Strategies for Promoting Positive Behavior and Managing Disruptive Actions in the Classroom

1. Behavior Management Promote positive behaviorPrevent disruptive behavior

2. All Behaviors serve a purpose • Behavior is a form of communication • Behaviors may be attention seeking • Behaviors may occur to avoid work • Behavior may occur to escape from the environment. • Do not take misbehavior personally

3. Behavior Disability Types • Oppositional Defiant • Persistent temper tantrums • Argues with adults • Refusal to comply with requests • Annoys others • Vindictive

4. Behavior Disability Types • Conduct Disorder (severe behavior) • Overt aggression toward people or animals • Destruction of property • Deceitfulness of theft • Serious violation of rules, truancy

5. Attention Deficit/Hyperactivity Disorder • Difficulty in sustaining attention • Failure to give close attention to details in school work • Difficulty in organization • Impulsiveness • Restlessness, fidgeting, or talkativeness • Difficulty waiting for turn • Interrupts conversations

6. Get Up and Dance • Yes !!! • Bust a move • Freestyle • When in doubt knee bounce • Move it!

7. Depression and Anxiety Disorders • Insomnia • Loss of energy/fatigue • Poor concentration • Feelings of worthlessness • Excessive worrying • Reluctance and refusal • Mood changes

8. Why negative behaviors? • Difficulty transitioning • Difficulty understanding or following directions (especially if there are multiple steps) • Frustration with performing a skill • Lack of structure • Sensory overload

9. Effective Strategies • Be proactive – anticipate student behaviors • Plan clearly how you will address behaviors. Ignore, apply consequences, take a break, or redirect • Implement predictability and routine

10. The Learning Environment • Establish class rules and procedures • Post rules • List three to five rules • Use simple positive language • Add pictures and demonstrate • Connect actions with words

11. Our Class Rules • Do your best • Respect others • Be safe • Follow directions • Share, be kind and help others

12. Practice Rules • What does the rule look like when someone is following or not following? • What does it sound like when someone is following or not following? • Develop practice scenarios to show rules and consequences.

13. Cooperation, Kindness, Honesty • What does this look like? • What does this sound like?

14. Class Management • Expectations clearly communicated • Routines and timelines • Protocols – enter and exit class, water, bathroom, emergencies, fire drills, equipment • Stop Signal established and practiced • Boundaries

15. Time to Dance • Get up out of your seat and move • Wave your arms • Get oxygen in your lungs • Jump up and down, twist, shake, or whatever • Have fun

16. Teacher behavior when addressing disruptive behaviors • Maintain a calm disposition • Use a neutral Voice • Present clear concise instruction • Provide opportunities for student choice • Build on student’s strengths • Use humor when appropriate

17. Negative Comments: • What’s the matter with you? • Excuse me !!! • What is your problem? • How many times to I have to tell you? • Shut Up !!! • Do I have to come over there? • You are always a problem. • You are the worst kid I know.

18. Positive Comments: • You are a good listener today. • I am really proud of you for putting the ball away. • Way to be, John! I like how you shared with Mark. • Khalid you did a good job today and raised your hand when you had something to say. • Michele you were helpful and kind to Patty.

19. Appropriate Consequences • What types of consequences can you use in your class? • Remember the goal is for students to learn to change their behavior and be responsible.

20. Behavior Correction Strategies • Private verbal comment – Be specific • Agreed upon signal for correction • Student checklist or contract • I messages “I want you to …….. “ • Logical and consistent consequences • Time out, take a break, cool down, use a distracter • Physical restraints and touching

21. Positive Reinforcements • What types of reinforcement are appropriate? • Identify immediate and delayed reinforcements.

22. Positive Reinforcement • Verbal Comments • Word Wall – signs • Gestures – thumbs up, smiles, clapping • Proximity control or change student location • Tokens – tangible items • Favorite objects – toys, stickers • Food – candy, or favorite texture or taste • Time – free time, time with teacher

23. AVOID !!! • Picking teams • Elimination games • Human targets • Waiting in long lines • Long complex instruction • Exercise as a consequence

24. Consider the appropriateness of: • The constant use of large group activities. • High level competition with an emphasis on winning and loosing. • Posting scores for fitness achievement. • Watching one student perform for all others.

25. Bullying of and by students with disabilities • Can occur before, during and/or after class. • Verbal comments – put downs • Physical hitting, shoving, bumping • Hitting with equipment • Rejection by peers

26. Documenting Behaviors • Be descriptive • Record over several class sessions. • What action is the student doing? Alone or with others • When does the behavior occur? • What is the intensity? Distracting or destructive • Where does the behavior occur • How frequent is the behavior occurring?