Behavior Modifcations
Many concepts already discussed on behavior management strategies lead into this topic of behavior modification. Behavior management strategies can often act as preventative measures and modifications come into play when undesirable behaviors can be replaced with more desirable ones through positive or negative reinforcement .
All students in a class should have the benefit of having expectations of appropriate behavior expressed clearly to them through the use of posted and reviewed classroom rules and modeling of expected and appropriate behavior. Some general guidelines for behavior modification are:
1) Try non-verbal tactics to eliminate the unwanted behavior.
A stare, close proximity, ignoring the behavior, or a glance at the classroom rules list are ways that students can be reminded of what their proper behavior should be.
2) When a student is acting out or disruptive and non verbal techniques aren't working, a warning should be given prior to a consequence. Warnings are used so that students have the opportunity to make good choices. If they do not, then the consequence must be immediately given.
3) Consequences should be communicated to the student.
Prior to acting on a consequence, the consequence must be clear and well communicated to the student so that there is opportunity for good decision-making.
4) Be fair and consistent without wavering.
Rules and consequences must be fair in order for them to be taken seriously and accepted. Not following through on consequences results in students taking advantage and continuing to exhibit the poor behavior.
5) Be sure that rules have logical and related consequences.
If a student is acting up during cooperative teamwork, then a logical and related consequence would be that the student must work alone. Consequences should be directly related to the unwanted behavior so that students can make direct connections to what they are doing and what they should be doing.
6) When using a whole group behavior modification strategy, positive reinforcement should be used instead of negative reinforcement.
Using incentives for a whole group is a great way to motivate the majority of the students in the class, provides a positive class culture, and creates opportunities for good behavior to be modeled for all. More challenging students can be addressed through individual behavior modification plans.
In situations where all other strategies have been used and are not changing the undesired behavior of particular students, extra supports can be given. This video details the process - Creating Behavior Plans and Charts.
All students in a class should have the benefit of having expectations of appropriate behavior expressed clearly to them through the use of posted and reviewed classroom rules and modeling of expected and appropriate behavior. Some general guidelines for behavior modification are:
1) Try non-verbal tactics to eliminate the unwanted behavior.
A stare, close proximity, ignoring the behavior, or a glance at the classroom rules list are ways that students can be reminded of what their proper behavior should be.
2) When a student is acting out or disruptive and non verbal techniques aren't working, a warning should be given prior to a consequence. Warnings are used so that students have the opportunity to make good choices. If they do not, then the consequence must be immediately given.
3) Consequences should be communicated to the student.
Prior to acting on a consequence, the consequence must be clear and well communicated to the student so that there is opportunity for good decision-making.
4) Be fair and consistent without wavering.
Rules and consequences must be fair in order for them to be taken seriously and accepted. Not following through on consequences results in students taking advantage and continuing to exhibit the poor behavior.
5) Be sure that rules have logical and related consequences.
If a student is acting up during cooperative teamwork, then a logical and related consequence would be that the student must work alone. Consequences should be directly related to the unwanted behavior so that students can make direct connections to what they are doing and what they should be doing.
6) When using a whole group behavior modification strategy, positive reinforcement should be used instead of negative reinforcement.
Using incentives for a whole group is a great way to motivate the majority of the students in the class, provides a positive class culture, and creates opportunities for good behavior to be modeled for all. More challenging students can be addressed through individual behavior modification plans.
In situations where all other strategies have been used and are not changing the undesired behavior of particular students, extra supports can be given. This video details the process - Creating Behavior Plans and Charts.
Pairs Check
1) Click on your assigned "Behavior Scenario" to review.
2) Click "YES" at the bottom to review
Tier 1 Intervention options - choose 3 that you would try.
3) Choose a data tracking tool to use.
3) Choose a Tier 2 Intervention in case Tier 1 Interventions were unsuccessful after a 6 months trial period.
4) Describe to your partner your "Behavior Scenario" and reasoning for Tier 1 and Tier 2 Intervention selections.
Share your chosen data tracking tool.
Repeat with partner.
Other Resources
PBISWorld is a great tool for ideas for positive behavioral interventions and supports with 3 tiers of approaches.
Intervention Central Explore the collection of many other ideas for
modification strategies and interventions here.
Class Dojo is a classroom technology tool that builds a classroom community, uses positive reinforcements, and encourages classroom values and a positive classroom culture.