, record a
+ for on-task activities or - for off-task activities for each student. Ignore
behaviors between the recording points. At the end of the 15-minute
observation period, compute the percentage of on-task behavior for each
student. This may be accomplished using the formula provided in Figure
4.6 (Rhode et al., 1992).
74
Response discrepancy observation method


Figure 4.6. Operational definitions of behaviors in the TOAD system
Talking Out
Spoken words, either friendly, neutral, or negative in content, are
directed at either the teacher without first obtaining permission to speak
or unsolicited at classmates during inappropriate times or during work
periods
Out of Seat
The child is not supporting his or her weight with the chair. Up on knees
does not count as out-of-seat behavior.
Attention Problem
The child is not attending either to independent work or to a group
activity. The child is therefore engaged in an activity other than that
which has been directed and is clearly different from what the other
children are doing. This includes the child's not following teacher
directions.
Disruption
The child's actions result in consequences that appear to be interrupting
other children's work. These behaviors might include noises or physical
contact. They may be intentional or unintentional.
75
TOAD


IFEED-AV rules
Immediately
The I stands for reinforcing the student immediately. The longer the teacher waits to reinforce a student,
the less effective the reinforcer will be. This is particularly true of younger students or students with
severe disabilities. For example, reinforcer effectiveness is limited if the student has to wait until the
end of the week to receive it.
Frequently
The F stands for frequently reinforcing a student. It is especially important to frequently reinforce when
a student is learning a new behavior or skill. If reinforcers are not given frequently enough, the student
may not produce enough of a new behavior for it to become well-established. The standard rule is three
or four positive reinforcers for every one negative consequence (including negative verbal comments)
that the teacher delivers. If, in the beginning, there is a great deal of inappropriate behavior to which the
teacher must attend, positive reinforcement and recognition of appropriate behavior must be increased
accordingly to maintain the desired three or four positives to each negative. The reinforcer can be a
simple social reinforcer such as, "Good job. You finished your math assignment."
Enthusiasm
The first E stands for enthusiasm in the delivery of the reinforcer. It is easy to simply hand an edible
reinforcer to a student; it takes more effort to pair it with an enthusiastic comment. Modulation in the
voice and excitement with a congratulatory air convey that the student has done something important.
For most teachers, this seems artificial at first. However, with practice, enthusiasm makes the difference
between a reinforcer delivered in a drab, uninteresting way and one that indicates that something
important has taken place in which the teacher is interested. 76
Rhode, Jenson, and Reavis (1992) provided a well-
defined model for reinforcement in the classroom.


Eye contact
It is also important for the teacher to look the student in the eyes when giving a reinforcer, even if the
student is not looking at him or her. Like enthusiasm, eye contact suggests that a student is special and
has the teacher's undivided attention. Over time, eye contact may become reinforcing in and of itself.
Describe the behavior
D stands for describing the behavior that is being reinforced. The younger the student or the more severe the
disability, the more important it is to describe the appropriate behavior that is being reinforced. Teachers
often assume that students know what it is they are doing right that has resulted in the delivery of
reinforcement. However, this is often not the case. The student may not know why reinforcement is being
delivered or may think that it is being delivered for some behavior other than what the teacher intended to
reinforce.
Even if the student does know what behavior is being reinforced, describing it is important. First, describing
the behavior highlights and emphasizes the behavior the teacher wishes to reinforce. Second, if the behavior
has several steps, describing it helps to review the specific expectations for the student. An example is,
"Wow, you got yourself dressed - look at you! You have your socks on, your shoes are laced, your pants are
on with a belt, and your shirt has all the buttons fastened and is tucked in." This is much more effective than
saying, "Good job dressing."
Anticipation
Building excitement and anticipation for the earning of a reinforcer can motivate students to do their very
best. The more "hype" the teacher uses, the more excited students become to earn the reinforcer. Presenting
the potential reinforcer in a mysterious way also builds anticipation.
Variety
Just like adults, students get tired of the same things. A certain reinforcer may be highly desired, but, after
repeated exposure, it loses its effectiveness. It is easy to get caught up in giving students the same old
reinforcers time and time again. However, variety is the spice of life for everyone. Generally, when teachers
are asked why they do not vary their reinforcers, they indicate that it worked very well once. It is necessary
to change reinforcers frequently to make the reinforcement more effective. 77

 Through modelling, observation, and then imitation, children
develop new behaviours. Modelling can be as simple as having a
child watch another child sharpen a pencil. By watching the model,
a child can learn a new behaviour, inhibit another behaviour, or
strengthen previously learned behaviour (e.g. saying "thank you").
To use modelling effectively, you must determine whether a child
has the capacity to observe and then imitate the model. In
classroom settings, a student's response to modelling is influenced
by three factors:
1) The characteristics of the model (e.g. is this a student whom the
other students like and respect?),
2) The characteristics of the observer (e.g. is this child capable of
observing and imitating the behaviour),
3) The positive or negative consequences associated with the
behaviour. Children are more likely to respond to teacher
modelling when they view their teachers as competent, nurturing,
supportive, fun, and interesting. Children are also more likely to
imitate behaviour that results in a positive consequence
78
Modelling

 In 1970, Kaplan described a ripple effect in transactions between
teachers and misbehaving students that affected not only those
students but also the entire classroom. Teachers who were firm
reduced the problem behaviors both from the first child who
misbehaved and from those students who saw the initial problem
behavior. When teachers enforced rules, the ripple effect worked in
their favor. When they failed to follow through with rules, the
ripple effect worked against them. Furthermore, the misbehaving
student's social standing in the classroom was also an issue. When
teachers successfully managed the behavior of high-status
troublemakers, their control tended to benefit the entire classroom.
Likewise, the ripple effect when high-status offenders were not
managed increased negative behaviors among others. Finally,
when managing a disruptive behavior, it is important to focus on
tasks and behaviors rather than on approval. In the latter situation,
teachers may focus on their relationship with the disruptive
student when trying to get that student to behave. This strategy,
unfortunately, is usually ineffective over the long term.
79


 Waiting for the appropriate target behavior or something close to that
behavior to occur before reinforcing the behavior is referred to as shaping.
Shaping can be used to establish behaviors that are not routinely exhibited.
Walker and Shea (1991) described the steps to effective shaping:
 Select a target behavior and define it.
 Observe how often the behavior is exhibited.
 Select reinforcers.
 Decide on close approximations and reinforce successive approximations
to the target behavior each time it occurs.
 Reinforce the newly established behavior.
 Reinforce the old behavior on a variable schedule, and begin reinforcing
the new behavior on an every-time or continuous schedule. The key to
successful shaping is to reinforce closer approximations and not reinforce
lesser approximations.
 Any behavior that remotely resembles the target behavior should initially
be reinforced. Prompts can be used and then faded. Shaping can be used
for all kinds of behavior in the classroom, including academics. Steps
toward successive approximation, however, must be carefully thought out;
otherwise, behaviors that are not working toward the desired goal may
inadvertently be reinforced.
80
Shaping

 When punishments are used, these guidelines should be
followed:
 All students are aware of which behaviors are punished and
how they are punished.
 Appropriate models for acceptable behavior are provided.
 Punishments are offered immediately, consistently, and fairly.
 Punishments are offered impersonally.
 A natural or logical consequence should be used as often as
possible.
 The student being punished must understand the relationship
between his or her behavior and the punishment.
81
Punishment

 Response cost is a punishing technique that translates to the equivalent of losing what you possess or
have earned. Earned consequences are considered reinforcers. When they are lost, this is response
cost. The child places in jeopardy what he or she has earned as the result of inappropriate behavior.
In many situations, response cost in the form of a penalty or fine is combined with positive
reinforcement. To be effective, more reinforcers must be earned than lost. Response cost is often used
to reduce off-task behavior and improve compliance with directions.
 Response cost may be the most powerful means of managing consequences for children with ADHD
or other disruptive behavior problems (Rapport, Murphy, & Bailey, 1982). In a traditional model of
response cost, many children with ADHD may immediately go bankrupt. Alternative systems have
included adjusting the ratio of the number of reinforcers provided for each positive behavior versus
those lost for negative behavior as well as increasing the number of opportunities to exhibit positive
behavior and receive reinforcement. In the former case, six points might be provided for the
appropriate behavior but only one point lost for the negative behavior. In the latter case, increased
opportunities are provided, making it easier for children to earn a greater number of points, thereby
decreasing their chances of going bankrupt when they exhibit negative behavior. A slightly altered
form of response cost has been found to be quite effective with children with ADHD (Rapport,
Murphy, & Bailey, 1982). Under this system, the child is initially provided with a maximum number
of points or tokens to be earned during a school day and must work throughout the school day to
retain those reinforcers. Some impulsive children seem to work harder to keep their plates full rather
than attempt to fill an empty plate. Possibly because they have a long history of not working well for
positive reinforcement, a system in which they are provided with all of their reinforcement initially
and must work to keep, a response cost system may appear more motivating or attractive to them.
82
Response cost


 Morgan and Jenson (1988) suggested the following guide-lines
for using response cost in the classroom:
 Use the procedure for most, if not all, of the classroom day for
the target behavior.
 Make certain the number of students with whom you are using
the program is manageable.
 Make certain there are more opportunities for success than for
failure.
 Build in additional incentives, including additional reinforcers
that can be earned at the end of the week, by retaining a
minimum number of reinforcers through the week.
 Consider incorporating self-monitoring techniques in which
students can administer response cost independently when
they recognize a rule violation.
83

 Time-out from reinforcement excludes children from the opportunity to
participate with others and receive any kind of positive reinforcement. Time-
out is by far the best known disciplinary technique among teachers. It is also
the most likely to be overused and misused in the classroom. Although a brief
time-out of a few minutes duration can exert a positive influence on classroom
behaviour when applied appropriately, many teachers apply time-out
ineffectively as often as effectively (Walker & Walker, 1991).
 The least restrictive form of time-out consists of removal of certain
reinforcing activities or objects from the misbehaving child for a short period.
Time-out, in a restricted environment outside of the classroom is the most
extreme form of this type of discipline. The child cannot see the classroom
nor interact with others.
 The effectiveness of time-out is well established; however, additional research
is needed to identify specific situations, parameters, and procedures associated
with the success of time-out for children with ADHD. Clearly, time-out holds
a low probability of directly affecting children's ADHD symptoms for the
better. Time-out can be quite effective for noncompliant children, but for
children with ADHD, you must distinguish between noncompliant behaviours
and behaviours resulting from ADHD.
84
Time-out


 In general, for time-out to be effective:
 students should be separated from reinforcement,
 the time should be short,
 confrontation should be avoided,
 verbal interaction should be limited, and
 a time-contingent release should be provided (Bean &
Roberts, 1981). Time-contingent release refers to the amount
of time and the contingencies (e.g. sitting quietly)
required to earn release. These contingencies should be
explained and provided to the child prior to entering
time-out. Children warned less in time-out also respond
better (Roberts, 1982).


 A warning that time-out may come should be offered.
 The child should be consistently removed and placed in
time-out when the behavior reoccurs.
 A specific location should be defined for time-out.
 A specific duration for time-out should be set.
 The consistent schedule for time-out use should be
defined.
 A defined behavior should lead to time-out.
 Clear contingencies should be defined for the child to be
released from time-out
86
Eight parameters should define the use of
time-out (Scarboro, & Forehand, 1975):


The "Dos and Don'ts" of time-out
Do Don't
Do explain the total procedure to the child before
starting time-out.
Don't start the procedure without explaining time-out to
the child first in a calm setting that is not emotionally
charged.
Do prepare a time-out setting for the child that is
clean, well-lit, and ventilated.
Don't just pick any place. Make sure it isn't too dark,
too confining, dangerous, or not ventilated.
Do pick a place or situation for time-out that is
boring or less reinforcing than the classroom.
Don't pick a place that is scary or that could be more
reinforcing than the classroom.
Do use a set of structured verbal requests with the
child, such as the recommended precision request
format.
Don't threaten the child repeatedly with a time-out.
Do remain calm, and don't talk with the child when
he or she is being taken to time-out.
Don't get into a verbal exchange with the child on the
way to time-out or while the child is in time-out.
Do place the child in time-out for a set period that
you control.
Don't tell the child to come out of time-out when he or
she is "ready to behave."
Do require the child to be quiet for 30 seconds at the
end of the time-out period, before being let out.
Don't let a child out of time-out when he or she is
crying, screaming, yelling, or having a tantrum.
Do use a short period of time (e.g. 5-10 minutes). Don't use exceedingly long periods.
Do require the child to complete the request that led
to time-out or missed academic work.
Don't allow the child to avoid compliance to a request
or miss academic work by going to time-out. 87


 Seclusionary time-out should not be used unless all other
procedures have been tried and failed. This should be a last
effort technique.
 Seclusionary time-out should never be used without a parent's
written consent.
 Seclusionary time-out should be used only if it is listed as an
approved and agreed-on technique in a student's
individualized education plan (IEP) by the IEP team. The
student should only be placed in time-out for approved
behaviors on the IEP, such as aggression, severe
noncompliance, or destructive tantrum-throwing.
 Seclusionary time-out is defined as removing a student from a
reinforcing classroom setting to a less reinforcing setting. This
setting can be another classroom, a chair or desk outside the
classroom, or a room specifically approved for time-out. If a
room is used for time-out, it should be used only for time-out
and no other purpose (e.g. storage, counseling students, special
academic work area).
88


 The time-out setting should be well-lit, well-ventilated, non-threatening, and
clean. It must also have an observation window or device.
 The entire time-out procedure should be explained to the student before it is
implemented, prior to the occurrence of misbehavior that results in its use.
 If misbehaviour occurs, identify it. For example, tell the student in a calm,
neutral manner, "That's fighting; you need to go to the time-out room." Tell the
student to remove his or her jewellery, belt, and shoes. Tell the student to
empty his or her pockets (in order to check for such items as pens, pencils,
paper clips, knives, and so forth). The student's socks should be checked for
these types of items also. If the student does not comply with these requests,
call for help and then remove the items and check the pockets yourself. No
other conversation should ensue.
 When a student is placed in the time-out room, he or she must be constantly
monitored by a staff member. The student must never be left alone.
 When a student is placed in the time-out room, the following information
should be placed in a time-out log:
 Name of the student
 Date
 Staff member responsible for monitoring student
 Time in and time out
 Target behaviour warranting the procedures
Cont…


 The student should be placed in the time-out room for a specific period of
time. A recommended formula is 1 minute per year of age (e.g. 10 minutes for
a 10-year-old child).
 If a student is screaming, throwing a tantrum, or yelling, he or she should be
quiet for 30 consecutive seconds before being released from the time-out
room. This 30 seconds does not begin until the original designated time-out
period has lapsed.
 Communication between the supervising staff member and the student should
not take place when the student is in the time-out room (i.e. do not talk with
the student, threaten the student, or try to counsel the student at this time).
 Do remain calm while taking a student to the time-out room. Do not argue
with, threaten, or verbally reprimand the student.
 If a student refuses to go to the time-out room, add on time to the specified
time-out duration (e.g. 1 minute for each refusal, up to 5 minutes).
 If a student refuses to come out of the time-out room, do not beg or try to
remove the student. Simply wait outside, and sooner or later the student will
come out on his or her own.
90


 If the student makes a mess in the time-out room, require him or her to clean it
up before he or she leaves.
 Once the time-out period has ended, return the student to the ongoing
classroom activity, making sure the student is required to complete the task he
or she was engaged in prior to the time-out period. This ensures that students
do not purposely avoid unpleasant tasks by going to the time-out room.
 All staff members should be trained, and this training documented, before
time-out procedures are started.
 To ensure the effectiveness of time-out, the reinforcement rate for appropriate
behaviors in the classroom should meet the recommended rate of three or four
positive responses to each negative response (and never fewer than four
positive responses per contact hour).
 Data should be collected on target behaviors. If time-out is effective, these
behaviors should decrease shortly after the technique is started. If they do not,
check that the procedure is being used correctly, and the reinforcement rate for
appropriate behavior in the classroom is high enough; consider another
technique for possible use.
 The use of time-out should not be threatened (e.g. "If you do that again, I will
put you in the time-out room"). Rather, the technique should be combined with
a precision request, such as "I need you to stop kicking your desk." If the
student persists, the time-out procedure should be used, and when the student
comes out of the time-out room, the precision request should be restated ("I
need you to stop kicking your desk").
 The student should be reinforced for not needing time-out.

 To understand and respond effectively to problematic
behaviour, you have to think about what came before it,
as well as what comes after it. There are three important
aspects to any given behaviour:
 Antecedents: Preceding factors that make a behaviour
more or less likely to occur. Another, more familiar term
for this is triggers. Learning and anticipating antecedents
is an extremely helpful tool in preventing misbehaviour.
 Behaviours: The specific actions you are trying to
encourage or discourage.
 Consequences: The results that naturally or logically
follow a behaviour. Consequences — positive or
negative — affect the likelihood of a behaviour recurring.
And the more immediate the consequence, the more
powerful it is.
92
ABC’s of behaviour management at home

 EFFECTIVE consequences: Consequences that are more effective
begin with generous attention to the behaviors you want to encourage.
 Positive attention for positive behaviors: Giving your child positive
reinforcement for being good helps maintain the ongoing good
behavior. Positive attention enhances the quality of the relationship,
improves self-esteem, and feels good for everyone involved. Positive
attention to brave behavior can also help attenuate anxiety, and help
kids become more receptive to instructions and limit-setting.
93

 Ignoring actively: This should used ONLY with minor
misbehaviors — NOT aggression and NOT very destructive
behavior. Active ignoring involves the deliberate withdrawal of
attention when a child starts to misbehave — as you ignore, you
wait for positive behavior to resume. You want to give positive
attention as soon as the desired behavior starts. By withholding
your attention until you get positive behavior you are teaching
your child what behavior gets you to engage.
 Reward menus: Rewards are a tangible way to give children
positive feedback for desired behaviors. A reward is something a
child earns, an acknowledgement that she’s doing something that’s
difficult for her. Rewards are most effective as motivators when the
child can choose from a variety of things: extra time on the iPad, a
special treat, etc. This offers the child agency and reduces the
possibility of a reward losing its appeal over time. Rewards should
be linked to specific behaviors and always delivered consistently.


 Time outs: Time outs are one of the most effective
consequences parents can use but also one of the hardest
to do correctly. Here’s a quick guide to effective time out
strategies.
 Be clear: Establish which behaviors will result in time
outs. When a child exhibits that behavior, make sure the
corresponding time out is relatively brief and
immediately follows a negative behavior.
 Be consistent: Randomly administering time outs when
you’re feeling frustrated undermines the system and
makes it harder for the child to connect behaviors with
consequences.
95


 Set rules and follow them: During a time out, there
should be no talking to the child until you are ending the
time out. Time out should end only once the child has
been calm and quiet briefly so they learn to associate the
end of time out with this desired behavior.
 Return to the task: If time out was issued for not
complying with a task, once it ends the child should be
instructed to complete the original task. This way, kids
won’t begin to see time outs as an escape strategy.
 By bringing practicing behavioral tools management at
home, parents can make it a much more peaceful place to
be.


 Ensure Your Child Understands Why Her Behavior Is a
Problem
 While it may seem your child should "know better," talking
about behavior is an important first step
in behavior management. Some kids don't think about their
behavior or anticipate consequences when they have impulse
control problems and difficulty picking up on social
expectations. Describe problem behavior in a firm but non-
confrontational tone. Some kids respond better to a whispered
reminder than a loud voice. Explain the behavior in specific
terms your child will understand and state why it's a problem.
 Do say: Throwing the baseball in the house can hurt someone.
 Don't say: Stop rough-housing.
97
Tips to Reduce Your Child's Behavior Problems


 Explain Why Behavior Is a Problem and What Will Be
Done About It
 Clearly state the problems caused by your child's
behavior. He or she may be getting on your last nerve, but
avoid criticizing him or her in a personal way. Realize
you may need to repeat this strategy over time until your
child stops the problem behavior.
 Do say: Your clothes are dirty because they were under
your bed and not in the laundry basket. I'll show you how
to wash them.
 Don't say: If you're too lazy to put your clothes in the
basket, I'm not washing them.
98


 Before responding to your child's behavior, it can be
helpful to take three deep breaths to relax and think
about what the best response would be. Calmly but
firmly, explain the behavior you want your child to
perform. Use specific language to describe what he
or she should or shouldn't do. Strive to keep a firm
but unemotional tone that's free from sarcasm.
 Do say: Please use a quiet voice inside the
restaurant.
 Don't say: Act right.
99
Model Appropriate Behaviour for Your Child


 Show by Your Actions and Attitude That You Believe in
Your Child
 Encourage and reinforce your child's positive
behaviors whenever possible. Although you may be
frustrated by her behavior, speak positively to your child
and let her know you have confidence in her.
 5
 Recognize That Behavior Change Can Take Time
 Give honest, specific praise for any progress your child
makes toward meeting behavior goals, even if he doesn't
meet the goal in its entirety.
100


 6
 Plan Ahead for Safe and Appropriate Options When
Behavior Is a Problem
 Know what situations cause problems for your child, and
prepare safe alternatives for her. Young children may
enjoy role-playing ahead of time to learn the rules and
expectations of the setting you will be in. Rehearse with
them what they can do if they become angry or need to
release some energy. Breathing techniques, taking a quick
walk with a parent, playing word games, practicing math
facts, and guessing games are often helpful for kids of all
ages.
101


Remain focused and calm; organize thoughts
Either respond decisively or ignore it all
together
Distinguish between off-task behaviors and
off-task behavior patterns
Control the time and place for dealing with
off-task behavior
Provide students with dignified ways to
terminate off-task behaviors
Dealing with off-task behaviors


Avoid playing detective
Utilize alternative lesson plans
Utilize the help of colleagues
Utilize the help of guardians
DO NOT USE CORPORAL PUNISHMENT
 A form of contrived punishment in which
physical pain or discomfort is intentionally
inflicted upon an individual for the purpose of
trying to get that individual to be sorry he or she
displayed a particular behavior
Cont……


Use the principle of “Extinction”
 Whenever the positive rein forcers for a person’s
voluntary behavior pattern are removed or cease to
exist, the person will begin to discontinue that
behavior
Specify the exact behavior pattern to extinguish
Identify positive reinforcers for the behavior
Plan to eliminate positive reinforcement
Establish a realistic time schedule
Implement the plan
Evaluate the effectiveness by observing behavior
Modifying off-task behavior patterns


Use the principle of “Shaping”
 Reinforce behaviors that are similar to the
behavior to be learned
 Subsequent actions that are more like the
behavior to be learned than previous actions are
reinforced
 Subsequent actions that are less like the behavior
to be learned than previous actions are not
positively reinforced
Cont….


 Attention-seeking students prefer being punished,
admonished, or criticized to being ignored
 Give attention to this student when he or she is on-
task and cooperating
 “Catch them being good!” – and let them know you
caught them
Attention Seeking Behavior

Behavior: Rambling -- wandering around
and off the subject. Using far-fetched
examples or analogies.
POSSIBLE RESPONSES:
 Refocus attention by restating relevant point.
 Direct questions to group that is back on the
subject
 Ask how topic relates to current topic being
discussed.
 Use visual aids, begin to write on board, turn
on overhead projector.
 Say: "Would you summarize your main point
please?" or "Are you asking...?"

Behavior: Shyness or Silence -- lack of
participation
POSSIBLE RESPONSES:
o Change teaching strategies from group
discussion to individual written
exercises or a videotape
o Give strong positive reinforcement for
any contribution.
o Involve by directly asking him/her a
question.
o Make eye contact.
o Appoint to be small group leader.

Behavior: Talkativeness -- knowing
everything, manipulation, chronic whining.
POSSIBLE RESPONSES:
o Acknowledge comments made.
o Give limited time to express viewpoint or
feelings, and then move on.
o Make eye contact with another participant and
move toward that person.
o Give the person individual attention during
breaks.
o Say: "That's an interesting point. Now let's see
what other other people think."

Behavior: Sharpshooting -- trying to shoot
you down or trip you up.
POSSIBLE RESPONSES:
o Admit that you do not know the answer
and redirect the question the group or
the individual who asked it.
o Acknowledge that this is a joint learning
experience.
o Ignore the behavior.

Behavior: Heckling/Arguing -- disagreeing
with everything you say; making personal
attacks.
POSSIBLE RESPONSES:
Redirect question to group or
supportive individuals.
Recognize participant's feelings and
move one.
Acknowledge positive points.
Say: "I appreciate your comments, but
I'd like to hear from others," or "It
looks like we disagree."

Behavior: Grandstanding -- getting caught
up in one's own agenda or thoughts to the
detriment of other learners.
POSSIBLE RESPONSES:
o Say: "You are entitled to your opinion,
belief or feelings, but now it's time we
moved on to the next subject," or
o "Can you restate that as a question?" or
o "We'd like to hear more about that if
there is time after the presentation."

Behavior: Overt Hostility/Resistance --
angry, belligerent, combative behavior.
POSSIBLE RESPONSES:
o Hostility can be a mask for fear. Reframe
hostility as fear to depersonalize it.
o Respond to fear, not hostility.
o Remain calm and polite. Keep your temper in
check.
o Don't disagree, but build on or around what
has been said.
o Move closer to the hostile person, maintain
eye contact.
o Always allow him or her a way to gracefully
retreat from the confrontation.

Behavior: Overt Hostility/Resistance -- angry,
belligerent, combative behavior (continued)
POSSIBLE RESPONSES:
 Say: "You seem really angry. Does anyone else
feel this way?" Solicit peer pressure.
 Do not accept the premise or underlying
assumption, if it is false or prejudicial, e.g., "If
by "queer" you mean homosexual..."
 Allow individual to solve the problem being
addressed. He or she may not be able to offer
solutions and will sometimes undermine his
or her own position.
 Ignore behavior.
 Talk to him or her privately during a break.
 As a last resort, privately ask the individual to
leave class for the good of the group.

Behavior: Griping -- maybe legitimate
complaining.
POSSIBLE RESPONSES:
o Point out that we can't change policy
here.
o Validate his/her point.
o Indicate you'll discuss the problem
with the participant privately.
o Indicate time pressure.

Behavior: Side Conversations -- may be related to
subject or personal. Distracts group members and
you.
POSSIBLE RESPONSES:
 Don't embarrass talkers.
 Ask their opinion on topic being discussed.
 Ask talkers if they would like to share their
ideas.
 Casually move toward those talking.
 Make eye contact with them.
 Standing near the talkers, ask a near-by
participant a question so that the new
discussion is near the talkers.
As a last resort, stop and wait.

Common Behavioural Problems
In
Children
118

 It is common for children to break the rules and go
against the norm to ‘test’ authority. Only that way do
they understand what behavior is appropriate and
what is not. Read on to learn about the behaviors that
kids tend to exhibit from time to time and how you
can handle a child with behavior problems.
119


 Parents may feel like they shouldn’t have to explain themselves to their kids…
 But they absolutely do!
 If kids don’t understand the how, what and why’s of what’s expected of them…
 How can they be expected to follow through?
 It doesn’t have to be complicated, just simple, clear directions like:
 ‘You need to do your homework straight afternoon tea, so you’ll be free for family time by
dinner’, or,
 ‘I want you to have a shower right after play time, so you don’t bring dirt through the house’.
 Clear expectations mean less questioning, which is good for the kids, and great for parents!
 And in that vein…
120
1. Make expectations explicitly clear.


 While adults are expected to adapt and reprioritise throughout the day, it’s not realistic to
expect kids to do the same.
 They’ll struggle with the mixed messages, and be more likely to question why they’re
expected to do things.
 Plus, consistency helps kids to feel secure and confident, in their surroundings, and in
themselves.
 That’s why it’s also incredibly important when it comes to separated parents and co-
parents.
 Inconsistency between each parent can cause conflict (between the parents and the kids)…
 Lend itself to a ‘good cop, bad cop’ mentality (which can lead to more behavioural
problems)…
 And can make your kids question your reliability.
 A great way to ensure consistency?…
121
2. Be CONSISTENT.


 A solid family routine lends itself to a happy and functional
household.
 It helps to solidify expectations, and make sure that kids meet them on
a daily basis.
 It also helps kids to feel safe in the reliability and security of home life
— something that they may not have at school.
 And a routine makes it easier for parents to follow through with the
own rules that they’ve set for themselves and for the rest of the family.
 A routine doesn’t have to be oppressive.
 Start by framing yours around things that happen every day already:
 Dinner time, homework, chores — try to schedule them in for the same
time every day, and then shape new additions to your routine around
them.
 One of the best things you can add to your routine?
122
3. Routine, Routine, Routine!


 It may seem obvious, but busy schedules and digital
communications have gotten in the way of real, personal
conversations.
 It’s so important to talk openly, honestly and often with your
kids.
 And the fact that it will encourage better behaviour from them
is just a bonus.
 Easily add ‘communication time‘ to your routine by making no
screen time zones during meals or car trips.
 By talking to them, they’ll have more faith in your judgment…
 Greater respect and understanding for your decisions…
 And, importantly, you’ll get more insight into the root of their
behaviours.
 Now, when it comes to encouraging good behaviour…
123
4. Communication.

 By offering rewards for good behaviour, you’re sending a very
clear message to your child:
 ‘This is not something I expect you to do on your own’.
 Rewards are appropriate for certain tasks or chores, especially
the less common or frequent ones.
 But kids shouldn’t be rewarded for behaving well or for
everyday tasks —
 These are things they are expected to do, that they should
ideally want to do, and that they will need to continue doing on
their own accord in the future.
 And when it comes to ‘bad’ behaviour…
124
5. Avoid rewards.

 Just like rewards focus on short term results — to the detriment of future
behaviours — so does punishment.
 Parenting expert Elain Wilson suggests that punishment is based on control and
power by using pain or unpleasantness to stop the behaviour (in the present)…
 But it does not teach the value of the desired behaviour.
 While punishment may get immediate results, it can also make kids fearful, and
encourage sneaky behaviour.
 ‘Punishment uses pain and unpleasantness, builds resentment, encourages deception
and can damage self esteem,’ explains our senior psychologist Deb Jepsen.
 Avoiding punishments doesn’t mean kids get should get off scot-free for bad
behaviour…
 But rather, parents should take the old adage of ‘prevention is better than cure’,
and work on replacing punishment with discipline…
 The exact kind of discipline that comes with routine!
 And finally…
125
6. Be careful with punishment.


 Kids can act out at home because of other problems…
 By talking with your kids often, you’ll be much more likely to pick up on social problems
or other emotional challenges they may be dealing with.
 So be aware of the warning signs of anxiety and depression…
 And remember that learning disorders are not always picked up in the classroom.
 But pay attention to how they all actually compliment each other and work in support of
each other…
 By developing a routine, you make expectations clear and implicitly consistent.
 By incorporating consistent and clear discipline into your routine, you can avoid resorting
to using punishments and rewards.
 By making time to really converse and communicate with your child, your expectations
and values will be made much clearer to them, and any external factors affecting their
behaviour will be made more clear to you.
 While these tips are beneficial for any family, sometimes behaviour management can feel
like it’s beyond your control.
 And if you are in Melbourne and would like some some extra help with this issue?
 Click the button below to book your initial parent consultation and get the right advice for
your child’s needs.
126
7. Know the symptoms and signs of a
potential cause.

127
Dealing With Student Behavior in Today’s
Classrooms


Classroom Rules
Classroom Schedule
Physical Space
Attention Signal
Beginning and Ending Routines
Student Work
Classroom Management Plan
 adapted from the Tough Kid series, and CHAMPs
128
Proactive Intervention Strategies


Keep the number to a minimum (approx. 5).
Keep the wording simple.
Have rules represent you basic expectations
Keep the wording positive, if possible.
Make your rules specific.
Make your rules describe behavior that is
observable.
130
The Rules for Rules:


Make your rules describe behavior that is
measurable.
Assign consequences to breaking the rules.
Always include a “compliance rule”.
Keep the rules posted.
Consider having rules recited daily for first
two weeks then periodically..
131
Cont…..


132
Examples…
 Inappropriate Rules:
 Be responsible
 Pay attention
 Do your best
 Be kind to others
 Respect authority
 Be polite
 Preferred Rules:
 Keep hands, feet, and
objects to yourself.
 Raise your hand and
wait for permission to
speak.
 Sit in your seat unless
you have permission
to leave it.
 Walk, don’t run, at all
times in the classroom.


The best consequences are reasonable and
logical
A reasonable consequence is one that follows
logically from the behavior rather than one
that is arbitrarily imposed
The best logical consequences teach the
students to choose between acceptable and
unacceptable actions.
133
Consequences


For the following types of student behavior,
develop both an example of a logical
consequence AND an illogical consequence…
 Chews gum
 Turns in sloppy paper
 Walks in the classroom noisily
 Passes paper in incorrectly
 Arrives late
 Does not bring textbook
 Does not bring pencil or pen
134
Activity….

 Proximity management
 Verbal reprimand/Warning
 Time owed after class
 In-class time-out
 Parental contact
 Restitution
 Principal Notification Form
 Disciplinary Referral
It should be noted that prior to enacting corrective
consequences, positive reinforcement strategies should be
utilized.
135
Possible Corrective Consequences

Avoid “Down Time”
Approximately 70% of the school day is
geared for academic engagement. (5.2 hrs.)
Begin each activity on-time.
“The best behavior plans are excellent academic
lesson plans.” – source unknown
137
Classroom Schedules


 Arrange desks to optimize the most common types
of instructional tasks you will have students engaged
in.
 Desks in Rows, Front to Back
 Desks in Row, Side to Side
 Desks in Clusters
 Desks in U-Shape
139
Physical Space


Make sure you have access to all parts of the
room.
Feel free to assign seats, and change at will.
Minimize the disruptions caused by high traffic
areas in the class.
Arrange to devote some of your bulletin
board/display space to student work.
140
Cont….


 Aggressive (the hyperactive, agitated, unruly
student)
 Resistant (the student who won’t work)
 Distractible (the student who can’t concentrate)
 Dependent (the student who wants help all the time)
141
Students Who Cause Behavioral
Problems:

Teachers who are
ready maximize
student learning and
minimize student
misbehavior.
142


 Decide upon a signal you can use to get students’
attention.
 Teach students to respond to the signal by focusing
on you and maintaining complete silence.
144
Attention Signal


Say: “Class, your attention please.”
At the same time, swing right arm in a
circular motion from the 9:00 position to the
12:00 position.
This prompts all students to stop, look at you
and raise hand.
145
Example: The “Hand
Raise”


 It can be given from any location in the room.
 It can be used outside the classroom.
 It has both a visual and auditory component.
 It has the “ripple effect”.
146
Advantages to Hand
Raise


PUNISHMENT
VS.
DISCIPLINE
148


Why Do We Punish?
 Because it works
 Punishment is effective for approximately 95% of our
students
 It’s quick
 Punishment produces a rapid (but often temporary)
suppression of behavior
 It requires lower level thinking skills.
149
Punishment


D: strives to replace an unwanted behavior
with a desirable behavior
P: takes away a behavior by force, but
replaces it with nothing*
150
Discipline vs.
Punishment

A smooth-running class is
the responsibility of the
teacher, and it is the result
of the teacher’s ability to
teach procedures.
151

1. EXPLAIN. State, explain, model, and
demonstrate the procedure.
2. REHEARSE. Practice the procedure under
your supervision.
3. REINFORCE. Reteach, rehearse, practice,
and reinforce the classroom procedure until
it becomes a student habit or routine.
152
Three Steps to Teach Procedures…

1. EXCUSE yourself from what you are doing
2. RELAX. Take a slow relaxing breath and CALMLY
approach the student with a meaningful look.
3. FACE the student directly and CALMLY wait for a
response.
4. If there is no response, WHISPER the student’s first
name and follow with what you want the student
to do, ending with “please”. RELAX and WAIT.
5. If the student does not get to work, RELAX and
WAIT. Repeat Step 4 if necessary.
153
Discipline with the Body…not the Mouth…


6. If backtalk occurs, relax, wait and KEEP QUIET. If
the student wants to talk back, keep the first
principle of dealing with backtalk in mind:
IT TAKES ONE FOOL TO TALK BACK.
IT TAKES TWO FOOLS TO MAKE A
CONVERSTAION OUT OF IT.
7. When the student responds with the appropriate
behavior say, “Thank you,” and leave with an
affirmative SMILE. If a student goes so far as to
earn an office referral, you can deliver it just as well
RELAXED.
After all, ruining your composure and peace of mind
does not enhance classroom management.
154

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