UNDERSTANDING BEHAVIOR Adapted from The Professional Crisis - PowerPoint PPT Presentation

UNDERSTANDING BEHAVIOR Adapted from The Professional Crisis Management Model (PCM) Presenter: Mrs. Karlee Blowers

Who am I?

Get to know your neighbor! Why are you here? What are your hobbies/interests? Describe your family.

WHAT IS BEHAVIOR? ▪ Definition: any directly measurable thing a person or child does

ABC’S OF BEHAVIOR ▪ A is the ANTECEDENT (What happens prior to a behavior?) ▪ B is the BEHAVIOR (What is directly measurable?) ▪ C is the CONSEQUENCE (What happens as a result?)

ABC’S OF BEHAVIOR ▪ A is the ANTECEDENT (What happens prior to a behavior?) ▪ B is the BEHAVIOR (What is directly measurable?) ▪ C is the CONSEQUENCE (What happens after?) ▪ Example: Sheldon is playing in the ball pit. He is asked to get out. Sheldon does not comply and swims around in the ball pit yelling, “BAZINGA!” He is chased around. Sheldon is able to stay in the ball pit and gains attention.

Behavior Climax Dysregulation De-escalation Escalation Stable Functioning Stable Functioning

WHAT IS COERCION? ▪ Definition: negative strategies used in the moment to persuade a student to comply with your demands. Effects Include the Following: 1. Shame 2. Damaged rapport 3. Avoidance 4. Getting even/revenge 5. Escape behaviors

12 TYPES OF COERCION ▪ 1. Questioning: Why did you lie to me? ▪ 2. Arguing: I know that you lied to me because… ▪ 3. Sarcasm: Everyone knows that you should not lie! ▪ 4. Silent Treatment: Purposely ignoring a student out of frustration or anger

12 TYPES OF COERCION ▪ 5. Force: verbally or physically making a child comply with your demands ▪ 6. Threat: If you hit, you will be grounded for a week! ▪ 7. Criticism: showing a child you disapprove by your actions or words based on faults or mistakes ▪ 8. Despair: loss of hope in a child

12 TYPES OF COERCION ▪ 9. Logic: It makes sense to us but not to kids. ▪ 10. Taking away: loss of privilege or tangibles ▪ 11. Telling: If you keep hitting, I will call the principal or your parents. ▪ 12. One Ups-manship: Comparing students to each other in the moment verbally

DISCUSS ▪ Discuss among your tables a time that you have used one of the 12 types of coercion. ▪ Did it affect your relationship? ▪ Did it accomplish the task you wanted? ▪ Did the student repeat the behavior? ▪ How likely is the student to learn internal motivation from the coercion technique you used?

LASTING EFFECTS OF COERCION ▪ Learn to cycle the behavior ▪ Attention seeking behaviors ▪ Anxiety over failing others ▪ “Sneaky” behavior ▪ Less likely to please or listen to authority figures ▪ Damages relationships

HOW DO I GET KIDS TO LISTEN THEN??

STRENGTHEN THE RELATIONSHIP ▪ It makes you someone others want to listen to. ▪ It makes you someone others want to be around. ▪ It makes you more effective for caring for others. ▪ It makes your environment more pleasant.

HOW DO YOU STRENGTHEN A RELATIONSHIP? ▪ Proximity-go to the child ▪ Touch-appropriately express empathy and sympathy, if needed ▪ Question-positively (next slide) ▪ Empathy- ▪ Reflect how a child is looking and feeling ▪ Start with, “I notice how…” ▪ You may not agree but validate how a child is feeling in that moment ▪ Listen-it is easy to talk too much rather than listen ▪ Stay cool: avoid coercion

POSITIVE QUESTIONING ▪ ASK: questions that can be answered on a child’s level ▪ START: with empathy ▪ “It seems like…” **Listening alone DOES NOT equal ▪ “That must be…” problem solving. That ▪ “You look like…” comes later when the ▪ “Sounds like…” child is in stable functioning. ▪ THEN: add a feeling ▪ “frustrated, happy, angry, excited…”

PERSONAL REFLECTION ▪ How can I build better relationships with a difficult student?

Brain Break

REINFORCEMENT AND PIVOTING Adapted from The Professional Crisis Management Model (PCM)

REINFORCEMENT ▪ Definition: to make something stronger or to happen again ▪ **Consequences can make behavior stronger or weaken it in the future. ▪ **Consequences can be good, bad, or neutral. ▪ Make behavior stronger by using POSITIVE reinforcement!

POWERFUL CONSEQUENCES ▪ Reward a child something that he likes ▪ Reward with something that he does not always get ▪ Reward immediately (within a few seconds to a few minutes) ▪ Reward with something that is “worth it” ▪ (2 minutes of extra recess or 120 seconds?) ▪ Reward after the desired behavior occurs or expectations are met

ABC’S CORRELATION Antecedent Behavior Consequence Doing an academic task Pat student on back and say, Student smiles and says, “You are working so hard and “Thank you.” Keeps working. so quietly.” Pace throughout independent work time. Doing an academic task Walk by student and say Student may or may not keep nothing every 15 minutes. working because of your proximity. Doing an academic task Stay at your desk and work on Student may become your computer. disengaged

POSITIVE WORDS BE SPECIFIC: 1. Tell a student what behavior you liked. 2. Give a positive consequence that is worth it. 3. Tell the student within 3 seconds of the desired behavior. 4. Mean it. Be sincere. 5. Do not use coercives. **Good behavior gets rewarded. Bad behavior gets nothing (planned ignoring)**

OTHER POSITIVE REINFORCEMENT SOCIAL: ▪ Let a child choose who they sit by, earned party, verbal praise TANGIBLES: ▪ iPad time, candy, prize, computer time, good note home, certificates, free time, gift cards PRIVILEGES: ▪ Special helper, recess, lunch, computer time, things you generally do, reduced homework BREAKS: ▪ Cross out problems, odd/even, time to just sit

PARTNER SHARE What are some good rewards you have used?

DO VERSUS DON’T DO Don’t Say Do Say Stop running Use walking feet Quit making those noises You may make noises in your head only No hitting Hands to self/safe hands Always phrase rules or expectations positively

TEACHING REPLACEMENT What is replacement behavior? It is a more appropriate or different behavior that gets the same result for the person in the situation. Behavior we don’t want Replacement behavior Screaming for dessert 1. Ask nicely 2. Say please only 3. Sign language please Hitting staff when denied an item 1. Hit a pillow 2. Choose a different item Swearing 1. Different words of choice 2. Alternate location to go to swear Running in the halls 1. Jump or skip 2. Use walking feet

STABLE FUNCTIONING PREVENTION STRATEGIES ▪ Arrangement: physically changing the set-up of seating or order of events ▪ Skill teaching: explicitly taught strategies per area of deficit ▪ Choices: make a demand into choices-you choose one problem now or I choose two problems later ▪ Relationship: power of rapport ▪ Reinforcers: tangibles, edibles, free time, etc.

STABLE FUNCTIONING PREVENTION STRATEGIES ▪ Positive praise: verbal or written ▪ Health and physical conditions: all basic needs met ▪ Sensory: all needs met ▪ Open communication: student feels comfortable talking to you ▪ Active listening: use empathy statements

JUNK BEHAVIOR What is junk behavior? Behavior that is annoying but not harmful, dangerous, or illegal. Examples: eye roll, refusing to work, noises, tearing up paper, whining, sighing

WHY DOES JUNK BEHAVIOR OCCUR? ▪ To get attention ▪ To make you angry and frustrated ▪ To get a reaction from peers or staff ▪ To get comfort ▪ To get you to give in ▪ To make you go away ▪ To get you to do it for them ▪ It’s a habit ▪ Because they can

PIVOT TECHNIQUE ▪ When you use the pivot, you pivot away from the junk behavior until it stops or improves. Then you pivot back to the replacement (better) behavior. ▪ Change you attention to others who are doing correct behavior until the other person begins to change their behavior, then pivot back and ACKNOWLEDGE the child within 3 seconds of desired behavior.

PIVOT CHECKLIST ▪ Say nothing about the junk behavior. Don’t even acknowledge it! ▪ Do nothing different when the junk happens. Remain calm. ▪ Pivot away. Focus on someone else who is exhibiting positive behavior. ▪ Pivot back within 3 seconds of when junk behavior stops and acknowledge better behavior. ▪ Lower your expectations temporarily. Look for small gaps in behavior and pivot back quickly.

ABC RELATION TO PIVOTING Antecedent Behavior Consequence Teacher hands out an Teacher says, “If you choose Student gets in power assignment. A student refuses not to do your work, you will struggle over assignment. to work. miss recess.” *acknowledging junk *Junk behavior continues to behavior happen Antecedent Behavior Consequence Teacher hands out an Praise the person who is Student complains but assignment. A student refuses doing their assignment and eventually begins working on to work. say/do nothing to the student the assignment. who has refused. *pay attention to the *Pivot back and acknowledge appropriate behavior appropriate behavior.

ABC’S RELATION TO PIVOTING Antecedent Behavior Consequence At your tables, talk about a student who has had junk behavior this week. How can you use the pivot technique to change the outcome?