1. Behaviorally Challenged
ALC 2018

2. Objective
This session will cover the unique behavioral and emotional challenges some of our young marines face today. We will discuss some strategies and insights that will help them thrive within their unit and the program as a whole.

3. Areas That Influence Behaviors
Environmental
Strategies
Staff
Considerations
Behavioral
Characteristics
Child Factors

4. Everything is Behavior
As educators/staff, we frequently discuss “behavior” as an issue with a student when we really mean “misbehavior”.
All the activity and interaction in the classroom is behavior.

5. Behavior Management
Managing the environment in which learning occurs so that students can achieve and feel productive
Behavior Management is the management of the individual in the learning environment – learner and teacher.
Classroom Management is the management of the environment – classroom geography, organization, display and distribution of materials.

6. Behavior Management
“Children who get into trouble the most often at school attribute their problems to boredom.” ~Mendler 1992
Excite them to learn
Utilize high interest activities
Visual, Auditory and Kinesthetic

7. Behavior Management
Short or long term interventions utilized to address off-task behaviors in the setting
Utilized to support positive programming and creative lesson plans- not as a substitute for them
Recognizing, shaping and attending to ALL behaviors in the learning environment
rewards for appropriateness
consequences for noncompliance

8. Behavior Characteristics
Externalizing Symptoms
Oppositional/Defiant
Conduct Disorder
ADHD
Psychotic
Mood Disorders
Intermittent/Explosive
Impulsivity
Internalizing Symptoms
Withdrawal
Depression
Anxiety
Obsessive/Compulsive
Poorer social skills
Less likely to be referred to special education because of fewer disruptions
(Rubin, et al., 1995)

9. Child Factors Characteristics
Impulsivity results in a child’s inability to meet situational demands in the setting in an appropriate manner.
Inability to maintain attention.
Inappropriate levels of activity.
Inappropriate vocalizations.
Negative peer and adult interactions.

10. Child Factors Goals of Behavior Questioning Goals of Behavior
Information-Seeking
Challenging
Goals of Behavior
Attention Seeking
Need Assistance
Provide Positive Attention
Redirect

11. Child Factors Goals of Behavior Goals of Behavior Power Avoidance
Negotiation
Establish Choices
Internal Control
Goals of Behavior
Avoidance
Check Work Level
Child Selected Sequence
Precipitating Factors

12. Child Factors Precipitating Factors
Causes of behavior over which staff have little or no control
Medication
Loss of Power
Fear
Failure
Child History
Displaced Anger

13. Behavioral Strategies
Instruction
Groupings
Preteaching Prerequisite Skills
Multisensory Approaches
Choice
Sequencing
Duration/Breaks

14. Behavioral Strategies
Instruction
What is satisfactory? Exceptional? Unsatisfactory?
Timelines for assignments
Rubrics for assignments
Study guides
Alternative assignments/contributions
Make up work

15. Behavioral Strategies
Expectations
Child Involvement
Rules for Making Rules
Describe expected behaviors
Explain the standards of performance
Reward compliance
Identify consequences for noncompliance
Be consistent and systematic
Build in “community” investment

16. Behavioral Strategies
Reinforcers
Interest Inventories
Contracts
Token Economies
Social Praise
Individual
Group
Alternative

17. Behavioral Strategies Surface Management Techniques
Signal Interference
Communicate expectations non-verbally
Draws minimal attention to negative behaviors
Tension Decontamination Through Humor
When well timed humor can be used effectively to help Children de-escalate
Humor is not sarcastic
The adult should never make a student the brunt of a joke or humorous comment

18. Behavioral Strategies Surface Management Techniques
Hypodermic affection
When Children are seeking negative attention providing a quick shot of positive affection can defuse a negative interaction.
More difficult with older Children

19. Behavioral Strategies Surface Management Techniques
Hurdle help
No error in behavior yet but problems are likely
Prepare Children in advance that there might be problems
Provide Child with alternatives before a problem occurs
Assisting a frustrated, overwhelmed or unmotivated student can help him or her to get started and to become invested in the task at hand.

20. Behavioral Strategies Surface Management Techniques
Interpretations
Open ended statements “I” statements
Helping Children understand their feelings
“I am wondering if something has upset you today.”

21. Behavioral Strategies Surface Management Techniques
Direct Appeal
Making a request of the Child to stop or start a specific behavior while stating the impact the behavior has on others
“John, Please read quietly, the other Children are having a hard time focusing on their work.”

22. Behavioral Strategies Surface Management Techniques
Antiseptic Bouncing
Sometimes Children need to be removed from the Setting to avoid emotional reactions.
Some Children may not be able to sit in one location for an extended period of time.
Offer non-punitive solutions such as a walk or running an errand.

23. Behavioral Strategies
Before Setting a limit, ask yourself:
What is going on and why should it be stopped?
Will there be a problem if the behavior continues or are you angry and they are pushing your buttons?
Are you setting a limit or are you punishing? (who is it hurting and how)

24. Behavioral Strategies
Setting a limit means you are calling for an end of a specific behavior
How you choose to set a limit and the tone you use will determine if it will be cooperative or engage in a power struggle
Limit only those behaviors which clearly impinge on the health, rights, and interest of others

25. Behavioral Strategies
Setting Limits
Preserve the Child’s dignity with any limit you set.
Be sure you have the Child’s attention before setting the limit.
State what you want the Child to be doing instead of calling attention to the negative behavior.
Be sure you provide enough time for the Child to process and respond appropriately.

26. Behavioral Strategies
A consequence is a natural outcome, not a punitive action
The consequence of compliance and productivity is privileges and good grades
The consequence of noncompliance and lack of productivity is loss of privileges and less than good grades
Separate behavior from the individual:
I MAY NOT ACCEPT YOUR BEHAVIOR, BUT I ALWAYS ACCEPT YOU

27. Staff Considerations Nonverbal Communication Nonverbal Communication
Personal Space (Proxemics)
Communicates Respect
Nonthreatening
Safety
Nonverbal Communication
Body Language
Facial Expressions
Posture
Movements
Non-Challenging

28. Verbal Interventions Do __________ Don’t Staff Communications
Maintain Calm Overreact
Isolate the Situation Engage in a Power Struggle
Set and Enforce Limits Make False Promises
Actively Listen Fake Attention
Be Fair and Consistent Use Jargon
Be Aware of Non-Verbal's Be Threatening

29. Staff Considerations Other Considerations Professionalism Consistency
Build a positive atmosphere
Manage behavior through student involvement
Clear expectations, cooperative effort
Establish structure and support for students

30. QUESTIONS