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Handouts Decreasing Inappropriate Behavior
Decreasing Inappropriate Behavior ©The Incredible Years®
Teacher Workshop Four
TO DO
• Identifyastudentwithsomebehaviordifficultiesanddevelopabehaviorplanutilizingproactiveandpositiveapproachesandadisciplineplan.
Writetheplanoutonthe“BehaviorPlanWorksheet”andevaluatehowitworked.Bringtheplantoshareatthenextsession.
• Teachyourstudentshowtoignorebehaviorfromothersthatisbother-someandpraisethemforusingtheir“ignoremuscles.”
• RecordandmonitoranyuseofIgnoring—whatoccurred,andhowthestudentreacted.
• Practiceredirectingchildrenafterthechildhascalmeddown.
• Callyourbuddyandshareyoursuccesswithyourdisciplinestrategy.
TO READ ChaptersSevenandFifteenfromIncredible Teachersbook.
Suggested Activities for the Month
Decreasing Inappropriate Behavior ©The Incredible Years®
See
Beh
avio
r Pl
an W
ork
sho
p #
1 (P
rog
ram
3)
for
Step
#2
.
Decr
easi
ng I
napp
ropr
iate
Beh
avio
rsW
orks
hop
#4 B
ehav
ior
Plan
A (
prim
ary
grad
es)
Neg
ativ
e cl
assr
oom
beh
avio
rsO
ccas
ion
/ Lo
catio
nPo
sitiv
e D
isci
plin
e H
iera
rchy
Poki
ng,t
ouch
ing
Spea
ksw
ithou
tra
isin
gha
nd
Talk
sw
hile
dire
ctio
nsa
reg
iven
Off-
task
,day
dre
amin
g
Inli
nea
ndp
layg
roun
d
Smal
lGro
upd
iscu
ssio
n
Larg
ecl
assr
oom
Inde
pen
dent
wor
ktim
e
Posi
tive
redi
rect
for
off-
task
beh
avio
r
Igno
reb
lurt
ing
out
Non
verb
alc
ue/w
arni
ngfo
rin
app
rop
riate
to
uchi
ng
Rep
eat
pos
itive
dire
ctio
ns&
pra
ise
com
plia
nce
Exam
ple
of
Beh
avio
r P
lan
: Je
nn
y, G
rad
e 1
Beh
avio
r P
lan
Fo
r:
____
____
____
____
____
____
____
_
Neg
ativ
e cl
assr
oom
beh
avio
rsO
ccas
ion
/ Lo
catio
nPo
sitiv
e D
isci
plin
e H
iera
rchy
Dis
cip
line
Hie
rarc
hyfo
r:_
____
____
____
____
____
____
____
____
____
____
____
____
____
__(
iden
tify
mis
beha
vior
,e.g
.non
com
plia
nce)
Firs
ttim
e:Se
cond
tim
e:Th
irdt
ime:
Four
tht
ime:
Fift
htim
e:
Decreasing Inappropriate Behavior ©The Incredible Years®
Stre
ngth
enin
g Pr
osoc
ial S
kills
& D
ecre
asin
g In
appr
opri
ate
Beha
vior
Wor
ksho
p #4
Beh
avio
r Pl
an B
(pr
esch
ool,
kind
erga
rten
)
Step
#1:
Step
#3:
Step
#4, 5, &
6:
Neg
ativ
e C
lass
room
Beh
avio
rs
Poki
ng,T
ouch
ing
Spea
ksw
ithou
tra
isin
gha
nd
Talk
sw
hile
dire
ctio
nsa
reg
iven
Off-
task
,day
drea
min
g
Des
ired
Beha
vior
s
Keep
han
dst
oow
nbo
dy(
in
line)
Rais
ea
qui
eth
and
(circ
let
ime)
List
enq
uiet
lyw
hen
dire
ctio
ns
are
give
n(la
rge
clas
sroo
m)
Pay
atte
ntio
n&
con
cent
rate
Proa
ctiv
e St
rate
gies
, Pra
ise
& R
einf
orce
rs
Resp
onds
wel
lto
pra
ise
-do
esn
otli
ket
obe
hug
ged
Han
dst
amp
for
qui
eth
and
up
20h
and
stam
ps
=ch
oose
boo
kfo
rst
ory
hour
Hel
pd
istr
ibut
eha
ndou
ts
Use
vis
ualr
ules
cue
car
ds(
insi
dev
oice
)
Posi
tive
Dis
cipl
ine
Hie
rarc
hy
Posi
tive
redi
rect
whe
ndi
stra
cted
and
off
task
Igno
reb
lurt
ing
out
Non
verb
alc
uefo
rto
uchi
ngo
ther
sw
ith
“han
dst
ose
lf”s
igna
l
Get
eye
con
tact
&r
epea
tp
ositi
ved
irec-
tion
Exam
ple
of
Beh
avio
r P
lan
: Je
nn
y, G
rad
e 1
Beh
avio
r P
lan
Fo
r:
____
____
____
____
____
____
____
_
Step
#1:
Neg
ativ
e cl
assr
oom
beh
avio
rsSt
ep #
3:
Des
ired
Beha
vior
sSt
ep #
4, 5, &
6:
Proa
ctiv
e St
rate
gies
, Pra
ise
& R
einf
orce
rs
Posi
tive
Dis
cipl
ine
Hie
rarc
hy
1. 2.
Decreasing Inappropriate Behavior ©The Incredible Years®
Stre
ngth
enin
g Pr
osoc
ial S
kills
& D
ecre
asin
g In
appr
opri
ate
Beha
vior
Wor
ksho
p #4
Beh
avio
r Pl
an B
(pr
esch
ool,
kind
erga
rten
)Ex
amp
le o
f B
ehav
ior
Pla
n: Je
nn
y, G
rad
e 1
Step
#1:
Neg
ativ
e C
lass
room
Beh
avio
rsSt
ep #
3:
Des
ired
Beha
vior
sSt
ep #
4, 5, &
6:
Proa
ctiv
e St
rate
gies
, Pra
ise
& R
einf
orce
rs
Posi
tive
Dis
cipl
ine
Hie
rarc
hy
Decreasing Inappropriate Behavior ©The Incredible Years®
Individual Behavior Plan Thefirsttasktodecreasinginappropriatebehavioristopinpointanddescribeforyourselftheundesirablebehaviorsasspecificallyaspossible.Thenpick2or3ofthemosttrouble-somebehaviorsandspecifythefrequencywithwhichtheyoccurandthemostlikelytimesofday.Itcanbehelpfultotrackthebehaviorsforseveraldaysinordertogetanaccuratepicture.Thenspecifytheappropriatebehaviorsyouwishtoseereplacetheinappropri-atebehaviors,defineincentivesthatarelikelytomotivatetheparticularchild,anddefineconsequencesforthemisbehavior.
Child’sName:___________________________________ Date:_______________________
BehaviorProblem(s)-BeSpecific
DesiredBehaviorRequired-SpecifytheBehaviorsExpected
EffectiveMotivators-Specify
DisciplineHierarchySteps
SoughtInputandSharedIdeaswithParent:
DateforRe-evaluation:________________________________
Decreasing Inappropriate Behavior ©The Incredible Years®
Blackboard Notes
About Decreasing Children’s Inappropriate Behaviors
• Preparationisthekey—carefullyplanadisciplinehierarchyofresponsestomisbehaviors.
• Consequencesdonothavetobeseveretobeeffective
• Followthe“lawofleastdisruptiveintervention”—usesteps1-4ignoring,redirectingandwarningsorremindersbeforemoreintrusiveconsequences.
• Ideallyconsequences(step5)shouldbetailoredtotheparticularcircumstances—somethingthatwillbeeffectivewiththatpar-ticularchildbecauseitdeprivesthatchildofsomethingheorsheparticularlylikes(lossofprivilege)orsomethingthatisinherentlyconnectedtothemisbehavior(logicalandnaturalconsequences).
• Consequencesshouldneverbephysicallyorpsychologicallyharmfultothechild,norshouldtheyeverhumiliateorembarrassachild.
• Wheneverpossible,presentconsequencesasachoicethechildhasmade.
• Befriendlybutfirm—controlyournegativeemotions.
Decreasing Inappropriate Behavior ©The Incredible Years®
Some Consequences• stayinafterschoolorcomeearly(Ifchildneedstocatchabus,thiscould beaproblem.)
• restrictedtoaparticularareaofroomoractivity(nofreeplay)
• lossof2minutesofrecess,computertimeorsomeotheractivity (e.g.,fieldtrip)
• activityremoved
• lossoftimewithotherstudents
• repairdamagedobject
• replaceobject
• cleanuparea—workchore
• requiredinteractions—withteachers,principal,parentsandteacher, callparents
BUT REMEMBER THE “LAW OF LEAST DISRUPTIVE INTERVENTION”—ALWAYS FIRST TRY COACHING AND PRAISE FOR
APPROPRIATE BEHAVIOR, REDIRECTING, AND/OR IGNORING.
Decreasing Inappropriate Behavior ©The Incredible Years®
Dis
cipl
ine
Hie
rarc
hies
/Ste
psFo
r N
ondi
srup
tive
& D
isru
ptiv
e B
ehav
ior
Step
#1
Step
#2
Step
#3
Step
#4
“Alw
ays
choo
se th
e lo
wes
t, le
ast i
ntru
sive
firs
t.”
Step
#7
Step
#6
Step
#5
Step
#8
Non
verb
al C
ues
Cle
ar ru
les
Pred
icta
ble
Sche
dule
sTr
ansi
tions
Cle
ar
Posi
tive
Verb
al R
edire
ctD
istra
ctio
ns a
ndR
e-en
gage
men
t St
rate
gies
As c
hild
beg
ins t
o g
et
upse
t, co
ach
calm
dow
n st
rate
gies
e.g.
, •deepbreaths,talk
ab
out f
eelin
gs, p
ositi
ve
visu
aliz
atio
n, u
se tu
rtle
shell,positiveself-talk
Igno
re N
on A
ggre
ssiv
e M
isbe
havi
ors
e.g.
, •tantrums
•whining
Rev
iew
Beh
avio
r Pl
an•Checkfrequencyof
po
sitiv
e at
tent
ion
for
pr
osoc
ial b
ehav
ior
•Checkincentive
prog
ram
is
mot
ivat
ing
child
•Checkthatnoattention
is
giv
en d
urin
g Ti
me
Out
•Conferencewithparent
to
coo
rdin
ate
hom
e an
d
scho
ol p
rogr
am•IE
P
Giv
e R
epea
ted
Opp
ortu
nitie
s for
N
ew L
earn
ing
Tria
ls•Model,coach&
prac
tice
alte
rnat
ive
de
sire
d be
havi
ors
•Praisereplacem
ent
beha
vior
s•CircleTime
Le
sson
s
Foundation:“Massive”A
ttention/Coaching/Encouragem
ent&
PraiseforP
rosocialBehavior
Use
smal
l nat
ural
and
logicalconsequences
e.g.
,•2minuterecesslost
•nocom
putertime
•2minutelossoffree
play
•activityremovedfor
fe
w m
inut
es•lossofprivilege
For a
gres
sive
, des
truct
ive
beha
vior
•3-5minutestimeaw
ay
or
Tim
e O
ut to
Cal
m
Dow
n•WorkChore
For n
onco
mpl
ianc
e
•Timeoutfollowedby
c
omm
and
repe
ated
Decreasing Inappropriate Behavior ©The Incredible Years®
Step
s 1-
4 of
Dis
cipl
ine
Hie
rarc
hy
Step
#1
Step
#2
Step
#3
Step
#4
“Alw
ays
choo
se th
e lo
wes
t, le
ast i
ntru
sive
firs
t.”
Step
s #5
-8
See
full
Dis
cipl
ine
HierarchyHandout
Non
verb
al C
ues
Cle
ar ru
les
Pred
icta
ble
Sche
dule
sTr
ansi
tions
Cle
ar
Posi
tive
Verb
al R
edire
ctD
istra
ctio
ns a
ndR
e-en
gage
men
t Stra
tegi
es
As c
hild
beg
ins t
o g
et u
pset
, co
ach
calm
dow
n st
rate
gies
e.g.
, •deepbreaths,talk
ab
out f
eelin
gs, p
ositi
ve
visu
aliz
atio
n, u
se tu
rtle
shel
l, positiveself-talk
Igno
re N
on A
ggre
ssiv
e M
isbe
havi
ors
e.g.
, •Tantrums
•Whining
Coa
ch a
nd p
rais
e
posi
tive
oppo
site
beh
avio
rs
Decreasing Inappropriate Behavior ©The Incredible Years®
Teac
her
Sugg
este
d Ac
tivi
ties
REC
ORD
SH
EET:
CO
MM
AN
DS
Dat
eTi
me
C
omm
and/
War
ning
C
hild
’sR
esp
onse
Rew
ard/
Att
end
for
Com
plia
nce
Decreasing Inappropriate Behavior ©The Incredible Years®
Brainstorm/Buzz—Natural & Logical ConsequencesShareandrecordthreenaturalorlogicalconsequencesandrecordanexampleofhowyouusedthem.
1.
2.
3
Decreasing Inappropriate Behavior ©The Incredible Years®
Buzz—Goals for Classroom DisciplineThinkaboutwhatyouwanttoaccomplishwithyourdisciplineandwhatyouwanttoavoid.
What you want to accomplish What you want to avoid
Decreasing Inappropriate Behavior ©The Incredible Years®
HandoutBEHAVIOR RECORD
Behaviors I want to see less of:
(e.g., yelling)
Positive opposite behavior I want to see more of:(e.g., polite voice)
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Praise “Positive Opposites”
Decreasing Inappropriate Behavior ©The Incredible Years®
Brainstorm/Buzz—Rewriting Negative ThoughtsRewritethefollowingnegativeself-talkwithpositivecopingthoughts.
Negative Self-Talk Positive Coping Thoughts
• Ican’tstandthis—it’stoohard!
• Idon’tknowwhattodo.
• Ignoringwillneverwork.
• I am losing control and will explodesoon.
• Iamgoingtohither—it’stheonlywaytogethertostop.
• It’s awful to let himdisrespectme. It’snot good to look weak in front ofmystudents.
• Ihatebeingdisrespected.
• I’materribleteacher.
• Shewillneverchange.
• It’sjustnotfair,thischildshouldnotbeinmyclassroom.
• Ican’tlethimchallengemyauthority.
• This is ridiculous, I have too manystudents.
• HehurtmesoIshouldhurthim.
• Idon’tlikehimwhenhe’slikethis.
• Hisparentsdon’tcare,sowhyshouldI?
Decreasing Inappropriate Behavior ©The Incredible Years®
Brainstorm/Buzz—Rewriting Negative ThoughtsContinued,frompreviouspage.
Negative Self-Talk Positive Coping Thoughts
• TheprincipalwillcomplainifIdon’tgetthisstopped.
• Shewillneverstophitting.It’sherfault.
• Alittlemoreforceonmypartwillstopher.
• That brat knows how much this bugsme—he’sdoingitonpurpose.
• I’manineptteacher—shouldneverhavedonethisjob.
• Ican’tlethergetawaywiththat.
• It’salltheprincipal’sfaultforgivingmeaclasswiththismanyproblems.
• It’sallhisparents’faultfornotteachingtheirchildrenhowtobehave.
Goal: Iwillcommittostoppingandchallengingmynegativeself-talkandworkingonpracticingusingcopingandpositiveself-talkaswellasgivingmyselftimetocalmdown.
Decreasing Inappropriate Behavior ©The Incredible Years®
Brainstorm/Buzz—Ways to Stay Calm When IgnoringWhenyoufirststartignoringmisbehavior,thebehaviorwillgetworsebeforeitgetsbetter.Itisimportanttobepreparedtowaitoutthisnegativeperiod.Ifyougiveintotheoppositionalbehavior,thisbehaviorwillbereinforcedandthestudentwilllearnthatbyprotestingloudly,heorshecangethis/herownway.
Itisimportanttostaycalmwhileignoring.Trytothinkaheadandbrainstormwaystoremaincalmwhenignoringmisbehavior.
Goal: Iwillcommittotellmyselfthefollowing________________________ ______________________________________________________________________________________________________________________________________whenmychildprotests.
Ways to Stay Calm While Ignoring
deep breaths
relaxation techniques
positive thoughts
walk away
turn on some music
Remember, all young children argue and protest to get what they want. This is not personal but a reflection of their strive to be independent and to test the rules.
Decreasing Inappropriate Behavior ©The Incredible Years®
Brainstorm/Buzz—Behaviors to IgnoreBehaviorssuchaspouting,sulking,screaming,swearing,andarguingaregoodcandidatesforignoringandforhelpingotherstudentsignore.Thesebehaviorsareannoying,buttheyneverreallyseemtohurtanyone,andthebehaviorswilldisappeariftheyaresystematicallyignored.Theignoringtechniqueshouldnotbeused,however,withbehaviorsthatcouldleadtophysicalinjury,propertydamage,orintolerabledisruptionofanongoingactivity.
Sometimesteachersfindithardtocontroltheirangerwhendealingwithmisbehavior,andfindittemptingtocriticizethechild.Thisemotionalinvolvementcanmakeitdifficulttoignoreyourstudent’sargumentsortopraisecompliancewhenitfinallydoesoccur.However,ignoringisoneofthemosteffectivestrategiesyoucanuse,expeciallyifyoucanteachotherstudentstoignoreitaswell.
Goal: Iwillcommittoignoring _____________________________________
behaviorwheneveritoccurs.Iwillpraise_______________________________
behavior,thepositiveoppositeofthebehaviorIamignoring.
Student Behaviors I Will Ignore
e.g., whining
tantrums
Decreasing Inappropriate Behavior ©The Incredible Years®
Brainstorm/Buzz—Using Selective IgnoringSometimes, childrenwill showpositiveandnegativebehaviorsduring the sameactivity.Forexample,a studentmight followdirections (positivebehavior)whilewhiningorrollingtheireyes(negativeattitude).Selectiveignoringisthetechniquewhereateacherpraisesorrewardsthepartofthebehaviorthatispositivewhileignoringthenegativebehavior.Forexample,ateachermightpraisethestudentforfollowingdirections,andpaynoattentiontothewhiningornegativeattitude.Thisway,thechildlearnsthatshewillreceivepositiveattentionforsomebehaviors,butwillnotreceiveattentionforotherbehavior(e.g.,arguing).
Thinkaboutsomesituationswherethiskindofselectiveignoringcouldbeeffective.
Goal: Iwillcommittopraising______________________________________behaviorwhileignoring______________________________________________behavior.
When Would Selective Ignoring be Effective?
e.g., when child is following directions but giving me “attitude” at the same time, I will praise his compliance and ignore his attitude.
Decreasing Inappropriate Behavior ©The Incredible Years®
Sample Circle Time Lesson Script: Ignore
Teacher:Well,Wallyhasaproblemhewantstosharewithyouto-day.Wally,canyouletusknowwhathappened?
Puppet:Well,Iwassittingatcircleatmyschoolanditwassonoisy.OneofmyfriendskepttalkingtomeandIcouldn’theartheteacher.Iaskedhimtostopbuthekepttalking.
Teacher:Wally,thatsoundshard.Howwereyoufeelingwhenthathap-pened?
Puppet:Iwasreallyfrustrated.
Teacher:Youknow,Wally,Idohaveanideaforyouforthisproblem.WhensomeoneisdistractingmeIdosomethingcalledignore.Canyouallsaythatwordforme?
Puppet:Ignore?
Teacher:Yes,Wallyignoringiswhenyoupretendthatyoucan’thearorseesomeone.Youcaneventurnyourbodyawayandfocusontheteacher.Tryit.PretendIamtheboyincircletime,andyouareignoringme.PretendKendraoverthereisyourteacher.Youcanlookatherwhileyouignoreme.Ready?
Wally turns his body away and looks straight at Kendra.
Teacher:Wow!IseeWallyturninghiswholebodyaway.Hiseyesarefo-cusedrightonhisteacherandheisn’tlisteningtoanythingIsay!Wallyhasbigignoremuscles!Whothinkstheycantrythistoo?
Nextcallachildtocomeupandactoutthesamescenario.
Teacher:Okay,Kendra,Wallyisgoingtotalktoyouduringcircletime.Youaregoingtoignorehim..Youaregoingtokeepyoureyesonmeandturnyourbodyaway.Class,doyouseehowKendraissostrong(feelhermus-cles!)Sheisignoring.Sheturnsherbodyaway.Shekeepshereyesontheaction.Idon’teventhinksheheardWally!Nowwhoelsewantsaturn?
Practicesomemoreorbreakyourteachersintosmallgroupssotheycantrythelesson
Important note:AlwayshaveWallyactoutthedistractingbehavior(donotputachildinthisrole).Itisimportantthatthechildrenonlyactoutpositivebehavior.
Decreasing Inappropriate Behavior ©The Incredible Years®
Teacher-to-Parent Communication Form
Incredible Children!
Compliment Time
At school the children are learning about how to give compliments to their friends. This is important to learn because it will help your child make good friends.
MODELING: You can help support your child’s learning by modeling giving compliments yourself. For example, you might say, “I am going to give you a compliment about what a good job you did listening to my request and putting away your coat.”
PRAISE: You can also teach your child how to compliment by praising your child when he or she says kind things. For example, “Seth you just gave your friend a compliment when you told him you liked how he built his castle. And your friend looks really pleased by that.”
You might even have a daily compliment time at meal time or bedtime when family members take turns giving compliments to each other.
Record on the Parent-to-Teacher Communication Form what you observe
in your child, and please send the form back to school. Your child will get
special stickers for giving a compliment at home!
Decreasing Inappropriate Behavior ©The Incredible Years®
Compliment Time
Child’s Name:
Record on this form what you observe in your child, and please send the form back to school. Your child will get special stickers for giving a compliment at home!
Child: Gives a compliment (says nice things) to an adult or friend.
Family: Give examples of three compliments you give to your child!
1.
2.
3.
Parent-to-Teacher Communication Form
Incredible Children!
Decreasing Inappropriate Behavior ©The Incredible Years®
The Incredible Years® Teacher Classroom Management Self-Reflection InventoryDecreasing Inappropriate Behavior – Proactive Discipline
Date:________________ Teacher Name: ____________________
Teachers learn extensively from self-reflection regarding their classroom management and the teaching strategies they are using that are working or not working. From these reflections teachers determine personal goals for making changes in their approaches to bring about the most positive learning climate they can. Use this Inventory to think about your strengths and limitations and determine your goals.
Setting Limits
1. Rules in my classroom are stated positively and clearly and are posted on the wall. I review and practice them as needed.
1 2 3 4 5
2. I use nonverbal cues and signals to communicate rules as well as words (e.g., pictures of rules such as raise quiet hands, quiet voice, five on the floor, ears open).
1 2 3 4 5
3. I have taught children the “show me five” signal and use it. 1 2 3 4 5
4. I state requests or give directions to students respectively using brief descriptions of positive behaviors desired (e.g., “please keep your hands to your own body”).
1 2 3 4 5
5. I use “when-then” or “first-then” commands.1 2 3 4 5
6. I give children choices and redirections when possible.1 2 3 4 5
7. I avoid negative commands, corrections, demands, and yelling at students. Instead, I use “do” and “start” positive commands.
1 2 3 4 5
8. I get children’s attention before giving instructions (e.g., eye contact).
1 2 3 4 5
9. I redirect disengaged children by calling out their name with a question, standing next to them, making up interesting games, and nonverbal signals.
1 2 3 4 5
10. I give frequent attention, praise and coaching to students who are engaged and compliant following my directions.
1 2 3 4 5
1 –Never 3 – Occasionally 5 - Consistently
Decreasing Inappropriate Behavior ©The Incredible Years®
11. I help children learn how to self-regulate through specific techniques (e.g., deep breathing, positive self-talk, positive imagery, anger or relaxation thermometer, Tiny Turtle puppet).
1 2 3 4 5
12. I use “positive forecasting” statements to predict a child’s success in earning his prize.
1 2 3 4 5
13. I work hard to redirect students to other activities when they are frustrated.
1 2 3 4 5
Differential Attention and Ignoring and Redirecting
1. I give more attention, coaching and praise to positive behaviors than to inappropriate student behaviors.
1 2 3 4 5
2. I have identified negative behaviors in students I want to decrease and the “positive opposite” of each negative behavior that I will praise, reward and coach.
1 2 3 4 5
3. I have identified those behaviors I can ignore while keeping the children safe.
1 2 3 4 5
4. I have worked hard teaching children in circle time to ignore their peers when they are laughed at, poked or made fun of.
1 2 3 4 5
5. My ignoring is strategically planned and is done by avoiding eye contact, verbal comments, and physical touch and by keeping a neutral affect.
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6. I use proximal praise strategically (e.g., praise nearby child for behavior I want to encourage) while ignoring the child who is inappropriate.
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7. I use positive self-talk as an approach to staying calm when students misbehave. (write example)
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8. I start with using the least intrusive discipline strategy when students misbehave. I review my hierarchy of discipline.
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9. When a student is behaving appropriately again and calmed down after losing control, I immediately return my attention and encouragement to the student.
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10. I have developed behavior plans that include identifying those inappropriate behaviors to ignore and the positive opposite behaviors to praise and reward.
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Decreasing Inappropriate Behavior ©The Incredible Years®
Future Goals Regarding Ignoring and Redirecting Strategies
15. I use the Teacher-to-Parent Communication Home Activities letters to encourage parent meeting and teaching children how to compliment.
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14. I have shared the classroom discipline hierarchy with the parents of my students.
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Decreasing Inappropriate Behavior ©The Incredible Years®