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Transcript of RESPONDING TO PROBLEM BEHAVIOR Effective Consequences.

  • Slide 1
  • Slide 2
  • Activity On the chart paper at your table, make a list of all the consequences youve used that are effective. Be prepared to explain why they are effective. Choose a person to share with the group.
  • Slide 3
  • Participant Expectations Be Responsible Return promptly from breaks Be an active participant Use electronic devices appropriately Be Respectful Maintain cell phone etiquette Listen attentively to others Limit sidebars and stay on topic Be Kind Enter discussions with an open mind Respond appropriately to others ideas Honor confidentiality
  • Slide 4
  • Attention Signal Please make note of time limits and watch your clocks! Trainer will raise his/her hand. Finish your thought/comment. Participants will raise a hand and wait quietly.
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  • Rationale Punitive systems have become widespread, yet are not exactly a good fit for PBIS schools. Teachers need support to transition from these systems to tiered systems of interventions and consequence continuums.
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  • What are Progressive Consequence Systems? Systems in which a students card (or any object) is turned, pulled or moved for a problem behavior and increasing punishments are given at each step Systems in which a student receives a strike or a tally for a problem behavior and a punishment is assigned for each notation Can provide a quick way to communicate to a student that an error has occurred Usually provides a planned response to the behavior that allows the teacher to continue with instruction and move forward as quickly as possible (Sprick, 2007)
  • Slide 8
  • Progressive Consequence Systems and PBIS There are some significant problems with progressive consequence systems that make it difficult to support them as a practice. PBIS is designed to be a framework that supports research-based, best-practices. Can we say with certainty that these systems are research and evidence based best practices that will work to change behavior over time?
  • Slide 9
  • Issue #1: Consistency is Inconsistent! It is very difficult for teachers to be absolutely consistent in their own responses to every behavior and for teachers to be consistent with each other. It often results in teachers not moving a card when, according to the rules they should, or to give too severe a penalty for a repeated minor behavior. This dilemma between being overly harsh or overly lenient is confusing for students to know what the expectations actually are. (Sprick, 2007)
  • Slide 10
  • Issue #2: Breach of Confidentiality Often, students do not feel fairly and respectfully treated by having their challenges publicly displayed and attention called to their mistakes. If we look at this practice from the childs perspective, we cant help but wonder how it feels to always have a red or yellow card by your name. Students and families are publicly humiliated or embarrassed. Would we do this with academic behaviors? Laura, you missed that math problem-go flip your card! (Sprick, 2007)
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  • Issue #3: Are We Changing Behavior? There are rarely truly effective, logical consequences attached to the movement of the clip or card or the assignment of a strike or tally. In some cases, the actual moving of the clip or card is the only consequence to the students behavior. We know that behavior doesnt change simply because a strike is given or a card is flipped. (Shindler, 2008)
  • Slide 12
  • Objectives Review the components of classroom management Understand the difference between punishments and effective consequences Discuss methods to collect classroom behavior data that is discrete and maintains confidentiality Design a tiered system of interventions that include a continuum of effective consequences at each tier Create reinforcement systems that are contingent upon appropriate behavior
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  • What is Effective Classroom Management? Classroom management refers to all of the things that an educator does to organize students, space, time, and materials, so that instruction in content and student learning can take place. In the four domains of RtI, over which domain do we have the least amount of control? Instruction Curriculum Environment Learner
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  • Six Evidence-Based Practices to Ensure Positive Behavior It is smart to have a classroom management plan. Your overall plan should include: Routines and procedures (structure!) Classroom expectations (posted and referred to often) Methods for teaching expectations Procedures for encouraging positive behavior Procedures for responding to problem behavior (Simonsen, Fairbanks, Briesch, Myers & Sugai, 2008)
  • Slide 16
  • RESPONDING TO PROBLEM BEHAVIOR Consequences vs. Punishments
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  • Responding to Problem Behavior: Re-Thinking Consequences In traditional discipline, the word consequence is often used to describe a punishment. A consequence is any thing that occurs after a problem behavior has occurred (positive or negative). Effective consequences are those that result in the problem behavior changing over time. Ineffective consequences are those that may stop the behavior temporarily, but result in either no change or increase of the problem behavior over time.
  • Slide 18
  • Responding to Problem Behavior: The ABCs Understanding the purpose of behavior comes from repeated observation of: A: Antecedent: stimulus before the behavior B: Behavior: observable and measurable act C: Consequence: what occurs after the behavior that serves to maintain or increase frequency of behavior
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  • Responding to Problem Behavior: Consequences Consequences are: The outcome of the behavior The responses of adults and/or peers to the behavior Consequences that reinforce behavior lead to repetition of the behavior.
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  • Responding to Problem Behavior: Consequences To understand the consequences of a behavior, observe what happens in the environment immediately after the behavior. What is the pay-off? What does the student get? What does the student avoid?
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  • Responding to Problem Behavior: Prevention/Teach/Respond Problem behavior cannot be changed by consequences alone because consequences only occur after the problem behavior and the possibility for intervention is reduced. Effective classroom managers should focus first on strategies designed to prevent and modify behavior before it occurs. Prevention through routines and procedures Replacement through teaching expectations Reinforcement of desired behavior through positive responses Response with effective, logical consequences
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  • Responding to Problem Behavior: General Guidelines Even with prevention and teaching strategies in place, problem behavior will occur and require a consequence. The following guidelines ensure that consequences are effective: Approach problem behavior as you would a learning error Plan your responses to typical problems in advance Teach students what to do differently Match level of intensity to the problem behavior. Consider context and student history Use the least intrusive intervention first
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  • Responding to Problem Behavior: Logical Consequences Logical consequences are those that allow students to learn from their mistakes while preserving their dignity. Goals of logical consequences: To give children the chance to regain self-control To help children recognize the connection between their actions and the outcomes of their actions To allow them to fix problems caused by their misbehavior and to make amends To guide students in avoiding similar problems in the future To preserve the dignity of the child and the integrity of the group To keep children safe (Shindler, 2008)
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  • Responding to Problem Behavior: Characteristics of Logical Consequences Respectful The teachers words and tone of voice communicate respect for the student. The focus is on the behavior rather than on the students character. EX. A child pushes another student and the teacher says, Stop pushing, rather than, Stop being a bully. Relevant The consequence is directly related to the problem behavior or actions. EX. A group of children are working together and spend the time talking about the weekend, rather than working. A logical consequence would be that those students do not work together for the rest of the day. Realistic The consequence must be something the students can reasonably do and that the teacher can monitor and manage. EX. A child writes on a desk, he would be asked to clean that desk.
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  • Reworking Consequences: Whats the Difference? Logical ConsequencesPunishment TeachControl Leave the student with a feeling of controlLeaves the student feeling helpless Uses thinking wordsUses fighting words Provides choices within firm limitsDemands compliance Are given with empathyIs given with anger Are tied to the time and place of the infraction Is arbitrary Are similar to what would happen to an adult in a comparable situation Is arbitrary Are never used to get revengeMay be used to get revenge (He had it coming) Teaches students to take responsibility for