Methods of Preventing Behavior Problem Methods on Recording and Observing Behavior Problem

1. Methods of Preventing Problem Behavior & Methods of Observing and
Recording Behavior
By: Mary Alyssa G. Botin

2. PREVENTING PROBLEM
BEHAVIOR

3. (10) ways to prevent
behavior problems
before they start

4. 1. Develop a Healthy Relationship
If you don’t have a healthy
relationship with your student,
your student is much less
likely to be motivated to
behave.

5. Just like most adults are usually
motivated to work harder for a
boss they like and respect, kids
will be much more likely to follow
your rules if they feel loved and
respected.

6. • Provide plenty of
positive attention and time
in if you want time out to
spend less time dealing
with time out.

7. 2. Make the Rules Clear
Students can’t follow the rules if
they aren’t sure what your
expectations are.
Create a written list of classroom rules

8. 3. Explain the Consequences Ahead of
Time
Once you’ve explained the rules,
tell your child what will happen if
he breaks the rules.

9. • Make the consequences clear ahead
of time
• Your child will be less likely to
challenge the rules or test limits if he
knows how you’re going to respond.

10. 4. Provide Structure and a Schedule
Create a schedule for your child that
outlines when he should do his
homework, when he needs to complete
his chores, and when he can have free
time.

11. • When kids get used to the structure,
they’re much more likely to respond
positively.

12. 5. Praise Good Behavior
• Catch your child being good.
• Offer praise liberally.
• Praise your child’s efforts and offer praise
whenever you see behaviors that you
want to see repeated.

13. 6. Work as a Team with Other
Caregivers/Teachers
• Work together with your partner, your
child’s babysitter, or teachers to discuss
discipline strategies and behaviors that
need to be addressed.

14. 7. Teach Your Child About Feelings
• When kids have an understanding of their
feelings, they’re much more likely to have
control over their behaviors.
• Teach your child anger management skills
and strategies to deal with sadness,
frustration, and disappointment.

15. 8. Teach Impulse Control
• When kids can control their
impulses, they are less likely
to react aggressively or
defiantly.

16. • Teach your child impulse control skills
with various games and discipline
strategies.
• When kids develop impulse control, their
social lives improve and they tend to
perform better academically.

17. 9. Create a Reward System
• Reward systems are a great way to
prevent behavior problems before they
start.
• Identify a behavior you want to address
and work with your child on establishing a
reward system.

18. 10. Plan Ahead
• Be proactive in preventing
behavior problems by planning
ahead.
• Identify potential problems before
they start.

19. METHODS OF OBSERVING
AND RECORDING BEHAVIOR

20. Differences
• Observation
- is the process of
watching a child at
work or play without
interfering in the
activity.
• Recording
- is the process of
documenting the
observed activity or
behavior.

21. Formal Observation
 include standardized tests and research
instruments.
 provide important information, they require
specialized training for recording data on
carefully designed forms.

22. Informal Observation
 observation methods to collect data.
 easier to use and more appropriate for program
planning.
 They include observing children in the classroom,
collecting samples of their work, interviewing
parents, and talking with children.

23. 1. Anecdotal Record
oMethod of informal observation
oThe simplest form of direct observation is
a brief narrative account of a specific
incident

24. oUsed to develop an understanding of a child’s
behavior.
oThey can be recorded in any setting and
require no special training.
oHelps the teacher understand a child’s
behavior in particular situations and settings.

25. Contents of Anecdotal Records
Identifies the child and gives the child’s age
Includes the date, time of day, and setting
Identifies the observer

26. Provides an accurate account of the child’s
actions and direct quotes from the child’s
conversations
Includes responses of other children and/or
adults, if any are involved in the situation

27. Sample of Anecdotal Record Form

28. 2. Event Sampling
• Is usually a series of short observations to
confirm a child’s behavior pattern in order to
provide suitable strategies to manage the
child’s behavior effectively. It is like keeping a
clearly focused diary of the child’s behavior.

29. A form could be developed that
might include the following components:
1. Targeted behavior
2. Causes of misbehavior
a. Antecedent events
b. Consequences of behavior
c. Interpretation information from observations
3. Behaviors to be encouraged
4. Strategies to be used in intervening
5. Follow-up – later observations to see if the problem is solved.

31. 3. Time Sampling
• A quick way to study the behavior of one
or two children is through the use of the
“time-sampling” method (Hills,1992).

32. • In this method behavior is recorded at regular,
preset interval. Ten minutes is probably too
long an interval; two minutes may be too
short. Three to five minutes is more
workable. That gives the observer a minute to
observe and two to three minutes to record.

34. • Time sampling should be used when
teachers are concerned about the
behavior of a particular child or small
group of children.

35. END
Thank You!   

36. References
• https://www.verywell.com/ways-prevent-behavior-problems-before-
start-1094761
• https://www.verywell.com/ways-to-teach-children-impulse-control-
1095035
• https://www.verywell.com/ways-to-teach-your-child-anger-
management-skills-1095010
• https://www.verywell.com/establishing-house-rules-for-kids-1094872
• https://www.verywell.com/positive-attention-reduces-behavioral-
problems-1094784
• http://www.slideshare.net/cutewheng/methods-for-recording-
observation?qid=c7669707-e634-414a-8c53-
61ce7d503611&v=&b=&from_search=2