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Behaviour Management A Positive Approach:
Session 2-Reactive strategies
Angela Davis
HomeworkCritically look at the environment & adapt
Choose a Child & Behaviour
Observe
Determine function of behaviour
Implement a structured reward/incentive system
Targeted Intervention
The Learning Environment
Inclusive Programming
Corrective Intervention
Reactive
Individual Focus
Preventative
Whole Group
Focus
What every program includesInformation on: • new routines• how to give instructions• follow through• reinforcers• consequences• skills we need to teach• how long before we review
Mean what you say
Cut down verbal language when disciplining
Clarify levels of choice versus directions
Decide what to teach them and teach it
Follow through when needed… Don’t blink first
Always be the grown up-stay in control
General Strategies
Families are not a democracy- to function well they must be hierarchical
Important & unpopular decisions should not be made by majority rule/ consensus - Parental votes are weighted votes
Rules inside the house should be as close to behavioural expectations outside the home
This does not mean that children's views are not sought and valued but the bottom line is that responsibility lies with the parents
What a family should be:
• CUES FOR:
– Desirable behaviour
– Undesirable behaviour
• ANTECEDENT EFFECTS:
– Long term
– Short term
IDENTIFY THE ANTECEDENTS - THEN ALTER THEM BY:
– minimising them
– eliminating them
– increasing the child’s ability to cope with them.
Types Of Contingencies
ADDITION of something
REMOVAL of something
POSITIVE
REINFORCEMENT
(PLEASANT)
NEGATIVE
REINFORCEMENT
POSITIVE
PUNISHMENT
(AVERSIVE)
NEGATIVE
PUNISHMENT
Imp
act
on
Beh
avio
ur
Situational Management
*Depends on the age /developmental level of the child
Implementation of Consequences Distraction/Redirection Reminding of rule/instruction Ignoring Logical Consequences Time Out
Distraction/Redirection/Reminders
Move child onto another activity
Refocus them on the task
Use of visual cues
Strategic Ignoring
• impacts both desirable and
undesirable behaviour
• difficult to do
• is effective
Behaviours to Ignore
whining
complaining
temper tantrums (when safe)
swearing
Behaviours that are irritating, not dangerous and attention seeking behaviours.
Behaviours Not to Ignore
• hitting
• property damage
• playing with fire
Behaviours that are
harmful to self or others.
Effective Ignoring - Guidelines
• no eye contact
• no talking
• be aware of non verbals
• no physical contact
• ignore immediately
• stop ignoring only when behaviour stops
• ignore behaviour every time
• behaviour ignored by everyone
• ignoring is hard work
• switch your attention
• inform parents
• worse before better
• new undesirable
behaviour
• peak then rapid decline
What Will Happen ?
Natural Consequences
• violation natural order of events
“ If you go outside
without your rain
coat, you’ll get wet!”
Logical Consequences
• violation of social order of events
“ If you can’t play safely you will not
be able to play in the sandpit today”
“ You need to share the ball or it will need
to be put away.”
Logical Consequences - Principles
• acknowledge mutual rights
• directly related to behaviour
• separate the behaviour from
the child
• focus on present behaviour
• non judgemental attitude
• permit choice
What is Time Out?
time away from positive reinforcement
cooling off/calming down aspect
related to specific circumstances
temporary and brief
Why Use Time Out?
• highly effective in changing
behaviour
• part of a total approach
• teaches children to take
charge of out of control
behaviour
• calms over stimulated child
When Is Time Out Used?
• dangerous, violent, out of control
behaviour
• excessive disruption
• repeated non compliance
• end of a series of steps
Who Can Use Time Out?
• understand rationale for use
• understand how it works and underlying
principles
• knowledge of proper implementation
process
Where Can Time Out Be Used?• static
– allocated room or area
• mobile – chair, mat hoop, drop
to the spot
• move the group
How Is Time Out Implemented?
• behaviours clearly specified
• length of time specified
• location specified
• timer set
• restart timer if child not quiet
• unemotional, calm, verbal economy
• ignore protests
• monitor
• restrain if necessary
• consistency
• confirm end point
• address original issue
• catch the child being good
• keep a record
Introducing Time Out
• small group time
• define the behaviours
• explain the rules using key words– keep quiet– keep still– duration/time
• demonstrate/role play
To the children:
• dispel myths and misuse
• parent evening
• notice board
• information handouts, books
• invitation to observe
To the parents:
InterestsStrategies for managing interests:
• Use as motivators
• Use to extend learning opportunities
• Limit access
• Offer alternative incentives not to indulge in an interest (ie. because interest is dangerous &/or illegal)
BEHAVIOUR RATINGS
5 Hitting, pushing, shaking, snatching, kicking, breaking things, biting
4Yelling, name calling, slamming doors, swearing, threatening, punching things, picking up weapons, spitting, nagging (asking for things four times), not doing what he is asked after the final warning, jumping on furniture, ‘Rahing’
3Saying things like - “I feel angry about this”, “No”, “I don’t think you are being fair”.Voices may be loud but not yellingGlaring, growling Asking three times for somethingDoing what I am asked when given a final warning
22Talking normally about somethingTalking normally about somethingYou might agree or disagree, but there are no strong negative You might agree or disagree, but there are no strong negative statements statements Doing what I am asked after the instruction has been repeatedDoing what I am asked after the instruction has been repeated
1Talking in a friendly way. Eg. saying positive, nice things, smiling, looking at each other, talking quietly, talking about fun things, doing what I am asked straight away
’s points tally sheet
10 boxes coloured in = No TV
11 boxes coloured in = Early bed
12 boxes coloured in = No Story
Homework Module 2• examine the antecedents for your child’s
behaviour• implement reactive/corrective strategies
(ignoring, consequences, time out) for your child
• use Ignoring Checklist and Time Out Record Sheet as appropriate
• continue to record the behaviour for discussion at the next session