copyright © 2007 by allyn & bacon chapter 10 managing student behavior and promoting social...

Copyright © 2007 by Allyn & Bacon

Chapter 10

Managing Student Behavior and Promoting Social Acceptance


Basic Principles of Managing Student Behavior

Look for the positive Using Positive and Negative Reinforcers


Hierarchy of Reinforcers (Larivee, 2005)

Consumable (raisins, peanuts, jelly beans) Tangible (school supplies, toys) Token (stickers, checks, coupons) Activity (computer time, free time) Privilege (errands, line leader) Peer recognition (peer acceptance, approval) Teacher approval (recognition, praise) Self-satisfaction (motivation, seeing one’s

accomplishments)


Environmental Supports (Mckee-Higgins, 1996)

Focus on instructional techniques to improve behavior

Motivate students by establishing a supportive atmosphere

Establish procedures that are dynamic in their response to students’ changing behaviors

Encourage other teachers to use a positive approach


When Implementing a Token System (Ayllon, 1999)

Clearly identify behavior you want to change

Make tokens available and easy to administer

Identify items, activities, or reinforcers that are highly rewarding

Give regular opportunities to exchange tokens


Establishing a Few Clear Rules with Known Consequences

Procedures are classroom routines that occur at specified times and allow the classroom to run effectively.

Rules provide structure for acceptable and unacceptable classroom behaviors.


Helping Students to Change Inappropriate Behavior

Planned ignoring Time-out


Punishment

Often ineffective in long run Often causes undesirable emotional side

effects (fear, aggression, resentment) Provides little information about what to do Person administers punishment is viewed

as harsh or negative Fear of punishment often leads to escape

behavior


Punishment is used because

Unfamiliarity with consequences of punishment

Inability to implement a more positive approach

Reinforcing to the person who administers it


Recognizing Students’ Mistaken Goals

Students are social beings and their behaviors are attempts to be liked and accepted

Students can control their own behavior Students display inappropriate behavior of

mistaken goals


Mistaken Goals (Dreikurs, 2004)

Attention Revenge or getting even Power or control Display of inadequacy


Establishing a Classroom Climate

Create a learning community

– Students are children– Focus on abilities– Celebrate diversity– Demonstrate high

regard for all students– Provide opportunities

for mixed-ability groups


Using Class Meetings

Teachers can use class meetings to prevent problems, identify potential or occurring problems, teach problem solving, and foster class responsibility for the cohesion and functioning of the classroom.


Increasing Social Acceptance of Students with Disabilities and Exceptional Learners

Teachers can use the following techniques to ensure acceptance of all students in the classroom: All students are treated with respect Students are taught concern for one another Students’ abilities are pointed out


Positive Behavior Supports (PBS)

PBS is a model of behavior management that places emphasis on “proactive strategies for defining, teaching, and supporting appropriate students behaviors to create positive school environments” (OSEP, 2005)


Positive Behavioral Supports: Behavior Support Plans

Behavior Support Plans– Learn how student percieves events– Invest in preventing occurrences of behavior– Teaching is most powerful support strategy– Avoid rewarding problem behaviors– Reward positive behaviors– Know what to do in a difficult situation


PBS and School-wide Applications

Develop programs that consider behavioral issues for all students

Consider whether the behavioral practices recommended are empirically validated

Consider the connections between academic and behavioral success

Approach behavior management from a prevention perspective

Involve all key stakeholders in the school, home, and community in developing team-building and behavioral problems-solving skills


Developing a Functional Behavioral Assessment (Shippen, Simpson, and Crites, 2003)

Define the target behavior in behavioral terms Collect and monitor the target behaviors through

ongoing data collection Record the events behaviors that preceded and

follow the target behavior Develop a hypothesis of the conditions under

which the target behavior occurs Develop an intervention plan that considers the

antecedents and reinforces and is built to test the hypothesis


Preventing Violence (Skiba & Peterson, 2000; Sprague & Walker, 2000)

Conflict resolution and social instruction Classroom strategies for disruptive behavior Parent involvement Early warning signs and screening School and district-wide data systems Crisis and security planning Design, use, and supervision of space Administrators who are accessible and interested


Enhancing Self-Concepts

Hold all students to high standards

Discover and recognize students’ talents, abilities, or interests

Provide opportunties for success in non-academic ways

Recognize difficulties in learning and explain them in a way that’s easy to understand

Remember teachers’ important role in influencing self-concepts


Social and Self-Management Skills

FAST– Freeze & Think– Alternatives– Solution Evaluation– Try it

SLAM– Stop– Look– Ask– Make


Social Skills Training (Vaughn & La Greca, 1993)

Principles of Effective Instruction– Obtain student’s commitment to learn targeted skill– Assess social skills and target skills appropriate– Explain targeted skill and model appropriate uses– Identify steps in implementing skills and provide time to

rehearse– Allow students to role-play– Teach students to monitor and evaluate their progress


Social Skills Training

Involve peers in training program for low social status students

Teach for transfer of learning (Michelson & Mannarino, 1986)

– Behaviors that will supported naturally in setting– Alternative response patterns– Adapt procedures so it becomes their own– Rehearse skills– Natural and logical consequences– Use peers as change agents

copyright © 2007 by allyn & bacon chapter 10 managing student behavior and promoting social...

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