I would give Samantha a brief, neutral behavior reminder to stop whispering and focus on her work. Whispering to friends is distracting other students, so a reminder of the classroom expectations should be sufficient at this point since the behavior just started and Samantha may simply need redirection. If the whispering continues after the reminder, I may need to use a stronger strategy like moving her seat or issuing a warning about more serious consequences if it persists. But starting with a non-confrontational reminder allows me to address the behavior respectfully and give Samantha the opportunity to choose to comply with minimal disruption.
I would give Samantha a brief, neutral behavior reminder to stop whispering and focus on her work. Whispering to friends is distracting other students, so a reminder of the classroom expectations should be sufficient at this point since the behavior just started and Samantha may simply need redirection. If the whispering continues after the reminder, I may need to use a stronger strategy like moving her seat or issuing a warning about more serious consequences if it persists. But starting with a non-confrontational reminder allows me to address the behavior respectfully and give Samantha the opportunity to choose to comply with minimal disruption.
I would give Samantha a brief, neutral behavior reminder to stop whispering and focus on her work. Whispering to friends is distracting other students, so a reminder of the classroom expectations should be sufficient at this point since the behavior just started and Samantha may simply need redirection. If the whispering continues after the reminder, I may need to use a stronger strategy like moving her seat or issuing a warning about more serious consequences if it persists. But starting with a non-confrontational reminder allows me to address the behavior respectfully and give Samantha the opportunity to choose to comply with minimal disruption.
I would give Samantha a brief, neutral behavior reminder to stop whispering and focus on her work. Whispering to friends is distracting other students, so a reminder of the classroom expectations should be sufficient at this point since the behavior just started and Samantha may simply need redirection. If the whispering continues after the reminder, I may need to use a stronger strategy like moving her seat or issuing a warning about more serious consequences if it persists. But starting with a non-confrontational reminder allows me to address the behavior respectfully and give Samantha the opportunity to choose to comply with minimal disruption.
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BEHAVIOR REDUCTION
STRATEGIES ANGELICA S. AFABLE DISCUSSANT A change made to some aspects of the student’s environment to improve behaviors
METALIRONVENN MUSTAJEDNT A statement informing the student that continued misbehavior will be followed by the specific disciplinary consequences
INNAWRG A brief removal of the student from the setting due to problem behaviors?
TOME TIU Is a strategy in which the teacher will be deciding which behaviors need to be addressed immediately.
RIHOVAEB IAGRET It is the taking away privileges or other valued elements (‘cost’) in response to student misbehavior.
ONESERPS TOCS A brief meeting between teacher and student to discuss the student’s problem behavior.
RIOVAEBH CERENFECON BEHAVIOR REMINDER
• A brief, neutral prompt to help the student remember and follow
classroom behavioral expectations (Simonsen, Fairbanks,Briesch,Myers, & Sugai,2008) • WHEN TO USE: This strategy is used when the student appears to be distracted or otherwise requires simple reminder of expected behavior. ACADEMIC ADJUSTMENT
• a change made to the student’s academic task(s) to improve
behaviors. It includes the amount of work assigned, provision of support to the student during work and giving additional time to complete the work, etc. (Kern, Bambara & Fogt, 2002) • WHEN TO USE: Academic adjustment can be useful when the teacher judges that the student’s problem behaviors are triggered or exacerbated by the required academic task(s). ENVIRONMENTAL ADJUSTMENT
• is a change made to some aspect of the student’s environment to
improve behaviors (Kern & Clemens, 2007) • WHEN TO USE: This strategy is used when the teacher judges that an environmental element is contributing to the student’s behavior. WARNING
• a statement informing the student that continued misbehavior will
befollowed by a specific disciplinary consequence (Simonsen, Fairbanks,Briesch, Myers, & Sugai, 2008) • WHEN TO USE: A warning is appropriate when the teacher judges (A) that the student has control over his or her behavior and (B) that a pointed reminder of impending behavioral consequences may improve the student’s behavior. TIME-OUT
• a brief removal of the student from the setting due to problem
behaviors (Yell, 1994) • WHEN TO USE: Time out reinforcement can be effective in situations when the student prefer to be in the classroom setting than in the time-out setting. RESPONSE COST
• it is the taking away privileges or other valued elements
(‘cost’) in response to student misbehavior (DuPaul & Stoner, 2002) • WHEN TO USE: When behavior reminders, warnings, elimination of behavior triggers have been attempted already and it did not take effect. • Can be effective if the student values the privilege or element being taken away. BEHAVIOR CONFERENCE
• a brief meeting between teacher and student to discuss the
student’s problem behavior(s) (Fields, 2004 • Description of the problem behavior • Open-ended questions and student input • Problem solving • Disciplinary reminder WHEN TO USE: * When the teacher wishes to better understand the reasons of the student problem behavior before acting. * Wants to model that it is better for the student to communicate his or her needs to the teacher through discussion than by engaging in acting-out behaviors. DEFUSING TECHNIQUES
• Are any teacher actions taken to calm a student or otherwise defuse a
situation with the potential for confrontation or emotional escalation (Daly & Sterba, 2011) • WHEN TO USE: When the teacher judges that the students negative emotions are a significant contributor to the problem behaviors, defusing technique is appropriate to stabilize the situation. BEHAVIOR TRIAGE
• Is a strategy in which the teacher will be deciding which behaviors need to be addressed immediately and appropriately to cope with those behavioral challenges. Evaluating the Impact of the Behavior • * Define the behavior be sure to define It operationally so that it is easy to define the replacement behavior • Collect the Data Measure • Evaluate the learning behavior and Your behavior • Assess REFERENCES • Daly, D. L., & Sterba, M. N. (2011). Working with aggressive youth: Positive strategies to teach self-control and prevent violence. Boys Town, NE: Boys Town Press. • DuPaul & Stoner, 2002 DuPaul, G.J., & Stoner, G. (2002). Interventions for attention problems. In M. Shinn, H.M. Walker, & G. Stoner (Eds.) Interventions for academic and behavioral problems II: Preventive and remedial approaches (pp. 913-938). Bethesda, MD: National Association of School Psychologists. • Fields, B. (2004). Breaking the cycle of office referrals and suspensions: Defensive management. Educational Psychology in Practice, 20, 103-115. • Kern, L., Bambara, L., & Fogt, J. (2002). Class-wide curricular modification to improve the behavior of students with emotional or behavioral disorders. Behavioral Disorders, 27,317-326. • Kern, L, & Clemens, N.(2007). Antecedent strategies to promote appropriate classroom behavior. Psychology in theSchools, 44(1), 65-75. • Marzano, R. J., Marzano, J. S., & Pickering, D. J. (2003). Classroom management that works: Research-based strategies for every teacher. Alexandria, VA: Association for Supervision and Curriculum Development. • Simonsen, B., Fairbanks, S., Briesch, A., Myers, D., & Sugai, G. (2008). Evidence-based practices in classroom management: Considerations for research to practice. Evaluation and Treatment of Children, 31(3), 351-380. • Sprick, R. S., Borgmeier, C., & Nolet, V. (2002). Prevention and management of behavior problems in secondary schools. In M. A. Shinn, H. M. Walker & G. Stoner (Eds.), Interventions for academic and behavior problems II: Preventive and remedial approaches (pp.373-401). Bethesda, MD: National Association of School Psychologists. • Yell, M.L. (1994). Timeout and students with behavior disorders: A legal analysis. Education and Treatment of Children, 17, 293-301. CASE STUDY
A student, Samantha is with the afternoon section of the class.
She is whispering to two of her friends sitting nearby. Mrs. Thompson can see that the whispering is beginning to distract students in proximity to Samantha.
WHAT TO DO: If you are Mrs. Thompson, what strategy are you going to use to address the behavior of Samantha? Defend your answer.
Instant Access to (Ebook) Merrell’s Strong Kids—Grades 6–8: A Social and Emotional Learning Curriculum by Dianna Carrizales-Engelmann; Laura L. Feuerborn; Barbara A. Gueldner; Oanh K. Tran; Hill Walker ISBN 9781598579543, 1598579541 ebook Full Chapters
Instant Access to (Ebook) Merrell’s Strong Kids—Grades 6–8: A Social and Emotional Learning Curriculum by Dianna Carrizales-Engelmann; Laura L. Feuerborn; Barbara A. Gueldner; Oanh K. Tran; Hill Walker ISBN 9781598579543, 1598579541 ebook Full Chapters
