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Understanding Behavior

Understanding Behavior. Behavior Management & Modification LARRY SCOTT Ken-Ton School District lscott2@kenton.k12.ny.us. Attention-Seeking Behavior.

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Understanding Behavior

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  1. Understanding Behavior Behavior Management & Modification LARRY SCOTT Ken-Ton School District lscott2@kenton.k12.ny.us

  2. Attention-Seeking Behavior • Children value attention, some desire any attention- positive and negative. • Negative adult response (reprimand) can be reinforcing. • Child misbehaves Adult reprimands Child misbehaves Adult reprimands

  3. Break Attention-Seeking Cycle • Positive Attention: 1. Pat student on shoulder 2. Make eye contact & smile 3. Check in with student 4. Call on student 5. Praise student (verbal, nonverbal, written) 6. Converse with student 7. Give student a classroom task that is desired

  4. Break Attention-Seeking Cycle • Positive attention should be provided as frequently as negative attention seeking behavior occurs • May only be required in particular settings and times • Ignore negative attention-seeking behavior or in discrete manner redirect student back on-task • Fade positive attention as negative behavior reduces or discontinues

  5. Noncompliance / Defiance • Defiant students usually have a painful history of rejection in personal relationships • Often perceive rejection and view adults as threatening • Defiant students often lack effective communication & negotiation skills • May act out to mask poor skills and/or insecurities • Often choose to defy to avoid/escape tasks and/or to gain control of situations/others

  6. Noncompliance / Defiance • Conflicts / Power Struggles / Arguments involve at least two parties • Be aware of preconceptions- trivial behavior may produce angry / aggressive response and trigger resistance from student • Angry reactions (raising voice, appearing angry, or attempting to intimidate) to behavior is negative reinforcement & worsens defiance • Defiance can become deliberate strategy • Defiant students gain control with each and every angry response from adult

  7. Nonverbal Communication with Defiant Students • Relax and reflect on how you are feeling and will respond • Model that you will not be pulled into power struggle • Stay outwardly calm, professional, & business-like • Low tone of voice • Establish eye contact and call student by name • Move toward student slowly, respect student’s space, speak privately, & sit nearby student at their level • Be aware of nonverbal communication- avoid mismatch with words

  8. Verbal Communication with Defiant Students • State directive in positive manner • Use clear and specific terms, but keep it brief • Ask open ended questions (avoid WHY questions) • Active Listening: summarize a person’s ideas, opinion, or point of view • Emotional Labeling: validate student emotion • I-Centered Statements • Strategic Pauses

  9. Communication with Defiant Students • Provide choice with logical consequences • Offer student a Face-Saving Out • Focus on behavior, while acknowledging that you value student • Do not attempt to force a student to comply • Avoid demands when student is upset • HUMOR

  10. My Tips to Avoid Conflict • Establish relationship • Random problem-solving • Acknowledge student prior to stating expectation • Remove student from audience • Simple nonverbal communication • Time-away techniques

  11. Strategies for Defiance / Noncompliance • Allow student a “cool down” break when upset / angry • Assign reflective essay or apology after misbehavior and student is calm • Consequences- predetermined, fair, consistent • Behavior Contract • Redirect / Distract student when showing signs of frustration

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