Behavior Modification/Parent Communication….                                How to make it work for your class By: Angela Poovey

Parent Communication- A Few Reminders Remember positive statements about students. Ratio 5:1 or even 7:1 Positive notes, phone calls, comments in meetings Consult with colleagues/team if a conflict arises Don’t rely solely on email or notes, use the telephone! Hard to interpret Difficult to include all details, answer all questions, can be time consuming Ex. Factual, specific emails are fine (field trip money, clothes needed, etc.) Always “reply with history” for documentation

Communication Cont….. Remember to utilize our Spanish language resources when sending home notes, writing things on your website, and in newsletter Involve parents in behavior modification strategies, especially contracts Use your planner to document, if it works with your organizational style

"Feelings are real and legitimate; children behave and misbehave for a reason, even if adults cannot figure it out." -Unknown

How Can You Use Behavior Modification? Behavior contracts (1st- 5th) Self-monitoring/Self-management Token Systems (Example: Ms. Gambin) Cost Response Systems (Example: Ms. Canaday) Shaping Cuing Behavioral Momentum Positive Reinforcement (Ms. Glass, Ms. Heberer, K teachers)

Why is it important to use behavior modification strategies? Concrete data: Helpful if problems continue or worsen. This data can be used in the Functional Behavior Assessment and in the creation of a Behavior Intervention Plan, if necessary. Ex. Future SST referral, IEP, Bridges referral Set plan for you to follow each day. Expectations for yourself, parent, and student are created Keeps the parent involved with concerns as they are incorporated into behavior modification

Behavior Contracts- The Essentials MUST be specific, observable behaviors. BAD examples: “Johnny needs to be good today” “Suzie needs to be a good friend” “Matthew needs to improve his behavior”

What does that mean? NOTHING if we don’t know what specific behaviors will show that the student is being “good”!

Specific Behaviors Good learner = staying in your seat, eyes on your teacher, completing work assignment during the required time, mouth closed Good friend = hands to yourself, sharing materials, talking in a quiet, calm voice

What Behaviors Do We Target? Baseline Data: Observation forms Parent feedback Gradebook Attendance Teacher/Parent interviews

Look at the Setting Event and the ABCs Setting Event- Where is the student when the problem behavior occurs? A- Antecedents (Physiology, Physical, Environmental/Cultural) B- Behaviors (frequency, duration, intensity) C- Consequences (events that maintain, increase, decrease behavior)

Reinforcement Positive reinforcement- increases or maintains behaviors. Ex. Praising a student for listening to directions Negative reinforcement- increases or maintains behaviors. Ex. A student who is acting out gets the attention of his/her classmates Punishment- Extinguishes behaviors. Ex. Suspension                            

Behavior Contracts- The Essentials Explain specific, observable, and positive behaviors to student. Include performance criterion if appropriate. (time/percentage of target behavior) Start SMALL- you want the student to accomplish his/her goal so that motivation will increase. If/Then statements: “If you accomplish ______ (target behavior), you will get….” Clearly stated reward that the child has chosen- try to rely on a easy, natural reward. Starting and ending date for the contract with student and teacher signatures. Cover to ensure student’s privacy (Ex. Ms. Fitzgerald)

Contract Essentials Cont…. Revisit your contract on a weekly or bi-weekly basis. (Is it still working?, is the reward still effective?) As consistency is reached- change the performance required to receive the reward Terminating the contract- spread out rewards, substitute material things for verbal encouragers, notes home, or immaterial rewards If you are using a contract with velcro stars, make sure you document how the student does each week so you can track progress and report long-term effects of the contract Make sure you list the weekly goal in specific numbers on any contract you use

Reward Ideas Special Class Job Prize Box Extra time on the computer Extra recess Choices – for centers, lunch table, partners for groups Home reward                            

Self-monitoring/Self-management Works better with older students because it takes more self-discipline Self-recording: Students are working on specific, observable, positive behaviors – keep track of how they are doing throughout the day Visual reminders or cues. Ex. A picture on a student’s desk reminding them of how they should sit in class and listen Self-reinforcement or self-punishment: Reward/punish as you reach goals

Token Point System Can be done on an individual or class basis Students receive or lose tokens based on predetermined behaviors- good if they are based on class rules At the end of a certain time period (1/2 day, a whole day, a week) students can exchange their tokens for rewards Reward menu can include many different choices that students have created More tokens = better rewards Token system can be used the entire year or faded like an individual behavior contract                            

Remember: If you choose a behavior modification system….. Consistency is KEY!

General Classroom Management Use directives, not questions (Ex. Hallway) Circulate the room Call on students who aren’t paying attention/talking Quick redirection and then move on Light touches that refocus students Identify modelers and model yourself Hold eye contact Verbal encouragers Non-exclusionary time outs Classroom environment Daily schedule

Handouts and Practice Gary- 1st grade Behaviors: Comes to school and sleeps until 10am Calls out during math class instead of raising his hand Doesn’t turn in any homework What could some antecedents be for each behavior? What tools could we use to modify his behavior?

Questions? Comments?