Behavior Management Behavior Management Training for ACES StaffTraining for ACES Staff

Melissa Caison

Paul Wirth

Guilford County Schools

IntroductionIntroduction

Who we are What we do Who you are Topics that we will cover

– Proactive Steps in Behavior Management– Physical Aggression– Bullying– Non-compliance– Runners

Proactive Steps in Behavior Proactive Steps in Behavior ManagementManagement

Structure of the Group– Low– Medium– High

Expectations for Behavior– What they can and cannot do– Your rules– Reinforcers/Consequences

Supervision of the Students– Where you should be– When you should be there

Structure of the GroupStructure of the Group

Your structure depends on the need of the students– Low Structure

Small groups, older students, students that are more responsible

– Medium Structure Larger groups, younger students, students that

are responsible but can become more challenging

– High Structure Larger groups, younger students, students that

consistently are having behavioral difficulties

Expectations for BehaviorExpectations for Behavior

If you know how you want them to behave, you need to tell them-

How do they tell you what they need? How do they use the bathroom and get water?

What are the rules for your group-– Teach them to the students and review them often– Keep it simple- 3-5 rules max

What happens when they follow the rules?– Reinforcements

What happens when they don’t follow the rules?– Consequences

What you can and cannot do

Supervision of StudentsSupervision of Students

One of the more important pieces of Behavior Management– Students must be monitored at all times to protect:

Students Yourself

Active Supervision– An effective supervisor will be:

THERE AWARE ON TIME

Playground Supervisor Who Wasn’t Paying Attention

SupervisionSupervision: : ExpectExpect An effective supervisor communicates

high expectations for cooperation and compliance verbally and nonverbally.– Be aware of your body language, facial expressions

and tone of voice.

An effective supervisor is proactive and intervenes early.– Interact positively with students who are known to

have difficulty.– Do not ignore misbehavior.

Bullying

What does bullying look like?– Physical, verbal, emotional– Can be seen or behind the scenes

What are the characteristics of a bully-– Socially inadequate – Few or no friends– Can either be very outspoken or very shy

Bullying

Strategies for Bullying– Supervise and be aware

Looking for the signs– Things missing – Students complaining about specific student

repeatedly

– Speaking with the student, parents, school staff Involve as many people as possible Develop a plan for the student

Physical Aggression

Comes in many forms– Aggressive towards objects, peers, staff

Strategies– Find the source of the aggression

Frustration, anxiety, learned behavior, etc.

– Look for a Pattern Specific activities, times, etc

– Teach the Student Social Skills Replacement Behavior

Physical Aggression

More Strategies– Structure the Environment to allow fewer

opportunities– Limit activities that can become a competition– Be as near to the student as possible– Communicate concerns with parents and school

staff to develop a plan of action– Stress expectations of behavior; have

reinforcers and consequences available

Non-complianceNon-compliance

Non-complianceNon-compliance

Otherwise known as: Defiance Failure to adhere “Hardheaded” Headstrong Not listening Oppositional ODD-(Oppositional Defiant Disorder)

Stubborn Steadfast

Non-compliance (cont’d)Non-compliance (cont’d)

Very important!!

Remember:

You cannot make anyone do anything!

What you can do: Create as many opportunities for the student

to be successful. Utilize positive reinforcement to encourage

compliance.

Non-compliance (cont’d)Non-compliance (cont’d)

The way you interact or behave with students directly influences their behavior and reactions.

Rather than “manhandling” the student and physically making them do what you ask , you should:– Set limits– Offer proactive praise and positive

encouragement.

Setting LimitsSetting Limits

Limits should be :

Enforceable –

Reasonable -

Clear and Concise –

Setting Limits (cont’d)Setting Limits (cont’d)

When setting limits you can also:

Offer choices: For example, say, “If you (initial request),

then you can (positive outcome). If you do not (initial request), then (undesirable outcome).

Setting Limits (cont’d)Setting Limits (cont’d)

Why this works: Whether a student is officially diagnosed with ODD or not,

students who are consistently defiant often lack problem solving skills.

Using this form statement assists these students with becoming aware of the possible outcomes of their actions.

Consistency with this method will eventually send the message that defiance will “not get me what I want”.

When setting limits, your reaction and facial expression is important for effective delivery.

Expect compliance, and walk away after making the statement, allowing sufficient time to choose.

Ineffective StrategiesIneffective Strategies

Entering into power struggles – “I am the authority figure and you need to do what I say!”

Making challenging statements/gestures – “Did you hear what I said?” or standing over or next to the student while waiting for a response.

Answering the student back – responding to attempts to negotiate or verbal manipulation. Utilize the “broken record technique”. Stick to the topic and repeat your directives and possible outcomes without explanations.

You Should:You Should:

Put the responsibility back on the student by simply stating, “you choose the behavior, then you choose the consequences”.

Remain calm Be consistent Listen Enforce limits/consequences Make positive eye contact

You should You should notnot::

Overreact Match their emotions therefore escalating

with the student Take their inappropriate behavior personally Failing to respond or ignoring the behavior

hoping it will go away or because you just don’t want to deal with it

Make false promises

**NOTE****NOTE**

Chronically defiant students often have: Irrational thinking Quick tempers Annoyance, resentment, and hostility toward

authority figures and adults in general Excuses for their inability to cope A need for attention, but then seem to want

to be left alone (passive aggressive)

Defiant and noncompliant kids need:Defiant and noncompliant kids need:

Lots of strong praise and support Separation from others if student becomes a

severe distraction and/or belligerent.**Note**

Classic “time-out” as a consequence is usually not effective. For a chronically defiant student, this does not usually allow time for reflection. It gives the student time to plot revenge or to “stew”.

Structure – this is done by setting limits consistently

RunnersRunners

RunningRunning cont’d cont’d

AKA: Elopement

Abandoning areas

Leaving assigned areas

RunningRunning cont’d cont’d

First you should determine the function of the behavior or the purpose of the behavior.

Possible reasons: To gain power and/or control Attention Avoidance of task/person/school Anxiety

RunningRunning cont’d. cont’d.

If their purpose is to gain power and/or control:

Remember how to set limits? This gives the student a sense of control

because it allows for the opportunity to choose the behavior and consequence.

You can proactively offer opportunities for prestige and recognition.

RunningRunning cont’d cont’d

If their purpose for running is for attention: Refrain from overreacting and making

sudden movements. You can proactively offer lots of attention

when the student is displaying appropriate behavior. The idea is to send the message that appropriate behavior will earn attention.

Running cont’dRunning cont’d

If the student’s purpose for running is to avoid:

A task:– Determine the students ability to perform the

task– Provide assistance when possible/necessary– Provide contingent rewards if possible

RunningRunning cont’d. cont’d.

A person– Investigate the situation– Obtain as much information on the student as

possible to determine effective techniques, students’ learning styles, triggers, etc.

– If possible, change groups so the student does not require contact from the undesirable individual

RunningRunning cont’d cont’d

School– Remind student that after school program is

only for a limited time.– Make all attempts to make the experience

desirable if students display appropriate behaviors.

– Obtain parental support

RunningRunning cont’d cont’d

AnxietyAnxiety– Determine what may be causing the anxietyDetermine what may be causing the anxiety

*Noise levels – provide student with headphones *Noise levels – provide student with headphones or earplugsor earplugs

* Difficulty in large groups – If possible, provide * Difficulty in large groups – If possible, provide an area with limited persons. Teach student an area with limited persons. Teach student coping skills (counting, staying focused on task coping skills (counting, staying focused on task at hand, ignoring, taking deep breaths, etc.)at hand, ignoring, taking deep breaths, etc.)

RunningRunning cont’d. cont’d.

Proactive Measures:Proactive Measures:– Always be aware of exitsAlways be aware of exits– Attempt to refrain from triggersAttempt to refrain from triggers– Keep student in eyesightKeep student in eyesight– Offer verbal intervention if you notice student becoming Offer verbal intervention if you notice student becoming

agitated and/or anxiousagitated and/or anxious– Attempt to divert students’ attention from stressorAttempt to divert students’ attention from stressor– Make arrangements for easy communication with other Make arrangements for easy communication with other

staff (walkie-talkies, nonverbal signals, etc.)staff (walkie-talkies, nonverbal signals, etc.)

RunningRunning cont’d cont’d

Once student is in the progress of running:Once student is in the progress of running:– Do not chase the student. This is a liability Do not chase the student. This is a liability

issue! Remain a safe distance from student.issue! Remain a safe distance from student.– Keep the student in your eyesight.Keep the student in your eyesight.– Do not threaten the student or engage in Do not threaten the student or engage in

excessive verbiageexcessive verbiage– Document incidentsDocument incidents– Obtain parental supportObtain parental support– SET LIMITSSET LIMITS

In conclusionIn conclusion

Following incidents of Noncompliance and Running;Following incidents of Noncompliance and Running; Follow up with a brief discussion – Refrain from Follow up with a brief discussion – Refrain from

lecturing!lecturing! During this discussion, include:During this discussion, include:

– The dangers of runningThe dangers of running– Determine any patterns of behavior and make Determine any patterns of behavior and make

possible/necessary modificationspossible/necessary modifications– Teaching of coping skillsTeaching of coping skills– Teaching of problem solving skillsTeaching of problem solving skills

Cont’dCont’d

– Briefly re-teach your program’s expectations Briefly re-teach your program’s expectations and possible consequencesand possible consequences

– Negotiate alternatives for behaviorNegotiate alternatives for behavior– Develop a behavior contractDevelop a behavior contract

Take this time to connect with the student and Take this time to connect with the student and to develop a rapport!to develop a rapport!