• Schools should develop a unified system of rules, procedure, and expectations. They should also promote instruction of social skills and self control. The school staff should evaluate the effectiveness of the behavioral support system and make necessary changes.
• A functional behavioral assessment gathers information to measure a students behavior, determine the reasons for the behaviors, identify the variables which contribute to the behaviors, and plan an appropriate intervention.
• When identifying a problem it is important to consider what the student is or isn’t doing which is causing the problem, how the individual’s cognitive, language, physical and sensory abilities contribute to the behavior, and how the behavior affects the student’s progress as well as other students and adults.
• Perceived function is the reason the student uses a certain behavior. It can be for attention, to receive a desired object, avoiding an undesired activity, or addressing their own needs.
• It is important to consider cultural factors that may contribute to behavior. Students from different cultures may approach time, movement, respect for elders, and individual versus group performance in different ways.
• A behavioral intervention plan focuses on how to change the environment to address students’ behavior characteristics, strengths and challenges to reach goals for specific behaviors.
• Good strategies for promoting positive behavior include building relationships, social skills instruction, antecedent-based intervention, consequences-based interventions, self-management techniques, group-oriented management systems, and behavior reduction techniques.
• It is important for teachers to learn about their students’ interests by interacting with them informally, observing them in different settings, and listening.
• When giving praise, it is just as important to praise effort as it is specific outcomes so that students are encouraged to try.
• Class meetings can be used to allow students to share their opinions and develop their own solutions to conflicts. Use open-ended questions, personalizing questions, and creative thinking questions.
• Social skills instruction explains the importance of specific behaviors and when they are appropriate. You can use role-playing, demonstrations, videos, and give students opportunities to put it into practice.
• Regular routines are important, especially for some students with autism spectrum disorder. Students like to feel in control of their environment and when they do not know what to expect they are more likely to misbehave. Students can be involved in planning the schedule and activities.
• When students help develop the rules, they see how they are responsible for their actions and are more likely to respect them. Students can also work together to write a contract outlining acceptable behavior and appropriate consequences.
• When using reinforcements, make sure they are effective, the children should be interested in them.
• Self-management interventions help the students monitor their own behavior. Students can use a date-collection system, evaluate their own behavior according to a scale, or deliver self selected awards.
• Group-oriented management systems foster cooperation and teach responsibility to the group. However, there can be competition between the groups and sometimes the students feel too much pressure or don’t respond well.
• Positive replacement behaviors must be introduces when trying to decrease misbehaviors. The teacher’s response to behavior should not escalate the undesired behavior. Do not limit a student’s freedom more than necessary when trying to reduce a behavior.
• Redirection is when misbehavior is interrupted and an alternative appropriate behavior is suggested. Planned ignoring is when the teacher ignores an undesired behavior to withhold the attention the student is seeking. This method takes a lot of time and can sometimes seem to increase the behavior at first.
• Cyberbullying is become more prevalent and schools need to include policies against this in its antibullying policies.
• Classrooms can be arranged to provide a calm and positive environment for all students. They should be clean, well lit, odor free, colorful, and reflect all students’ identities. Special accommodations can be made to meet the needs of students with physical or sensory impairments. Students with behavior disorders and ADD should be placed in an area with minimal visual and auditory distractions and have clear physical boundaries.
Resources
• How to Create Behavior Contracts
• Teaching Social Skills
• Positive Consequence Strategies
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