2. copyright (c) 2003 Allyn & Bacon Chapter 8 Managing Student Behavior and Promoting Social Acceptance This multimedia product and its contents are protected under copyright law. The following are prohibited by law: any public performance or display, including transmission of any image over a network; preparation of any derivative work, including the extraction, in whole or in part, of any images; any rental, lease, or lending of the program.

3. copyright (c) 2003 Allyn & Bacon Managing Student Behavior Look for the positive Using Reinforcers – Positive – Negative – Tangible – Activity – Social – token

4. copyright (c) 2003 Allyn & Bacon When Implementing a Token System (Ayllon, 1999) Clearly identify behavior you want to change Make tokens available and easy to administer Identify items, activities, or reinforcers that are highly rewarding Give regular opportunities to exchange tokens

5. copyright (c) 2003 Allyn & Bacon Guidelines to Consider Develop recordkeeping procedures Determine class rules Ignore on purpose Time out

6. copyright (c) 2003 Allyn & Bacon Punishment Often ineffective in long run Often causes undesirable emotional side effects (fear, aggression, resentment) Provides little information about what to do Person administers punishment is viewed as harsh or negative Fear of punishment often leads to escape behavior

7. copyright (c) 2003 Allyn & Bacon Punishment is used because Unfamiliarity with consequences of punishment Inability to implement a more positive approach Reinforcing to the person who administers it

8. copyright (c) 2003 Allyn & Bacon Establishing a Classroom Climate Create a learning community – Students are children – Focus on abilities – Celebrate diversity – Demonstrate high regard for all students – Provide opportunities for mixed-ability groups

9. copyright (c) 2003 Allyn & Bacon Positive Behavioral Supports Behavior Support Plans – Learn how student percieves events – Invest in preventing occurrences of behavior – Teaching is most powerful support strategy – Avoid rewarding problem behaviors – Reward positive behaviors – Know what to do in a difficult situation

10. copyright (c) 2003 Allyn & Bacon Preventing Violence (Skiba & Peterson, 2000; Sprague & Walker, 2000) Conflict resolution and social instruction Classroom strategies for disruptive behavior Parent involvement Early warning signs and screening School and district-wide data systems Crisis and security planning Design, use, and supervision of space Administrators who are accessible and interested

11. copyright (c) 2003 Allyn & Bacon Enhancing Self-Concepts Hold all students to high standards Discover and recognize students’ talents, abilities, or interests Provide opportunties for success in non- academic ways Recognize difficulties in learning and explain them in a way that’s easy to understand Remember teachers’ important role in influencing self- concepts

12. copyright (c) 2003 Allyn & Bacon Social and Self-Management Skills FAST – Freeze & Think – Alternatives – Solution Evaluation – Try it SLAM – Stop – Look – Ask – Make

13. copyright (c) 2003 Allyn & Bacon Social Skills Training (Vaughn & La Greca, 1993) Principles of Effective Instruction – Obtain student’s commitment to learn targeted skill – Assess social skills and target skills appropriate – Explain targeted skill and model appropriate uses – Identify steps in implementing skills and provide time to rehearse – Allow students to role-play – Teach students to monitor and evaluate their progress

14. copyright (c) 2003 Allyn & Bacon Social Skills Training Involve peers in training program for low social status students Teach for transfer of learning (Michelson & Mannarino, 1986) – Behaviors that will supported naturally in setting – Alternative response patterns – Adapt procedures so it becomes their own – Rehearse skills – Natural and logical consequences – Use peers as change agents