The Making of a Problem Behavior: How We Contribute Chapter 2 of Teaching Alternative Behavior Schoolwide (TABS) For further information, contact grmayer@aol.com PENT Forum 2004, GRM

Factors Within the Community that Contribute to Antisocial Behavior A community tends to support antisocial behavior when: It contains a number of antisocial networks Opportunities exist for similar antisocial peers to interact. This often results in an acceleration of antisocial behaviors There is too little for children and youth to do after school and during the summer There is little done for children regarding screening aggressive acts out of the media There is a larger community climate that emphasizes punishment over searching for the causes of the behavior

Home and School Factors Contributing to Antisocial Behavior Coercive Punitive Environment Inconsistent Application of Consequences Rules Unclear and Inconsistent Little or no Acknowledgement of Appropriate Behavior Misuse of Behavior Management Procedures Rejection

Additional Factors Contributing to Antisocial Behavior Home: Low Monitoring of Child Low Affection Personal Problems School: Little Individualization in Teaching Social Skills Mismatch of Instructional Materials

Thus, it should come as no surprise that a recent Federal publication stated: “Studies indicate that approximately four of every five disruptive students can be traced to some dysfunction in the way schools are organized, staff members trained, or schools are run.” (U.S. Department of Education, 2000).

Teacher Impact on Students “I’ve come to the frightening conclusion that I am the decisive element in the classroom. It’s my personal approach that creates the climates. It’s my daily mood that makes the weather. As a teacher, I possess a tremendous power to make a child’s life miserable or joyous.” (Epachin et al., 1994).

Problem behaviors, rather than being located within the student, are often due to a mismatch between the characteristics of the learner and those of the instructional environment or the broader home/school context. The emphasis moves from a reliance on suspensions, expulsions, and /or punishment to prevention; on constructing repertoires by teaching students how to behave rather than how not to behave.

Positive vs. Punitive Interventions Punitive Procedures Positive Classroom Management Strategies Rapidly Stops Behavior Slowly Stops Behavior Provides Immediate Relief (reinforcement) to the teacher Provides no immediate relief to the teacher Teaches the student and peers what not to do Teaches the student and peers what to do Decreases positive self-statements (self-concept) Increases positive self-statements (self-concept) Decreases positive attitudes toward school and schoolwork Increases positive attitude toward school and schoolwork

Positive vs. Punitive Interventions Punitive Procedures Positive Classroom Management Strategies Causes withdrawal (non-task, tardy, truancy, dropping out) Promotes enhanced participation Causes aggression (against property and others Decrease likelihood of aggression Teaches students to respond in a punitive manner Teaches students to recognize the positive Can harm student-teacher relationship Can enhance student-teacher relationship