Title © 2008 Psychological Software Solutions, Inc. 3701 Kirby Drive, Suite 950 Houston, Texas 77098 Goose Creek Consolidated School District Behavior.

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Presentation transcript:

Title © 2008 Psychological Software Solutions, Inc Kirby Drive, Suite 950 Houston, Texas Goose Creek Consolidated School District Behavior Support Training “Getting Kids to do What You Want” February 17, 2012

© 2011 Psychological Software Solutions, Inc. Welcome Meet the Trainers Participants Guidelines (Take care of your needs, cell phones to vibrate, breaks)

© 2011 Psychological Software Solutions, Inc. Childhood Beliefs Answer the following questions T/F. A child and his behavior are the same? Children should not question or disagree with their superiors? Children learn more from what adults say than from what they do? Children can upset their superiors?

© 2011 Psychological Software Solutions, Inc. Psychological Aspects of Human Functioning There are three main psychological aspects of human functioning: THINKING, FEELING, BEHAVING THINK=DRIVES=FEELINGS=DRIVES=BEHAVE Albert Ellis, Ph.D.

© 2011 Psychological Software Solutions, Inc. Belief System Our thinking and our behaving is directly related to our belief system. A belief system is a series of personal evaluations, and evaluations are perceptions of events. An objective, factual description of an event is not an evaluation

© 2011 Psychological Software Solutions, Inc. Behavior Characteristics Defiance of authority Failure to complete assignments Illegal Substances Acts of aggression toward others Persistent misbehavior Threats Property destruction Sexual misconduct

© 2011 Psychological Software Solutions, Inc. Why Students Misbehave ( Sprick, 1998) Awareness- student is unaware that the behavior is inappropriate Ability- student knows the behavior is inappropriate, but lacks the ability to do something else Attention-seeking- student know that they are misbehaving and how to behave appropriately, but wants/need attention Purposeful/Habitual- student knows how to behave responsibly and is not seeking attention, but wants something else (i.e., Power, control, revenge, etc.)

© 2011 Psychological Software Solutions, Inc. LIMIT SETTING 1.Describe the inappropriate behavior. (Tell them what they are doing wrong) 2.Describe the appropriate behavior. (Tell them what they should be doing instead) 3.Give them choices or options (State the positive choice first, e.g., “You can take a seat and remain in the group; or if you continue to bother others you will earn a detention) 4.Allow time for the student to make choice. (Otherwise it could be perceived as an ultimatum) 5.Enforce Limit. (Limits are useless if you don’t enforce them) **…Remain Calm…

© 2011 Psychological Software Solutions, Inc. Effective Strategies Structured Setting Consistent Daily Routine Set Limits Follow through with consequences Set clear expectations regarding school rules Have planned lessons Modify lessons when appropriate Provide meaningful and relevant lessons Teach Social Skills Model appropriate behavior