Discipline and Discipline and Consequences for Consequences for Behavior ProblemsBehavior Problems

Discipline and Discipline and Consequences for Consequences for Behavior ProblemsBehavior Problems

By David Keithley, LSSP #34837By David Keithley, LSSP #34837

Fall 2012Fall 2012

Three-Tiered Model of Three-Tiered Model of Schoolwide Discipline Schoolwide Discipline

StrategiesStrategies

TargetedIndividual Interventions

(5-10%)

SelectedClassroom/Small Group Strategies

(15-25%)

UniversalSchoolwide Systems of Support

(75-80%)

Schoolwide Systems of Support

• Data-based decisions• Statement of purpose• Campus behavioral

expectations• Teaching expectations• Encouraging expected

behavior• Discouraging problem

behavior• Specific setting

interventions

Specific Setting Specific Setting SystemsSystems

RoutinesPhysical factorsSetting-specific behaviorsInstructional strategiesSupportImplementation/Monitoring

Classroom SystemsClassroom Systems Designing Classroom

space Creating a practical

schedule Managing instruction Teaching study skills Teaching expectations Establishing classroom

routines Implementing

proactive behavior management system

Prevention-Prevention-basedbased ClassroomClassroom InterventionsInterventions

Goals and Needs7 Basic Needs of Students:

1 Security2 Order3 Belonging4 Worth5 Approval6 Stimulation7 Growth

Characteristics of the “troubled” student

• 3 Basic categories:– Psychological Distress (depression,

paranoia, anger)– Inefficiency (procrastination, poor

social skills, forgetfulness)– Manifestations of Anger

(noncompliance, violent outbursts, argumentative)

What causes certain problem behaviors?

• 4 Functions:– Attention Seeking– Avoidance– Gain a Tangible Reward– Self-Reinforcement

Match the Interventions to Function of Behavior!

What Doesn’t Work• Ignoring• Pleading• Bargaining• Assisting• Threatening• Displaying Anger• Becoming Oppositional or Defiant

Yourself!

Prevention Strategies• Convey Warmth• Opportunities for Students to be in

Charge• Aware of Differences in Student

Learning!

Intervention StrategiesAttention Seeking

-More attention to appropriate behavior (2x10 method)-Token System w/ praise & attention-1 on 1 time with preferred person-Reward others for behavior you want student to display

Intervention cont.Avoidance

-Load reduction-Give choice & set time limit-Build in appropriate Avoidance time

Gain Tangible Reward-No reward if behavior doesn’t occur

Good Practices when dealing with Problem

Behavior-Use Calm Voice-Keep directions clear, concise and

simple-Be fair-Praise sincerely-Maintain a structured environment

Good Practices cont.• “Catch ‘em being good”• Use non-threatening body language• Don’t use sarcasm or

embarrassment techniques• Defusing Statements • BEHAVIOR=CONSEQUENCE 100%

OF THE TIME!!

Guidelines for Working with Difficult Kids

• Keep your cool• Feelings + Emotions HIGH =

Thinking LOW• Be authoritative, not authoritarian• Create a “future” for them!

Guidelines cont.• SIMPLE

– Set up the structure– Instruct– Monitor– Praise– Laugh and be playful– Empower

Individual Individual InterventionsInterventions

Defining and Analyzing the

Behavior

Designing the Individual Intervention

Implementing and Evaluating the Intervention

Step 1 –

Operationally define the behavior.

Step 2-

Collect data about the behavior.

Step 3 –

Determine the function of the behavior.

Step 4 - •Design the intervention.•Target replacement behaviors.•Involve the student.•Identify reinforcers.•Consider multiple level interventions.

Step 5 -

Develop an action plan.

Step 6 -

Implement & collect data.

Step 7 -

Evaluate effectiveness.

Step 8 -

Modify the intervention.

Operational Definitions• Can it be observed?• Can it be measured?

• Vague = David is Lazy• Specific = David completes only

1/5 assignments

Operational cont.• Vague = Susan is mean

• Operationalized Description = Susan makes derogatory comments to peers such as, “you’re stupid”

• How do we get this?

The ABC’s of Behavior• Antecedent• Behavior• Consequence

• Antecedent = Behavior = Consequence

Identifying Antecedents• Given academic task = walking

around room, verbal refusal, talking to peers

• Transitions = loud verbalizations, physical interactions with peers, playing in desk

Consequences• Time out • Praise• Free Time• Redirection

Examples of ABC• Independent work difficult =

throws paper and yells = sent to office (given no attention)

• Large group activity = yells outs and makes off-subject comments = teacher gives mild reprimand and peers laugh

So, what do you do?• Modify the antecedent

– Antecedent = Make it a group assignment (not independent)

– Behavior = completes assignment– Consequence = good grade and

attention (he gains appropriate attention)

What to do cont.• Modify the Consequence

– Antecedent = Independent difficult assignment

– Behavior = throws paper and yells– Consequence = Does not get attention

for throwing (Extinction) and only gets attention for being on-task

What to do cont.• Teach or model Replacement

Behavior– Antecedent = Independent difficult

assignment– Behavior = Teach to raise hand for help– Consequence = Teacher helps only when

hand raised (still gains attention!)

Remember the 4 functions of behavior?

• Avoidance• Gain attention• Tangible reward• Self-Reinforcement

• If you can determine the function, you can solve most problem behaviors!

At the elementary level, individualized behavior At the elementary level, individualized behavior interventions may include:interventions may include:

• A behavior feedback chain (“Hands on desk. Eyes on me.”)• Social Skills teaching, modeling, & reinforcement

through opportunities to practice in variety of situations• Rewards, including tangibles and non-tangibles• Focusing on positive/appropriate behavior• Referral to the Student Intervention Team (SIT)• Request for a behavior consultation through the campus diagnostician • Request for FBA/BIP through ARDC• Review of BIP• Intervention of school social worker

Elementary Elementary consequences:consequences:

• Consistently follow the behavior system in place• Document behavior and interventions• Natural consequences for behavior:

– Restraining hands or feet for aggression– Sitting out of recess while watching others

play– Timeouts (beginning with 3 minutes)– Notes home to parents

• For older elementary, behavior contracts

At the intermediate and middle school

level, interventions may include:

Possible interventions for

intermediate/middle school:

• Continuing monitoring of behaviors, including team meetings, case management, and staffings

• Behavior/corrective feedback by team/counselor• Behavior contracts• Positive reinforcements, especially social• Social skills and moral development training• Focusing on positive/appropriate behavior• Interest Inventories• Referral to principal, AP, counselor for conferencing• Referral to the Student Intervention Team (SIT)• Request for a behavior consultation through the campus diagnostician

Request for FBA/BIP through ARDC• Review of BIP• Intervention of school social worker

Consequences at the intermediate/middle level:

Social timeouts & restrictions

Involvement by extra-curricular teachers, club sponsors, coaches, etc.

Community serviceSchool service

Before & after-school detentionsTime-outs/cooling-off,

etc.

Positive interventions for high school students:

• Continuing monitoring, case management, staffings • Increasing individual sense of worth through more

responsibility=more privileges and freedom• Link interests and skills to programs• Continued social skills and moral development training to

address deficits• Setting goals, planning for future (CATE programs, DARS,

AP programs, dual-credit, work-study, etc.)

• Liaison with community services• SIT referral, FBA/BIP, BIP revision• Graduation is the goal!

Consequences for high Consequences for high school studentsschool students:

• Consistently utilize district & campus-wide consequences

• Natural consequences• Discipline focus should

also be on increasing sense of responsibility

• Natural reinforcement for appropriate behaviors

• Teach and reinforce self-monitoring skills

Remember the Remember the 3 C’s3 C’s for for managing behavior:managing behavior:

1. Consistency, consistency, consistency!

2. Consequences (Reinforcement vs. Punishment)

3. Communication

Video: Positive Discipline Strategies

• What did the teachers in the video do well?

• In what situations do you think this approach could be practical or effective?

Positive Behavior Supportfor Individual Interventions

An effective individualized behavior support plan is based

on 6 basic concepts:• All behavior is learned• Behavior serves a function• Environment impacts

behavior• Skill deficits impact

problem behavior• Team approach is critical• The student-teacher

relationship MATTERS