Incorporating the Three “C”s in the Ten Rules of Behavior

Incorporating the Three “C”s in the Ten Rules of Behavior Equal choices & Right Ear Behavior is Learned Behavior is Related to Context Positive and Negative Reinforcement Behavior Change takes consistency Getting: attention, access, sensory We can improve behavior by pointing it out Escaping: attention, work, Sensory, Pain We can remind ourselves To be more positive Our reaction determines Whether a behavior shows up again

Ten Things You Should Know 1. Behavior is learned and serves a specific purpose.

How do we get everyone to feel like they are part of the community? No owner’s manual

Ten Things You Should Know 2. Behavior is related to the context within which it occurs. Different context= Different behavior

Parent/Teacher Conference • Sandwich- good- issue- good • “I know they probably don’t do this at home” • “…but, we are having this one tiny issue.” • “don’t want it to cause your child any problems.” • “Here’s how you can help”

Ten Things You Should Know 3. For every year that a behavior has been in place, you should plan to spend at least one month of consistent and appropriate intervention for you to see a change in the behavior.- This is a rule of thumb.

Stick with it

Ten Things You Should Know 4. We can improve behavior by 80% just by pointing out what one person is doing correctly.

Newsletters, Website, Lesson Plans • BRAG- BRAG-BRAG • What gets recognition- gets done

Ten Things You Should Know 5. We know we can improve behavior by 80%, yet we use it less than 10% of the time.

4 Positives for Every Negative • Lanyard • 20 beads • Start in the morning with all 20 beads on your left side • Every time you compliment a student on their appropriate behavior move a bead to the right side. • Every time you reprimand a student move 4 beads back to the left side.

Make Your Own Goal: Get to the red bead Start bead

Paper clips • Put 30 paper clips in your left pocket or a cup on the bus. • Every time you compliment a student, move a paper clip into the other pocket or cup. • Every time you “get after” a student, move 4 paper clips back to where they started.

3x5 index card Tears for positives 11 to 5 Tears for negatives

Vibrating Watch- reminds you to catch students being good http://www.amazon.com/s/ref=nb_sb_noss_2?url=search-alias%3Daps&field-keywords=vibralite+3 http://www.eseasongear.com/viviwa.html

Energy Flows Where Attention Goes

Ten Things You Should Know 6. When we want compliance from our children, we should whisper in their right ear and offer them equal choices.

TUMS at the Door • Touch them • Use their name in a positive way • Make eye contact • Smile

Ten Things You Should Know 7. All behavior falls into two categories: Positive reinforcement and Negative reinforcement. Kids are either trying to gain something or escape something by their inappropriate behaviors.

What is Behavior? What we see as a failure to BEHAVE properly, is actually a failure to READ communication properly.

Ten Things You Should Know 8. Things kids are trying to get: • Attention- (adults or siblings) • Access (preferred items) • Sensory input (proprioceptive input)

Competing Pathway Chart Attention Other students Laugh- Teacher comes Over to desk Child shows Flying Fickled Finger Of Fate Direction Given Controlled Random Drawing of New Class Job “Vanna White of the Daily Schedule” (Gets attention from teacher on front side and attention from students on back side) Teach student Secret signal if they Have a question Be sure to Give tons of appropriate Attention for appropriate behavior

Ten Things You Should Know 9. Kids are trying to escape these things: • Work or Tasks • Attention from Adults or Peers • Pain (emotional or physical) • Sensory overload (too much coming in)

Competing Pathway Chart Escape Teacher sends student To the office Child shows Flying Fickled Finger Of Fate Direction Given Meet with student in CICO And pre-teach the Hardest part of the lesson. They Will already know how to accomplish. Teacher gives double the work he/she Wants student to do- Here are 50 Math problems You can only do half. Doesn’t matter to me which half you do. In right ear, teacher says this- and then uses expected compliance. Tell student if they start To work in 3 minutes, you Will let them choose 5 answers You give to the whole class.

Ten Things You Should Know 10. Your reaction determines whether a behavior will happen again or not. To change child behavior- we have to change our behavior.

You cannot teach children to behave better by making them feel worse. When children feel better, they behave better. (Pam Leo)

Bonus Rule • If you want a student to change their behavior, you have to make it more fun to do the right behavior than it is to do the incorrect behavior. (Riffel, 2013)

My doctor

www.fitbit.com – More Fun Dot Trot (Thanksgiving) Fourth of July Disney Marathon Weekend Mother’s Day- Breast Cancer

Rice Experiment

References • Alberto, P., & Troutman, A. (2003). Applied behavior analysis for teachers (6th ed.). Upper Saddle River, NJ: Merrill Prentice-Hall. • Atchison, B. (2007). Sensory modulation disorders among children with a history of trauma: a frame of reference. Kalamazoo, WI. Language Speech and Hearing (April 38, (2) 109-116. • Bambara, L. M., & Knoster, T. (1998). Designing positive behavior support plans. Innovations – Research to Practice Series. Washington, DC. American Association on Mental Retardation. • Bandura, A. (1976). Effecting change through participant modeling principles. In J. D. • Haydon, T., Conroy, M., Sindelar, P., Scott, T. M., Brian, & Marie, A. (2010). Comparison of Three Types of Opportunities to Respond on Student Academic and Social Behaviors, Journal of Emotional and Behavioral. • Riffel, L. (in press). Positive Behavior Support at the Targeted Group Level: Yellow Zone Strategies. Thousand Oaks, CA. Corwin Press • Shores, R., Gunter, P., & Jack, S. (1993). Classroom management strategies: Are they setting events for coercion? Behavioral Disorders, 92–102

Incorporating the Three “C”s in the Ten Rules of Behavior