Predict & Prevent to Extinguish Negative Behavior

POSITIVE TACTICS FOR NEGATIVE BEHAVIOR

When I was teaching life skills in a high school, I had a non-verbal student whose reaction to a perceived challenge of almost any kind was to rock violently at his desk, scream at the top of his lungs, and bite his finger down to the bone. It did not take long to realize that changes from the expected schedule, and any circumstance that induced confusion or frustration was worthy of an outburst. He also had lots of tells. You know all those subtle non-verbal clues that an eruption is on its way.

 It was always a matter of making sure he understood what was  happening and what was expected.  As we learned how to communicate with each other, we were able to create more space for learning and letting that finger heal.

PREVENTION IS THE FIRST LINE OF DEFENSE

• Antecedent prevention first
• Assess setting or antecedent events and ask:
• Were clear expectations communicated
• Have they been thoroughly taught (assume lack of incidental learning)
• Are strategies used consistently  to encourage desired behaviors

RESPONSE TO ERRORS

Is the same for academics and Social Behaviors

1.  Capitalize on teachable moments and give a chance to be successful.
2. Increase time learning
3. Build relationships
4. Treat students with respect and dignity and not as criminals

INTERVENTION PROCESS

• Identify error
• Re-teach correct/ expected response
• Model/demonstrate
• Provide guided practice
• Provide independent practice/ unguided practice
• Monitor
• Interrupt behavior preventing its practice
• Teach replacement / more appropriate behavior
• Provide positive feedback / reinforce
  • 4:1 ratio essential
  • Attend to appropriate behavior four times more than we attend to student misbehavior
• Correct and re-teach as needed

KEY BEHAVIOR INTERVENTIONS

• Consistency
• Active supervision
• Pre-Corrects
• Calm, immediate response
• Specific, yet brief then disengage
• Quiet, respectful interaction with student
• Refocus class, if needed
• Use Proximity – strategic placement and movement
  • The teacher is a source of protection and strength to control impulses
• Private, respectful Signal
• Non-verbal Cue – denoting awareness of behavior
  • Sustained eye contact
  • Hand gesture- finger snap
  • Clearing throat
• Ignore/Attend/Praise (4:1 ratio)
  • Praise to other students is a prompt to the student having behaviors
  • When desired behavior is demonstrated attention and praise are provided
  • Praise provides student motivation
  • Ignore behavior until the desired behavior is demonstrated and then praise
• Re-direct
  • Brief verbal reminder of expected/desired behavior and rules
  • It is time to …
  • We are respectful when listening to …If you have a question raise your hand.
• Re-teach
  • Chunk down and be explicit
  • Show and tell – what it sounds and looks like
  • Review rules and procedures
  • Tell / show / immediate opportunity to practice
  • Role play
  • Immediate specific positive praise and feedback
  • Identify barriers
• Provide Choice with a respectful tone
  • Forced choice technique
  • One preferred and one less preferred
  • Restate rules - the goal is to have them follow the rule not threaten or punish them
  • You can follow the rule of putting your phone in your pocket or on my desk
  • You can work at your desk or in your safe place.

WHAT ARE CONSEQUENCES

• Consequences are not punitive but instructional
• Consistency, not size, is essential.
• Consequences should be selected individually.
  • Based on individual learner needs
  • Warning systems promote chronicity.
  • Reinforce the behavior
• Logical and intrusive consequences are often more effective.
• Effective consequences maintain student dignity
  • Being detained for teaching
  • Planning or problem solving
  • Extra practice of social/behavioral skill
  • Make up missed work
  • Restitution
  • Mediation essay
  • Teach others
  • Phone call to parents
  • Alteration of activity
  • Temporary removal from activity until learning occurs
  • Make amends to others
  • Loss of privilege
  • Contract
  • Parent conferences
  • Send note home
  • Re-direct or re-teach
  • Loss of/reduced participation points
  • Return to the desk (individual, pair, or entire group) briefly for re-teaching; try again (may result in more work to do at home, or delay in preferred activity, etc.)
  • Loss of privilege to participate for this period; do an alternative written assignment
  • Being detained after class for re-teaching or conference
  • Group or individual instruction just prior to the next lab activity
  • Behavior plan or mediation essay
  • Reflection checklist

Most of the techniques used by teachers to respond to behaviors have limited and short-lived effectiveness, Most actually increase and reinforce the behaviors they are intended to extinct. They lead to arguing, and escalated hostile interactions.  

 “The single most commonly used but least effective method for addressing undesirable behavior is to verbally scold and berate a student.”

Alberto & Troutman, 2012