PRAISE: Dealing with the Difficult Student Beth Ackerman, Ed.D. backerman@liberty.edu

Proactive Proactive vs. Reactive 95% of successful behavior management is preventing negative behavior

Proactive Be Positive Be Fun Be Structured Be Consistent Be Fair Set Effective Limits Build Relationships

Proactive Reinforcements Always start with the least restrictive reinforcement!!!!

Reinforcements Positive Positive words Positive calls home Social reinforcements Behavioral contracts Points/levels system Token economy Negative Verbal reprimands, frowns, reminders, etc. Physical proximity In class consequences Imposing in-class separation (time out) Removal from classroom Send home

Time Outs Time outs vs. time away Support from administration Expectations should be posted Time set at discretion of the lead staff member and should be age appropriate Sample expectations Sit quietly Keep your hands to yourself Stay seated and still

Cooperative Learning Work in groups to earn points and prizes Give attention to the positive behavior Do not take points away Heterogeneous vs. Homogenous Groups

Proactive Reinforcements Assess the situation WHAT ARE MY BARRIERS?? WHAT IS PREVENTING POSITIVE BEHAVIOR??

Assess the situation A B C Antecedent Behavior Consequence

Collect Data Is the intervention effective?

Proactive Reinforcements Assess the situation Intent of misbehavior Why do students misbehave?

Intent of misbehavior Attention Power Revenge Display of Inadequacy Testing of Limits

Dealing with the Aggressive Student Preventative - keep the problems from emerging Counseling and “wraparound” services Establish trust and rapport with students Define behavioral expectations and be consistent Remain calm and in control and therapeutic

Crisis Intervention Non verbal Verbal Physical interventions (therapeutic holding/restraining) You must receive the appropriate training for crisis intervention

Proactive Reinforcements Assess the situation Intent of misbehavior Sincerity

Sincerity Simply demonstrate the love of Christ. Compassion Acknowledgement Reassurance Esteem

FAIRNESS BE FLEXIBLE Show children that you value them Sue - legally blind needs Braille Johnny, has attention problems, needs frequent breaks Sammy, is aggression, needs a place he can go to relax To truly teach children about justice, we need to model ir for them. No one in life gets the “same” thing and we need to be able to model this for the students. HOWEVER WE STILL NEED TO BE CONSITENT

Our Mission in Reaching ALL students The Great Commission Matt. 28:19-20 Luke 15 Elitism vs. The Least of These Luke 14:12-14 & Luke 9:48 Making Disciples Luke 6:40 & Phil 4:9

Other Tools Proactive Behavior Intervention Web of Supporters Time Outs

Proactive Reinforcements Assess the situation Intent of misbehavior Sincerity Empower the student

Empower the students Encourage self-talking and questioning Our goal is not to manage student behavior, but rather to teach students to successfully manage their own behavior What we’re asking students is really to behave abnormal Gal.5:22-23 - “But the fruit of the spirit is…self-control…against such things there is no law.”

Behavioral Contract Sample Behavioral Contract

P R A I S E roactive einforcements ssess the situation ntent of misbehavior incerity mpower the students