Improving student behavior By Understanding Functions of behavior and culture “Communication breakdowns can be a “root cause” of problems in social interaction, educational performance, and behavior.” L. Hodgdon, 2002

Behavior Definition: “All humans display behaviors to get their needs met. Some are appreciated by others, some are not. The choice about whether to use a positive or negative behavior is largely due to environment.” Maslow, 1943

Maslow’s Hierarchy Self-actualization Esteem Love and Belonging Safety Physical Needs

Why do students misbehave? Nationally, it is believed that misbehavior is used to achieve a one of these self-serving reasons : Attention Power Revenge Avoidance of Failure (Advantage Press, 2003)

What role does culture play in discipline? The facts about minority students: Referred more frequently to office. (3x) Suspended more frequently. (3x) Expelled more frequently. (3x) Incarcerated more frequently. (4x) Why?

Attention: 90% of behaviors are related to this behavioral goal. Seeking attention from adults and peers Disruptive class behavior Disrespectful/ Argumentative Comic relief/ making fun of others Uncooperative Constant talking Out of seat

Attention: Continuum Disrespectful Argumentative Rude Annoying Talkative Level of Teacher Concern

Power: Looks like: Wanting to be in charge Wanting their own way Disruptive and confrontational Provokes teachers and peers Always need an audience Disobeying directives

Power Continuum: Entertainer Spoiled Uncooperative Domineering Ticking Time Bombs Teacher concern

Revenge: Looks like: Lashing out Getting even Hurting peers or the teacher Bullying Physical attacks Psychological attacks

Revenge Continuum: Physical/ Psychological Attacks Bullying Saying or doing hurtful things Passive aggressive behaviors

Avoidance of failure: Looks like: Discouraged Helpless or learned helplessness Not attempting anything Lack of responsibility Not paying attention Not being prepared Wasting time

Avoidance Continuum: Finding Disruptive to replacement instruction activities Forgetfulness

Standard Instrument for determining the function: Functional Behavioral Assessment Done by a committee. Looks at a variety of environments, triggers, interventions, and reasons for the troubling behaviors.

How can we use this info? Provide alternative, positive ways for the student to get what they want and need. Hopefully pro-actively avoid the triggers. Look at students differently when we understand their needs.

Typical students that have FBA’s: Students with conduct behavior. Students with emotional disabilities. Students with psychological difficulties: depression, autism, cognitive challenges, and severe mental health concerns

Know Your ABC’s Antecedent: What happened first? What was the trigger? Behavior: What occurred after the trigger? Consequence: What is the student gaining by reacting to the trigger? Is the student setting themselves off or is there truly a trigger?

Typical FBA Questions Antecedent: What was happening immediately before the behavior occurred? Did I see the antecedent? Behavior: Does this behavior occur in multiple environments or is it only my class? Consequences: What is likely to happen after this behavior occurs? Is the consequence desirable to the learner?

Why is analysis of the behavior important? Understanding the sequence of events allows you to de-rail the triggers. Alternative replacement behaviors can be designed, taught, and reinforced. Allows you to develop a rapport with the student once you understand what they are dealing with.

Activity 1 Think of a student in your class that is having difficulties---Do a brief analysis of what the function their behavior serves. Think of 2 pro-active strategies that you might try. Share your ideas with your peers in class or in the discussion area.