Positive Behavior Support in the After School Program

1. Positive Behavior Supportin the After School Program Presented by Gretchen Giuffre Santa Cruz County Office of Education

2. The Four Major Types of Misbehaviors • Attention-Seeking • Power/Personal Control • Revenge or “Getting Back” at others • Avoidance of Task and/ or Activity

3. Typical Functions of Misbehaviors To obtain or Escape/Avoid: • Social Attention (Peer/Adult) • Activities/Task • Tangibles (Objects) • Sensory Stimulation/Over stimulation

4. Environmental Triggers of Misbehavior • Environmentally Based 2. Physically Based 3. Related to Performance or skill demand 4. Related to activity or event 5. Related to a specific time or person

5. Questionable Practices: • Corporal Punishment: Any physical contact with a child (e.g., grab arm for attention) • Time-Out: Used as punishment • Forced Apologies: Remind a child that it would be a good idea to apologize, but do not force them • Sarcasm: Students are literal so they don’t usually understand sarcasm • Confiscating Items from Children: Always give the child an opportunity to get object back – Just make it more restrictive each time Cheap Shots: An example of a cheap shot at a child is to put them in a position to lie to you when the truth is already known Behavior Video Clips\Questionable Practices.asf(8:03) (KOHLBERG'S RESEARCH on Moral Development)

6. Attention-Seeking Objective Assumed Goal: To gain attention (Positive or Negative) from others What You May Feel: Annoyed! What Child is Thinking: I'm important when I am being noticed Classroom Example: A child does not follow the teacher’s directions to make their peers laugh at their intentional error. Corrective Guidelines: Ignore when possible, use Time-Out strategy to remove child from group so he/she receives no reinforcement for negative behavior, give attention with student's appropriate behaviors ("I really like it when you…") Behavior Video Clips\Effective Time-Out.asf (2:00)

7. Power/Personal ControlObjective Assumed Goal: To gain personal control over a process or situation What You May Feel: Provoked or challenged What Child is Thinking: I count when you do what I want you to do or when I can do what I want Classroom Example: Student will try to change the day’s Agenda or refuse to do assignment because it is "boring" or "lame". Corrective Guidelines: Withdraw from conflict, act rather than talk (e.g., Use non-verbal and/or visual based directives), avoid argument with "Broken Record" technique. Behavior Video Clips\Avoiding Arguments and Using Your Voice Effectively .asf(5:31)

8. Revenge-Seeking Objective Assumed Goal: To hurt others as individuals Perceives he/she has been hurt What You May Feel: Hurt ”How can he/she do this to me?” What Child is Thinking: I will count if I can hurt others as I feel hurt Classroom Example: Laughing at another student's response to the teacher's question. Corrective Guidelines: Avoid retaliation or punishment, use "Effective Conferencing" with student to help child and build a trusting relationship. Behavior Video Clips\Using Effective Conferencing Techniques in Discipline .asf(4:16)

9. Escape/Avoidance Objective Assumed Goal: To Escape/Avoid presented & upcoming task What You May Feel: Frustrated & Hopeless “I give up” What Child is Thinking: “I can’t do anything right. So I won’t try to do anything at all. I am no good.” Classroom Example: Student sits out of sight during Teacher's lesson, and puts head down when work is presented to them. (May become disruptive to avoid work) Corrective Guidelines: Encourage student's positive efforts, demonstrate faith in child's ability (remind them of past successes), use "Descriptive Praise" technique, be patient, and don't give up, pity or criticize. Behavior Video Clips\Using Praise Effectively.asf (2:44)

10. Hot Button Activity

11. Positive and Negative Feedback • Negative feedback onlystops behavior • Positive feedback changes behavior • Behavior Video Clips\Positive and Negative feedback.asf (2:50)

12. Reward Direction Not Perfection! • Reinforce each step toward the goal • Reinforce desired behavior • Replacement Behavior will grow & develop onlyifteacher rewards those steps toward desired behavior Behavior Video Clips\Rewarding Successive Approximation .asf(4:23)

13. Be Proactive Rather Than Reactive! • Determine goal/purpose for behavior • Determine events that reinforce problem behavior • Provide Corrective Guidelines: Decrease problem behavior & Increase desired replacement behavior • Encourage/Model Appropriate Communication • Provide Relief Time if student becomes overwhelmed (Be careful with Escape/Avoidance Behavior students)

14. Be Proactive Rather Than Reactive! • End/Return to task on teacher’s terms • Establish and follow predictable routines • Be aware, Be positive • Acknowledge and reinforce appropriate behaviors consistently • Ignore or Remove student with Attention-Seeking, unless safety becomes an issue

15. What is Your Approach toBehavior Management?

16. Promoting PositiveSelf-Esteem • There is a dynamic relationship between self-esteem and skill development. • As a child improves their self-esteem, their academic competence improves. • See Handout: "20 Tips to Promote Positive Self-Esteem" By Rick Lavoie • Behavior Video Clips\Poker Chips as a Metaphor for Self-Esteem.asf (5:48)

17. Rate Your Classroom Practices

18. Establishing Patterns & Structure • Predictable Environment = Structure • Children don’t have strong Internal Structure, so provide External Structure (e.g., Rules/ Procedures & Agenda) • Basic structure for an effective Discipline Plan: Expectations, Rules/Procedures, Consequences, and Rewards • SEE Hand-Outs for "Basic Structure for a Discipline Plan"

19. Resources Shawn Bouchard, Behavior Specialist (PPT Presentation 2006) Behavior Guidance Training TOT (2007) Richard Lavoie, "When the Chips are down…" (Video segments 1996) Sandra F Rief & Julie Heimburge, "How to Reach and Teach All Children in the Inclusive Classroom" (2006) www.ricklavoie.com