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Classroom Interventions for Chronic Behavior Problems

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Subject : Classroom Management …

Subject : Classroom Management
Topic : Classroom Interventions for Chronic Behavior Problems
Credits : Yemima, Soraya & Christine

Published in: Business, Education, Technology

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  • 1. Classroom Interventions for Chronic Behavior Problems Yemima Soraya Christine
  • 2. INTRODUCTION
    • Majority of discipline problems can be either prevented or redirected to positive behavior
    • Students may have problems and they act out their frustrations in class and make life miserable for both their teachers and their peers.
  • 3.
    • Teacher often fall into a two-step trap. When scream, punish, and retaliate didn`t work, they will turn the student over to somebody else.
    • Chronic behavior problems often can be resolved successfully within the confines of the regular classroom and with a minimum of additional effort by the teacher.
  • 4. LONG-TERM PROBLEM-SOLVING STRATEGIES
    • Relationship Building as one of the most effective strategies for helping students.
    • Teacher can only influence a student`s behavior, not control a student`s behavior.
    • 1. Recognize that her role is to help these students learn to control their own behavior
    • 2. She must disregard any negative feelings she has toward the student
  • 5.
    • Two important insight
      • Teachers who able to find some positive qualities in students who exhibit chronic behavior are more successful
      • The development of a close and positive relationship with some caring adult
    • Teachers who want to build relationship with such students must be persistent, consistent, and predictable in their own behavior toward the student.
  • 6.
    • Bob Strachota (1996) : Teachers need to view themselves as allies rather than opponents of the students.
      • “ Wondering why?”
      • Develop a sense of empathy and intimacy with the student
      • Stay alert and for cues and behaviors that reveal other aspect of the student`s personality
      • The teacher needs to monitor carefully her own behavior in iteracting with the student
  • 7. Breaking the Cycle of Discouragement
    • Students who fail to develop a strong sense of belonging are much more likely to be connected with a whole host of negative outcomes
    • To establish a strong sense of belonging on the part of all students, Khon exhorted teachers to practice the unconditional teaching
  • 8.
    • To stop misbehavior is like repairing water pouring from underneath the kitchen sink. Shutting off water -> applying punishment. It stops the water (the inappropriate behavior), but it does not fix the leak (the unfulfilled self-esteem needs)
    • The appropriate way to solve chronic problems is to break the cycle of discouragement
  • 9.
    • Telling students that they are good at things, when they are not good will reduce self-esteem. On the contrary, the route to enhancing self-esteem is twofold:
      • Helping student to acquire the necessary knowledge, skills and attitudes
      • Creating classroom learning situation in which the knowledge, skills and attitude can be used
  • 10.
    • To gain student` sense of significance:
      • Student teams that work together productively over time also can help the student to develop a sense of group identity and belonging
      • Positive group interaction can be increased greatly by the teacher`s careful selection of the appropriate group of the student
  • 11.
      • Place the student in a responsible role (elementary school)
      • Finding extracurricular or out-of-school activities according to student` interest and support their participation (middle school and high school)
      • Teacher should give the student attention and positive feedback
  • 12.
    • To gain student` sense of competence:
      • The use of encouragement
      • Setting short-term goals with the student and then helping the student to keep track of his progress in meeting the goals helps the student to feel more competent
      • And also using encouraging communication, stressing effort and improvement, focusing on the positive aspects of student` behavior and performance.
  • 13.
    • To gain student` sense of power
      • Depriving students from the opportunity to be self-directing and to make responsible choices can make the student dependent on others or bully or even unable control their own lives
      • Teacher should provide opportunities for student to make choices and avoiding student to experience the consequences of those choices.
  • 14.
    • To gain student` sense of virtue:
      • “ We are givers as well as takers”
      • Participating food drives, marathons and walkathons for charities, and other types of community service project
  • 15. TALKING TO SOLVE PROBLEMS
    • Designed to make students to gain their control of behavior.
    • Private conversation would be more productive.
    • Private conversation has several goals:
      • Make sure that the student know about the problem to deal with
      • Building a positive relationship
      • Help student to take ownership for the problem
      • Lead to innovative solutions
  • 16. Receiving Skills
    • It is important to be sure about the message that you receive from the student
    • Receiving skills:
      • Use silent and nonverbal attending cues
      • Probe, ask question to draw out extended information
      • Check perception, paraphrase or summarize what the student said
      • Check feeling, use nonverbal cues
  • 17. Sending Skills
    • To communicate teacher’s thoughts and ideas clearly to help the student gain insight.
    • Guidelines for sending accurate message:
      • Deal in here and now, communicate about the present situation and immediate future situation
      • Make eye contact and use congruent nonverbal behaviors, maintaining eye contact
      • Make statement rather than ask questions
  • 18. Sending Skills
      • Use I – take responsibility for your feelings. Students know that teachers have feeling in determining the effect of the student’s behavior
      • Be brief, get to point directly
      • Talk directly to the student, not about her
      • Give direction to students to correct the problems
      • Check student understanding of your message
  • 19. Asking Authentic Questions
    • Begin the conversation with brief description then ask question about the situation to the student.
    • The question should be something that still unclear to the teacher.
    • Open pursuit of the authentic question might provide clear direction for the solution of the problem, making the use of short term problem solving technique unnecessary
  • 20. SPECIFIC SHORT-TERM PROBLEM SOLVING STRATEGIES
    • The number student who exhibiting chronic behavior problem usually are fewer than five.
    • Teacher is well prepared for each class.
    • The expectation for behavior are clearly understood by the student and enforced on a consistent basis.
    • Teacher copes with commonplace disruption with a preplanned hierarchy non verbal an verbal intervention.
    • Teacher attempt to build positive relationship with student who exhibit chronic behavior problems.
  • 21. SPECIFIC SHORT-TERM PROBLEM SOLVING STRATEGIES
    • Student who exhibit the chronic behavior problem usually fall into two categories
    • Those who have the greatest potential for improving their behavior quickly
    • Those whose behavior causes greatest disruption
    • Those with the greatest odds for quick improvement are the students with least severe behavioral problems
    • Even the teacher can handle them, the general disruptive level in the classroom may still remain high
    • Student who have most severe disruptive behavior usually have the longest period time to improve but bring the dramatic impact on the classroom
  • 22. 4 Techniques
    • Self-monitoring
    • Anecdotal Record Keeping
    • Functional Behavior Assessment
    • Behavior Contracting
  • 23. SELF-MONITORING
    • The challenge is to design the congruent technique with the belief that the students must given the opportunities to monitor their own behavior.
    • It is student-directed.
    • Appropriate most for elementary students.
  • 24. SELF-MONITORING
    • At the beginning, students may need teacher cues to indicate when is the time to check and record their behavior on the instrument.
    • Cues can be private, nonverbal signal that agreed between the students and teachers.
    • It could be effective enough if the self-monitoring relies heavily on how the use of the instrument that has to be explained to the students.
  • 25. SELF-MONITORING
    • self-monitoring can not be done for only one day, it needs more time to improve and replaced the chronic behavior with the new good behavior.
    • Once the student’s behavior has improve, teacher has to stop co-monitoring and convinced in student’s report.
    • Then if the student has improve more, give some lengthen time between self-check.
    • At the end, teacher can remove student from self-monitoring.
  • 26. Comments Rating Part of the day Social Studies/science End of the day jobs Language arts Math Morning work
  • 27. ANECDOTAL RECORD KEEPING
    • Successfully used to handle a variety of chronic discipline problems at a variety of grade levels (Levin, Nolan, and Hoffman, 1985)
    • Most appropriate for middle and secondary students
  • 28.
    • Student’s Name _____________
    • Home Phone _______________
    • Date Student Behavior Teacher Action Student Signature
  • 29. 9 Guidelines for Anecdotal Record Keeping. The teacher should ... :
    • Begin on positibe note
    • Help the student to recognize the past behavior and its negative impact
    • Explain that this behavior is unacceptable and must change
    • Tell the students that she will keep a record of the student’s positive and negative behavior and sign at the end of class each day
  • 30. 9 Guidelines for Anecdotal Record Keeping. The teacher should ... :
    • Record the student’s home phone number (not suitable for senior high students)
    • Be positive and emphasize expectations of improvement
    • Record the conference on the anectodal record
    • Note a verbal commitment from the student
    • Make the student sign the anecdotal record
  • 31. ANECDOTAL RECORD KEEPING
    • Make teacher’s log to view on the effectiveness of the procedure
    • Stop the record after the student’s behavior improved to an acceptable level
  • 32. FUNCTIONAL BEHAVIOR ASSESSMENT
    • “ A functional behavior assessment simply means that someone skilled at observing behavior tries to determine the function (motive) for the student’s behavior”
    • ~Hall and Hall, 2003, p. 149
  • 33.
    • Student Name : Date :
    • Use this section of the worksheet to descrie the problem
    • Trigger/Antecedent Problem Behavior Maintaining Consequences
    • Use this section of the worksheet to brainstrom positive behavior support strategies
    • Antecedent strategies New skills needed Consequence strategies
  • 34. Pre-observation
    • Interview of individuals who have observed the student’s behavior over time
    • The interview or questionnaire results should be measurable (where, when, how often, and who will collect data)
  • 35. Direct Observations
    • 4 common strategies to collect data :
      • Event Recording : documenting every behavior, the result is exactly how many times the behavior occurs
      • Duration Recording : record the beginning and the ending time of the behavior so that the duration of the behavior can be calculated
  • 36. Direct Observations
      • Latency Recording : record the interval between the time when the student is asked to initiate a behavior and when she actually starts the behavior
      • Interval Recording or Time Sampling : record the preset intervals, both the inappropriate and appropriate behavior o v er a desi g nated time period.
  • 37. Summary
    • Analyze and summarize from the data collected and develop positive behavior support strategy to replace the inappropriate behavior
    • The general categories of positive support include :
      • Antecedent strategies : adjust the environment (reduce the likelihood of problem behavior occuring and allow the student to be more successful and independent)
  • 38. Summary
      • Educative strategies : teaching replacement academic and social skills
      • Consequence strategies : managing consequences to reinforce desired behaviors
  • 39. BEHAVIOR CONTRACTING
    • Principle : a behavior that is reinforced is likely to be repeated and the one that is not reinforced will disappear
    • The teacher should keep these principles :
      • Design the contracts to require specific, gradual impro v ements in behavior
      • Gradually lengthen the time period during which the contract must be observed to gain the reward
      • Move from more tangible, extrin s i c rewards to less tangible, more instrinsic rewards
  • 40.
    • Expected Behavior
    • Time Period
    • Reward : a. ...
    • b. ...
    • Evaluation : a. ...
    • b. ...
    • Student __________________
    • Teacher __________________
    • Date ____________________
    • Behavior Contract Checklist
    • ____ Yes ____ No
    • ____ Yes ____ No
    • ____ Yes ____ No
    • ____ Yes ____ No
    • ____ Yes ____ No
    • ____ Yes ____ No