DOCUMENT RESUME ED 065 953 EC 042 691 AUTHOR McGreevy, Patrick; Gregory, Richard TITLE Management of Individual Behavior in the Classroom. INSTITUTION Iowa State Dept. of Public Instruction, Des Moines. PUB DATE Oct 72 NOTE 34p. EDRS PRICE MF-$0.65 HC-$3.29 DESCRIPTORS *Behavior Change; *Behavior Problems; *Class Management; Discipline Problems; *Exceptional Child Education; Guidelines; *Handicapped Children; Operant Conditioning; Reinforcement; Teacher Education ABSTRACT The short manual designed for teachers of the handicapped focuses on management of individual behe.svior in the classroom and briefly explains nrinciples of behavior change. Five basic steps in management are explained to be specification of problem behavior, counting the occurrence of the problem behavior, changing the problem behavior by formulating a plan, re-planning if necessary, and maintaining the appropriate behavior. Provision of appropriate consequences, reward or punishment, is then discussed. Reward and punishment are defined, and clarifying guidelines and comments are made concerning them. Common problems of implementation are then anticipated, followed by suggested solutions. A typical situation of classroom misbehavior is described in short, dramatic form to demonstrate the behavior principles. Mention is then made of a video tape presentation that illustrates the basic steps of the management process as the teacher would use them..A copy of the video tape is said to be available through the Iowa Regional Educational Media Centers. (CB)
Transcript
DOCUMENT RESUME
ED 065 953 EC 042 691
AUTHOR McGreevy, Patrick; Gregory, RichardTITLE Management of Individual Behavior in the
Classroom.INSTITUTION Iowa State Dept. of Public Instruction, Des
ABSTRACTThe short manual designed for teachers of the
handicapped focuses on management of individual behe.svior in theclassroom and briefly explains nrinciples of behavior change. Fivebasic steps in management are explained to be specification ofproblem behavior, counting the occurrence of the problem behavior,changing the problem behavior by formulating a plan, re-planning ifnecessary, and maintaining the appropriate behavior. Provision ofappropriate consequences, reward or punishment, is then discussed.Reward and punishment are defined, and clarifying guidelines andcomments are made concerning them. Common problems of implementationare then anticipated, followed by suggested solutions. A typicalsituation of classroom misbehavior is described in short, dramaticform to demonstrate the behavior principles. Mention is then made ofa video tape presentation that illustrates the basic steps of themanagement process as the teacher would use them..A copy of the videotape is said to be available through the Iowa Regional EducationalMedia Centers. (CB)
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14-\SPECIAL EDUCATION CURRICULUM DEVELOPMENT CENTER
t.r1 AN INSERVICE TRAINING APPROACHCN U.S. DEPARTMENT OF HEALTH,
LtN EDUCATION & WELFAREOFFICE OF EDUCATION
SC THIS DOCUMENT HAS BEEN REPRO-DUCED EXACTLY AS RECEIVEO FROMO THE PERSON OR ORGANIZATION ORIG-INATING IT. POINTS OF VIEW OR OPINIONS STATED 00 NOT NECESSARILYREPRESENT OFFICIAL OFFICE OF EDUCATION POSITION OR POLICY.
Management ofIndividual Behavior
in the ClassroomA Guide for Teachers of the Handicapped
October 1972
byPATRICK MCGREEVY, M.A.RICHARD GREGORY, M.A.assisted byROBERT SMITH
COORDINATION STAFFFrank Vance, Project DirectorJerry A. Caster, ConsultantJeffrey P. Grimes, ConsultantPeter A. Malmberg, Consultant
PRODUCTION STAFFS. Bernie Walden, Production CoordinatorEsther Feske, Graphic ArtistDorothy Phillips, Assistant Editor
A COOPERATIVE PROGRAM INVOLVING THE IOWA STATEDEPARTMENT OF PUBLIC INSTRUCTION AND THE UNIVERSITY OF IOWA
2
This manual is dedicated to all teachers who learnand all children who teach.
The Authors:
Patrick McGreevy
Richard Gregory
M.A., The University of Iowa, 1968four years teaching EMR and TMRchildren
M.A., University of Indiana, 1964six years as school social worker
Robert Smith psychology student, Black HawkCollege, Moline, Illinois
Pomad by
eti., -non. 1...and
vool.nron Canhel
AL
ContentsPreface vii
1 BASIC STEPS IN MANAGEMENT 1
2 PROVIDINGAPPROPRIATE CONSEQUENCES 7
5 PROBLEMS OF IMPLEMENTATION 11
4 A TYPICAL SITUATION 15
5 SYNOPS ISOF VIDEOTAPE PRESENTATION 21
Performance Charts
Contracts
22
24
The Special Education Curriculum DevelopmentCenter has as its main objective the operation ofa statewide inser vice training program for teachei:;of the handicapped. Twenty special class teachershorn different geographic areas of Iowa serve asconsulting teacher s. They attend training sessionsin Des Moines and then row n to thee home ar eato conduct field sessions. All materials prepai edfor SECDC are intended for dissemination throughOw field sessions conducted by the consultingteachers. These materials are prepaiNI by theSECDC staff in response to the suggestions ofspecial class teachers. Persons who use SECDCmaterials hut do not attend the fickl sessionsshould keep in mind that the purpose of the mate-lot is to serve as a starting point for mser vice ti inn-ing and that the publications themselves art: notend products.
It should also be noted that any refeience to com-mercially prepared materials by thc Sjwcial Education Curriculum Development Center does
Inot
constitute a recommendation or endorsement forpurchase. The consideration of such materi4I isintended solely as a means of assisting teacher s andadministrators in the evaluation of materials.
Once upon a timethere was a boy born Willie...a pretty child who laughed, smiled,grinned, and grew.
One fine day Willie went off ,to school andwas happy because it would be fun .mom told him so.All through kindergarten, then into first,next came second, but Willie was slow.You'll have to stay here for another year,said his teacher to him .. . to learn yourletters, numbers, colors, and cutting.
One day, in the second year of second grade,came a man in a suit.And Willie answered questions about picturesand things, and played with some blocksas the man gazed at his watch.When he got home there was another mantalking in low tones to hif folks.
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6
Helping Ilw Wantou
When to school Willie returned next day,1 eacher met him, smiled, in an unusual way,l'n? sorry, my boy, but you can't learn in here.There's a school that will help you, I trust,away across town after a ride on a bus.
And so Willie rode this busto his new school.And he was &one
and scaredand sad,
Come in, said his new teacher,We're happy you're here.We have fun while we learn, for here we all care.
But fun as it was to read and to write,Willie didn't learn numbers, nor letters--not quite.His mates didn't like him, with himwouldn't share.Little Willie didn't learn, didn' t score,didn't care.
So back came the man in the suit.Glad you're here, the teacher said,I just can't do anything with him.
According to a recent survey of Iowa special educationteachers (conducted by the Iowa State Department ofPublic Instruction), their most pressing problem is class-room management. In other words, they want to helpchildren learn who seemingly don't want to.
This manual focuses on those children who exhibit be-haviors incompatible with their learning in the classroom.As such, we are dealing with the elimination of negadvebehaviors and their replacement with positive counter-parts--behaviors compatible with classroom learning.
lncreasing the frequency of positive behaviors alreadyevident, as well as the shaping of new behaviors will notbe treated in this manual.
P.M.R.G.
Basic Stepsin Management
If you have a Willie (and most of us do), your chancesof success in helping him will be greatly increased byfollowing a systematic apprdach. In other words, tochange Willie's behavior you need to follow a specificseries of steps.
We have experienced success using the followingsteps, and YOU CAN TOO:
UMW
1. SPECIFY
2. COUNT
3. CHANGE
4. RE-PLAN (if necessary)
5. MAINTAIN
1
8
2
Step 1:
Helping Willie Wantoo
SPECIFY the problem behavior
during or immediately after the occurrenceof a behavior that concerns you, ask thechild, in a non-threatening manner, whathe was doing
ac cept whatever the child says as havingsome value; avoid being judgmental
determine with the child what observablebehavior hc is exhibiting; be precise aboutthe behavior; work with only one behaviorat a time
determine under what conditions thebehavior occurs, i.e., place, time, materialsand relevant people
ask yourself how you respond to thebehavior most of the time
discuss further the behavior with the child;determine with the class if the behavior ishelping him, that is, make a value judgmentconcerning the behavior
Basic Steps 3
Step 2:
COUNT how often the behavior occursper hour, per class period orper school day; record yourcount on a graph or chart
etwo sample charts are enclosed in Part 5
the first chart is blank
the second one is fillet; out andexplained in an accompanying video tape
Scount and record for at least one week;children can help you count and record,as shown in the video tape
Exercise: Follow Steps 1 and 2 (specify and count)with a student in your class; make accuratenotes.
Remernhar
YOU CAN TOO
p.
4
Step 3:
Helping Willie Wantoo
CHANGE the problem behavior byformulating a plan
determine with the child an appropriate behaviorto substitute for the inappropriate one; make surethe substitute behavior is incompatible with theproblem behavior, i.e., both behaviors cannot beexhibited at the same or approximatel y the sametime
determine with the child if the environmentalconditions need changing
'plan with the child what the consequences ofexhibiting the appropriate behavior will be; also,determine if there will be planned consequencesfor exhibiting the inappropriate behavior
"record the entire plan in a contract, to be signedby both the child and the teacher (see Iwo examplesof contracts in Part 5-thn first contract is blank,the second one is filled out); both the child andthe teacher should keep a copy, to avoid excuseslater
record for two weeks the occurrence of both behaviors on the perfornidnce chdt t to deter mine ifthere is progress (i.e., the occurrence of theapPropriate behavior increases and 'the inapproprii..tebehavior decreases)
1 1
(
Basic Steps 5
Step 4:
RE-PLAN
if necessary
if you are not satisfied with the child's behaviorand/or your own behavior, formulate a newplan of action
this new plan might include any one or allof the following
1) specify both behaviors again, being moreprecise
2) further change in environmental conditions
3) change in planned consequences
amend the first contract or write a new one
continue to record tne occurrence of both behaviors
Step 5:
MAINTAIN the appropriate behavior
gradually eliminate the planned consequences;the appropriate behavior should continue to occuras a function of unplanned, natural consequences(i.e., knowledge of results and/or teacher approval)
continue to record as long as you feel it isnecessary or beneficial
6 Helping Willie Wantoo
Remember ....
SPECIFY
COUNT
CHANGE
RE-PLAN(if necessary)
MAINTAIN
'13
..
Providing AppropriateConsequences
Most teachers are primarily concerned with disciplining.Willie and his classmates, in other words, providing ap-propriate consequences to change their behavior. Tosimplify even further, we are talking about
REWARDand
PUNISHMENT
This section will deal with the appropriate and effectiveuse of reward and punishment.
Reward presenting a pleasant consequencefollowing the occurrence of artappropriate behavior -- increasesthe probability that the behaviorwill occur again
74
8 Helping. Willie Wantoo
Punishment I
Punishment II
presenting an unpleasant consequencefollowing an inappropriate behaviordecreases the probability that thebehavior will occur again; punishmentdoes work, but the following side effectsmay resu It
children often avoid those whopunish them (when we want themto approach us for learning)
children often lie and cheat toavoid punishment
children often feel bitterness andresentment for the teacher andthe system
children who are punished oftenbegin to feel that they arefailures
punishment's effects are oftentemporary
withholding a pleasant consequencefollowing an inappropriate behavior --decreases the probability that thebehavior will occur again.
Providing Appropriate Consequences 9
In using reward and punishment to change behaviorwe have now arrived at two basic strategies:
1. present an unpleasant consequence followingthe negative (inappropriate) behavior and apleasant consequence following the positive(appropriate) behavior incompatible with it
REWARD and PUNISHMENT I
2. withhold a pleasant consequence followingthe negative behavior and present the pleasantconsequence only when the positive behavioroccurs
REWARD and PUNISHMENT II
Strategy number 2 is far more effective!
Try it and you'll see!
10
Exercise:
Helping Willie Wantoo
List behaviors below that you would like to change in yourstudents; then list rewards that you could use for eachbehavior. Check the ones that were successful.
Behavior Conseciuence (reward)
4 +7to
..----RenwowT111111111111111MMINFM,
Problemsof ImplementationNow that we have completed the basic steps of class-
room management, we will try to anticipate some questionsyou might have:
Problem 1: I ask the child what he is doing andcan't get him to tell me what it is.
Solution 1: If he does not respond, you might say,It appeared to me that you were doingsomething. What was it? Remember,your student may be used to beingpunished, so when you ask him whathe is doing he may at first be apprehen-sive. You might smile and say gently,I just want you to tell me; you won'tbe punished. If you tell me what youwere doing, I'll be happy.
11
12 Helping Willie Wantoo
Problem 2: I have a student who has so many problemsthat I don't know where to begin.
Solution : Begin with the problem that concerns youmost and, together with the student,specify it. It is impossible to work withthe whole student. You must work withone behavior at a time.
Problem 3: John will always tell me what he is doing,but when I ask him if it's helping him heshrugs and says he doesn't know. Whatdo I do then?
Solution 3: Keep talking with him. Accept whateverhe says, no matter what it is. It's notthat whatever he says is acceptable, butthat whatever he says is worth listeningto. If he says that a particular behaviorhelps him, show him the possible con-sequences of that behavior, stressing thathe is responsible for his behavior and itsconsequences. Accept what he says ashis values and avoid judging them inrelation to your own values. Avoid sayingto him, You know better than that!
Problem 4: Mary will always tell me what she is doingand says that her behavior isn't helpingher, but she doesn't seem able to plan achange.
Solution 4: Help Mary to think of possible alt(onativebehaviors as well as their possible conse-quences. Then agree on one behavior andtogether set a specific step-bystep planof action.
19
A'
Problems of implementation
Problem 5: What should I do if the student forgetsthe plan?
Solution 5: Write down the place in the form of acontract signed by you and the student.Give a copy to the student and keep onefor yourself. Then there are no excuses!
Problem 6: What should I do if the student does notfollow the plan?
13
Solution 6: Do not accept excuses. Ask the studentif and when he intends to follow the plan.If his response is not precise, then askhim if we need to change the plan. If therewards within the plan are adequate,you will not need a verbal commitmentto follow the plan.
Problem 7: What should I do if I can't get throughto a child after some effort?
Solution 7: Find someone else a student or anotherprofessional whom the child will morereadily accept. No one can be all thingsto all people or for that matter, anythings to some people.
Problem 8: These management steps sound finesbut I don't have the time to do whatyou suggest.
Solution 8: Ask yourself this, How much time do Ispend disciplining and controlling thechild now? You vIlI be amazed at the
14 Helping Willie Wantoo
amount of time it takes to critize astudent's behavior. We suggest onlya few seconds a day to reward moreappropriate behavior. Do you havea few seconds for each one of yourstudents?
Proi)lem 9: How long should I use these steps witha particular behavior of a student?
So/ution 9: These steps should be followed untilthe child is successful in learning theappropriate behavior. This behaviorshould be maintained by unplannednatural consequences. The child i sthen completely responsible for thatbehavior.
A Typical SituationStanford Bennett -- school psychologistPhillip Mycupp school social workerIWiss Yvonne Yarturn teacherWillie Wantoo -- student
When VI r. Bennett and Mr. Mycupp arrived,Miss Yurturn was happy to see them. She was at her witsend. Willie was misbehaving all over the place.
Mr. Mycupp suggested that they discuss the situationover coffee in the teachers' lounge. Miss Yurturnproceeded to tell her visitors ali about Willie.
Miss Yunurn: Ever since the day he came he has beenunhappy. He does not do his work and he does notget along with the rest of the children. Maybe youshould test hi m again, Mr. Bennett. Maybe we shouldhave another parent conference, Mr. Mycupp.
Mr. Beni4ett suggested to Miss Yurturn that the bestapproach would be to make a list of Willie's problembehaviors. After about 30 minutes discussion thefol/owing list emerged:
15
16
A "I won't do it."B. "I can't do it."C. "That's no fun."D. Does not pay attention.E. Lazy workF. Talking outG. TeasingH. Fighting
Helping WillieWantoo
Mr. Mycupp asked Miss Yurturn which behavior gave herthe most problems.
Miss Yurturn: I always have to remind him to pay attention.
Mr. Bennett suggested that they begin working on thatbehavior.
the next day
The next day Miss Yurturn, Mr. Bennett, and Willie satdown together to discuss the problem.
Miss Yurturn: Willie, many times during the school day I
stop teaching and talk to you. Do you remember whatI generally say?
Willie: Yes I do, you always tell me to pay attention.
Miss Yurturn: What do you do when you are not payingattention? How do you feel when I remind Vou to payattentio n?
Willie: I don't know.
Miss YurtUrn: Does not paying attention help you?
Willie: I don't know.
Miss Yurturn: Does thinking about other things help you?
A Typical Situation
Willie: Kinda.
Miss Vurturn: How do they help you?
Willie: Well, they're fun to think about.
Mr. Bennett: Is your school work fun?
Willie: I don't know.
17
Mr. Bennett: Willie, school should be a place where childrenhave fun learning. It seems to me that you are not havingfun, you're not learning.
Willie: Oh, I have fun.
Miss Yurturn: But Will ie, I guess you don't have funlearning.
(No response from Willie.)
Mr. Bennett: Do you think, Willie, if the things youlearn in school woe more fun, you would payattention?
Willie: Oh, I don't know.
Miss Yurturn: What if we could make school work fun,Willie.
(Willie smiles.)
Miss Yorturn: If we made your school work really fun,do you think you would work at it?
Willie smiles and says Y ea !
Mr. Bennett: Well, Willie, let's you and Miss Yurturn and Iset up a plan. `la know, it's been kinda like getting outa map and trying to find the right highway.
94
18 Helping Willie Wanton
Miss Yurturn: Willie, if I let you have two free think periodsduring the day, would you like that?
Willie smiles and says, Yea!
Miss Yurturn: 0. K. , you can have two 15-minute periods,one at 11:00 and one at 2:00.
Willie: Wow!
Miss Yurturn: I'm not just giving you the free time; you willhave to earn it. I will be watching to see when you areworking and when you are not paying attention. Everytime I see you working I will remind you of your nextfree period. Every time I notice that you are not payingattention, Willie, I will say two minutes, which meansthat two minutes will be taken off your next timeperiod. Y:)u may work or do anything you want duringyour free time period.
Mr, Bennett: How does that sound to you Willie?
Willie: Great!
Mr. Bennett: Willie, I've got an idea. Let's you and MissYurturn and I sign a contract. You know what a contractis, don't you?
Willie: Kinda.
Miss Yurturn: Well Willie, it's when two people go intobusiness together.
Willie: Oh, I know now.
Mr. Bennett: The contract will remind us what we decidedto do today. We will each sign it and have our owncopy.
Miss Yurtum: How does that sound, Willie?
A Typical Situation
Willie smiles and says, O.K.
19
Miss Yurturn: We will also keep a chart, Willie, so thatwhen Mr. Bennett comes we will show him how youare doing. The chart will show us how many minutesof free time you earned each day and how many timesI noticed you were working.
Willie: Can I keep the chart on my desk?
Miss Yurturn: Sure, Willie.
Mr. Bennett: Willie, it sounds like you are really goingto have fun. Now remember, when we write the contract,a deal is a deal.
Willie shakes his hand and says, Yes sir.
Mr. Bennett: I'll be back after lunch and we'll sign thecontract.
Mr. Bennett returned after lunch. Willie was stillexcited about the deal. He had told his friends all abouthis new free time. While Mr. Bennett was explaining thecontract and chart to Willie, Miss Yurturn was in theclassroom explaining to the rest of the children aboutWillie's free time. They agreed with her that Willie didnot pay attention and that maybe this free time wouldhelp him solve his problem. They also agreed with herthat once Willie's problem was solved, their work INJu ldnot be interrupted. The children agreed that they wouldbe happy about that. So Willie returned to the classroomwith his copy of the contract and his chart. He showedthese to the rest of the children and received muchapproval from them. Miss Yurturn reminded Willie thatMr. Bennett would be back in a week to visit with himand look at his chart.
In the weeks to come Willie was more attentive andMiss Yurturn was more positive in that she was learningto remind not only Willie but also the rest of her children
20 Helping Willie Wantoo
of their good behavior. Miss Yurturn discovered that sinceWillie was more attentive most of his other problems wereminimized, which was a great relief to her. She now hadmany good reasons to be positive. She was succeeding and,more importantly, Willie was succeeding. She found shecould do something with him. She also found he coulddo something for her.
We've really helped Willie Waritoo.
Synopsis ofVideoTape Presentation
A video tape presentation has been prepared to assistthe reader in applying the behavior management processin the classroom. The presentation illustrates the basicsteps of the management process as the teacher woulduse them.
The student and behavior problem in the video tapeare the same as those described in the sample perform-ance chart and contract in this section. The completeprocess is developed as it is used in the classroom.
A copy of the video tape may be secured throughthe Iowa Regional Educational Media Center in yourarea.
21
22
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