1. DISCIPLINARY INTERVENTIONS Chapter 3

2. Research says that teachers generally believe that they are not only unprepared to deal with disruptive behavior, but that the amount of disruptive behavior in their classes substantially interferes with their teaching. Cotton(1990) has estimated that only about half of all classroom time is used for instruction, and disciplinary problems occupy most of the other half.

3. Some people believe that disciplinary actions in almost any form are not only ineffective but counterproductive in terms of student behavior and achievement. However, research has found that disciplinary interventions result in a decrease in disruptive behavior among almost 80 percent.

4. Four categories of disciplinary behaviors 1.Reinforcement – recognition or reward for positive behavior or for the timely cessation of negative behavior. 2.Punishment – some type of negative consequences for inappropriate behavior. 3.No immediate consequence – no immediate consequences for inappropriate behavior but involves some type of reminder of inappropriate behavior.

5. 4. Combined punishment and reinforcement – recognition or reward for appropriate behavior in conjunction with consequences for inappropriate behavior.

6. Human beings do best in an environment of feedback. Interventions work!! Chart page 31 and 32

7. Think Time A dedicated room where students are sent when teachers cannot successfully address disruptive behavior in the regular classroom. Teachers follow specific procedures for addressing inappropriate or disruptive behavior and make every attempt to do so in the regular classroom. Students are sent to the Think Time classroom where they are expected to analyze and think seriously about their behavior and do not return to the regular classroom until they demonstrate that they are aware of the behavior which led them to the consequences.

8. Assertive Discipline “Interventionist” ideology 1.Makes a sharper distinction between rules and directions 2.Students off-task behavior is distinguished between disruptive and non-disruptive 3.Emphasizes positive consequences for appropriate behavior

9. 4.Negative consequences are kept to a minimum – the emphasis is on consistency as opposed to severity 5.Tracking of behavior is a private matter as opposed to a public matter

10. Assertive Discipline – Five Steps 1.Establish a positive climate for discipline – replace negative expectations with positive ones 2.Teachers learn the difference between assertive, nonassertive, and hostile behavior until it becomes habitual. Assertive teacher responses convey disapproval in a firm, unemotional, businesslike manner and include a communication of expected behavior.

11. 3.Establish limits and consequences. Signal students that they are approaching a limit, give hints to alert students, ask questions, make demands. 4.Follow through on consequences 5.Implement a system of rewards or positive consequences for positive behavior.

12. ACTION STEPS 1.Action Step 1 - Teacher Reaction Eye contact Physical signal Verbal reminder Off task but not misbehaving Tell them to stop

13. Stimulus cueing Catch a student doing good(page 36) 2.Tangible Recognition Concrete symbol Token economies – given and taken away Not to be used as some type of bribe or coercion(page 37)

14. 3.Direct Cost Oriented toward negative consequences Explicit or direct consequence Isolation time out(page 37) Overcorrection(page 38)

15. 4.Group Contingency Interdependent – every student in the group meets the behavior criteria Dependent – specific individual or group of individuals within the group to meet the standard(page 38)

16. 5.Home Contingency Home contact is a powerful form of positive and negative consequence Face to face is always better but a phone call usually works(page 39)

17. 2.Action Step 2 – Establish clear limits for unacceptable behavior and an effective system to record these behaviors Clear limits are a must Set criteria Discuss why(page 40) Keep records if necessary