Mary Margaret Kerr and C. Michael Nelson Strategies for Addressing Behavior Problems in the Classroom 5e 2006 by Pearson Education, Inc. Upper Saddle River, New Jersey All rights reserved. 1 Chapter 7: Addressing Disruptive Behaviors Created by: Elizabeth A. Borreca, Teresa Langford and Ellen Stack

Mary Margaret Kerr and C. Michael Nelson Strategies for Addressing Behavior Problems in the Classroom, 5e 2006 by Pearson Education, Inc. Upper Saddle River, New Jersey Chapter 7: Outline Introduction Environmentally Mediated Intervention Teacher-Mediated Interventions Peer-Mediated Interventions Self-Mediated Interventions

Mary Margaret Kerr and C. Michael Nelson Strategies for Addressing Behavior Problems in the Classroom, 5e 2006 by Pearson Education, Inc. Upper Saddle River, New Jersey Chapter 7: Objectives After completing this chapter, you should be able to:  Explain the four types of behavioral interventions and give clear examples of each.  Select the best intervention for a student's disruptive behavior.

Mary Margaret Kerr and C. Michael Nelson Strategies for Addressing Behavior Problems in the Classroom, 5e 2006 by Pearson Education, Inc. Upper Saddle River, New Jersey Chapter 7: Objectives Design and implement a token economy. Design and carry out a group contingency. Design and carry out a self-monitoring procedure.

Mary Margaret Kerr and C. Michael Nelson Strategies for Addressing Behavior Problems in the Classroom, 5e 2006 by Pearson Education, Inc. Upper Saddle River, New Jersey Case Study After reading the case study on p. 194, discuss or think about the following questions:  Identify the interfering behaviors in Miss Perrone’s classroom.  Identify possible communicative functions for each behavior listed.

Mary Margaret Kerr and C. Michael Nelson Strategies for Addressing Behavior Problems in the Classroom, 5e 2006 by Pearson Education, Inc. Upper Saddle River, New Jersey Case Study Identify the ABC (Antecedent, Behavior, Consequence) for each of the interfering behaviors identified in Miss Perrone’s classroom. What did Miss Perrone do to invite a power struggle between herself and the students?

Mary Margaret Kerr and C. Michael Nelson Strategies for Addressing Behavior Problems in the Classroom, 5e 2006 by Pearson Education, Inc. Upper Saddle River, New Jersey Introduction Disruptive Behavior  Interferes with the learning of others Communicative Function of the Behavior  Attention getters  Gain approval  Avoid assignments  Test rules  Add drama to boring situations

Mary Margaret Kerr and C. Michael Nelson Strategies for Addressing Behavior Problems in the Classroom, 5e 2006 by Pearson Education, Inc. Upper Saddle River, New Jersey Discussion Discuss other communicative functions of typical interfering behaviors.

Mary Margaret Kerr and C. Michael Nelson Strategies for Addressing Behavior Problems in the Classroom, 5e 2006 by Pearson Education, Inc. Upper Saddle River, New Jersey Environmentally Mediated Interventions Classroom environment  Rules  Curriculum  Pacing  Style  Scheduling  Classroom Design

Mary Margaret Kerr and C. Michael Nelson Strategies for Addressing Behavior Problems in the Classroom, 5e 2006 by Pearson Education, Inc. Upper Saddle River, New Jersey Environmentally Mediated Interventions To Rule or Not to Rule  List specific rules.  Summarize a “NO” rule by substituting the incompatible behavior.  Make rules situation specific.  List in the behavioral objective format.

Mary Margaret Kerr and C. Michael Nelson Strategies for Addressing Behavior Problems in the Classroom, 5e 2006 by Pearson Education, Inc. Upper Saddle River, New Jersey Environmentally Mediated Interventions Suggest rules that you can enforce. Describe appropriate behavior. Engage student input. Post consequences with rules.

Mary Margaret Kerr and C. Michael Nelson Strategies for Addressing Behavior Problems in the Classroom, 5e 2006 by Pearson Education, Inc. Upper Saddle River, New Jersey Environmentally Mediated Interventions Teacher Movement Patterns  Teacher-student proximity  Increases opportunity for positive reinforcement  Caution: Increases opportunity for punishment Student Teacher

Mary Margaret Kerr and C. Michael Nelson Strategies for Addressing Behavior Problems in the Classroom, 5e 2006 by Pearson Education, Inc. Upper Saddle River, New Jersey Discussion Take a hard look at your classroom. Are the rules well written? Does the physical layout support your students’ appropriate behavior, or does the physical plan set the occasion for problems? How do students get your attention?

Mary Margaret Kerr and C. Michael Nelson Strategies for Addressing Behavior Problems in the Classroom, 5e 2006 by Pearson Education, Inc. Upper Saddle River, New Jersey Teacher-Mediated Interventions Monitoring Teacher Verbal and Nonverbal Behavior (Positive and Aversive)  Teacher praise increases desired behavior.  Undesired behaviors are reinforced by negative teacher attention.

Mary Margaret Kerr and C. Michael Nelson Strategies for Addressing Behavior Problems in the Classroom, 5e 2006 by Pearson Education, Inc. Upper Saddle River, New Jersey Teacher-Mediated Interventions Monitoring (cont)  Aversive management temporarily suppresses undesired behavior in target student Caution: May strengthen undesired behavior in other students

Mary Margaret Kerr and C. Michael Nelson Strategies for Addressing Behavior Problems in the Classroom, 5e 2006 by Pearson Education, Inc. Upper Saddle River, New Jersey Teacher-Mediated Interventions Reprimands  Public humiliation increases anger and opposition. May escalate to an unsafe situation Physical Interactions  Therapeutic holding requires IEP action.  Maintain distance in all other interactions.  Honor personal space.

Mary Margaret Kerr and C. Michael Nelson Strategies for Addressing Behavior Problems in the Classroom, 5e 2006 by Pearson Education, Inc. Upper Saddle River, New Jersey Teacher-Mediated Interventions High-Probability Request Sequences  Deliver 3-4 requests with high probability of student follow-through  Immediately follow with request that is generally refused

Mary Margaret Kerr and C. Michael Nelson Strategies for Addressing Behavior Problems in the Classroom, 5e 2006 by Pearson Education, Inc. Upper Saddle River, New Jersey Teacher-Mediated Interventions Praise-and-Ignore Approach  Use for attention-getting behaviors.  Behavior will increase and or escalate before decreasing (“peak” at extinction curve).  Combine praise with ignoring.

Mary Margaret Kerr and C. Michael Nelson Strategies for Addressing Behavior Problems in the Classroom, 5e 2006 by Pearson Education, Inc. Upper Saddle River, New Jersey Teacher-Mediated Interventions Differential Reinforcement of Other Behavior (DRO)  Reinforce for NOT EXHIBITING the target behavior during a time interval

Mary Margaret Kerr and C. Michael Nelson Strategies for Addressing Behavior Problems in the Classroom, 5e 2006 by Pearson Education, Inc. Upper Saddle River, New Jersey Teacher-Mediated Interventions Differential Reinforcement of Low Rates of Behavior (DRL)  Gradually reduce behavior by reinforcing progressively lower rates of the behavior.  Apply to swearing, obscene words, inappropriate questioning, negative verbal statements, teasing behaviors.

Mary Margaret Kerr and C. Michael Nelson Strategies for Addressing Behavior Problems in the Classroom, 5e 2006 by Pearson Education, Inc. Upper Saddle River, New Jersey Teacher-Mediated Interventions Public Posting  Post student grades (preserve confidentiality)  “Best Record” Progress of Disruptive Behavior

Mary Margaret Kerr and C. Michael Nelson Strategies for Addressing Behavior Problems in the Classroom, 5e 2006 by Pearson Education, Inc. Upper Saddle River, New Jersey Teacher-Mediated Interventions Contingency Contracting  Mutually agreeable tasks  Negotiate criteria, mastery, and evaluation method  Negotiate reinforce for mastery Select activities, items, or privileges  Review at frequent intervals

Mary Margaret Kerr and C. Michael Nelson Strategies for Addressing Behavior Problems in the Classroom, 5e 2006 by Pearson Education, Inc. Upper Saddle River, New Jersey Teacher-Mediated Interventions Token Economy (see Case Study, pp. 213 – 218 )  Exchange token for back- up reinforcer  Progress from basic compliance to self- evaluation and monitoring  Select “important” target behavior for class reinforcers and fines token

Mary Margaret Kerr and C. Michael Nelson Strategies for Addressing Behavior Problems in the Classroom, 5e 2006 by Pearson Education, Inc. Upper Saddle River, New Jersey Teacher-Mediated Interventions Deliver reinforcer only as a consequence of the desired behavior Reduce tokens as program continues  (More work = token, More time on task = token) Post record of tokens earned

Mary Margaret Kerr and C. Michael Nelson Strategies for Addressing Behavior Problems in the Classroom, 5e 2006 by Pearson Education, Inc. Upper Saddle River, New Jersey Discussion What are some possible mistakes one might make in implementing a token economy? What is the importance of levels within a token economy? Read the token economy case study on pp. 213 –218. How did the teacher safeguard against students losing motivation for earning points?

Mary Margaret Kerr and C. Michael Nelson Strategies for Addressing Behavior Problems in the Classroom, 5e 2006 by Pearson Education, Inc. Upper Saddle River, New Jersey Peer-Mediated Interventions Group Goal Setting and Feedback (Table 7-2)  Student receives a daily behavioral objective  Students evaluate progress  Students vote on progress to objective Peer Monitoring  Teacher-appointed captain distributes or withdraws points

Mary Margaret Kerr and C. Michael Nelson Strategies for Addressing Behavior Problems in the Classroom, 5e 2006 by Pearson Education, Inc. Upper Saddle River, New Jersey Peer-Mediated Interventions Peer Manager Strategy  Students monitor and note interfering or positive behaviors at select intervals.  Whole-group assessment preferred to avoid punishment (“ganging up”) Teacher asks at planned intervals: “How are we doing?”

Mary Margaret Kerr and C. Michael Nelson Strategies for Addressing Behavior Problems in the Classroom, 5e 2006 by Pearson Education, Inc. Upper Saddle River, New Jersey Peer-Mediated Interventions Group Contingencies (Table 7-3)  Dependent Group Contingency Performance of a select group of students determines consequences of entire class or group Recommend if NO antisocial behaviors exist within the group

Mary Margaret Kerr and C. Michael Nelson Strategies for Addressing Behavior Problems in the Classroom, 5e 2006 by Pearson Education, Inc. Upper Saddle River, New Jersey Peer-Mediated Interventions Independent Group Contingency  Each person receives consequences independent of the group.  Interdependent Group Contingency Prescribed level of behavior = group reward or consequence Caution: Avoid Response Cost  Use successive approximation strategy

Mary Margaret Kerr and C. Michael Nelson Strategies for Addressing Behavior Problems in the Classroom, 5e 2006 by Pearson Education, Inc. Upper Saddle River, New Jersey Self-Mediated Interventions Self-Evaluation  Student counts behaviors  Self-graphing Self-Instruction  Training statements to accomplish positive behavior

Mary Margaret Kerr and C. Michael Nelson Strategies for Addressing Behavior Problems in the Classroom, 5e 2006 by Pearson Education, Inc. Upper Saddle River, New Jersey Discussion For what disruptive behaviors is self- monitoring a good choice?

Mary Margaret Kerr and C. Michael Nelson Strategies for Addressing Behavior Problems in the Classroom, 5e 2006 by Pearson Education, Inc. Upper Saddle River, New Jersey Summary Pair other strategies with environmentally mediated strategies. Teacher-mediated strategies range from self-monitoring to token economy. Reaching self-management is the goal!