This document discusses the difference between punishment and discipline when it comes to teaching children appropriate behavior. Punishment focuses on controlling behavior through negative means like verbal reprimands or physical punishment. This can make children angry and resentful without helping them learn. Discipline aims to develop behavior by teaching self-control through logical consequences, respect, and focusing on positive alternatives rather than what children should not do. The goal is to guide children to make good choices and respect themselves and others. While punishment is meant to control behavior in the short-term, discipline teaches behavior that can last a lifetime.
April 2014 talk to child care providers at MA's Park St. office of the Department Of Children and Families. Starting with the feelings someone has, we look at what behaviors can mean, and finally ways of creating the MOST effective discipline strategies.
April 2014 talk to child care providers at MA's Park St. office of the Department Of Children and Families. Starting with the feelings someone has, we look at what behaviors can mean, and finally ways of creating the MOST effective discipline strategies.
A presentation on child discipline tactics created by Dr. John Lutzker and other faculty researchers at the School of Public Health at Georgia State University.
The principle of non-violent upbringing comes down to three words: respect the child. The practical application of this respect is also easily defined: treat the child as we would want to be treated. The bulk of what a child learns, he learns by imitation as if he were a mirror, determined less by what we want him to learn than by how we act toward him. Do we want him to know how to love? Let's love him. That he respect others? Let's respect him. That he be patient and tolerant? Let's be patient and tolerant with him. That he never inflict violence once he has grown up? Let's never inflict violence on him. That he have an independent personality. Let's respect his independence to the maximum. Understanding this is within anyone's grasp.
A presentation on child discipline tactics created by Dr. John Lutzker and other faculty researchers at the School of Public Health at Georgia State University.
The principle of non-violent upbringing comes down to three words: respect the child. The practical application of this respect is also easily defined: treat the child as we would want to be treated. The bulk of what a child learns, he learns by imitation as if he were a mirror, determined less by what we want him to learn than by how we act toward him. Do we want him to know how to love? Let's love him. That he respect others? Let's respect him. That he be patient and tolerant? Let's be patient and tolerant with him. That he never inflict violence once he has grown up? Let's never inflict violence on him. That he have an independent personality. Let's respect his independence to the maximum. Understanding this is within anyone's grasp.
6 peer responses due in 18 hours Each set of 2 responses will ha.docxBHANU281672
6 peer responses due in 18 hours
Each set of 2 responses will have its own instructions..
Guided Response:
Respond to one peer in this Discussion Forum. Read the challenging behavior scenario they have created and use the Developmental Discipline guidance strategy to problem solve. You must include the following in your response: child’s name, how you will approach the child, possible reminder or private sign, describe how you provide time and space, an example of self-talk that can help the child problem solve, and a choice you can offer the child. Additionally, can you use humor to defuse the situation? If so, how? If not, why?
My post:
Collaborative problem solving is one of the guidance strategies to address challenging behaviors. This strategy is based on the notion that a child does not just behave undesirably. There must be a reason for such behavior. Thus, understanding why the child is having a challenging behavior is the start towards addressing this behavior (Schaubman, Stetson, & Plog, 2011). The focus is on building skills like problem-solving, flexibility, and frustration tolerance rather than motivation the child to behave better. Surprisingly, children with challenging behaviors do not lack the will to behave in a desired manner. Simply, they do not have the skills necessary to behave in a desired manner. This information is vital to addressing challenging behaviors among children in the future. This would be achieved through identifying the challenging behaviors, skills needed to address the behaviors, and partnering with the child to build these needed skills (
Kaiser & Sklar Rasminsky, 2017
). This strategy would help address Olivia’s disruptive behavior, impulsivity and addressing peers negatively. Reward and punishment may not work on Olivia. Thus, Olivia needs to develop skills to address her behaviors (Schaubman et al., 2011). One of the skills to develop is social skills to enable her to control her impulsivity, connect with others, and relate with her peers positively. Apart from this strategy, time-out or time-away would address Olivia’s challenging behaviors. A scenario portraying Olivia’s challenging behavior is her inability to wait for her turn during a group activity. She is always blurting out answers before her turn arrives. How can this be solved?
References
Kaiser, B., & Sklar Rasminsky, J. (2017). Chapter 9: Guidance. In
Challenging behavior in young children: Understanding, preventing, and responding effectively
(4th ed.). Pearson Education.
Schaubman, A., Stetson, E., & Plog, A. (2011). Reducing teacher stress by implementing collaborative problem solving in a school setting.
School Social Work Journal
,
35
(2), 72-93.
BRITTNEY'S POST:
What did you learn about your chosen strategy and what information surprised you?
After reading Time Out or Time Away I have learned a couple of things, such as, not every teacher uses the timeout method and I also learned about the tim.
An overview of Positive Parenting
Strategies for raising children through positive approaches. Contains strategies for preventing and treating challenging behavior
Type of discipline guidanceHow it worksAdvicecautionsReinf.docxmarilucorr
Type of discipline/ guidance
How it works
Advice/cautions
Reinforcers/
Rewards
Material reinforcers
These can be primary (e.g., food) or secondary (e.g.,money). These are given to the child after the child has exhibited the required behaviors.
Be careful not to create situations where children believe
They must be rewarded for everything they do. Never reward
a whole group for the behaviors of a few.
Social reinforcers
Smiles, hugs, and kind words are social reinforcers, as is adult attention (which is why teachers must becareful when responding to negative behaviors).
This is often the best kind of reinforcement because it creates
important trust and relationships.
Activity reinforcers/ Premack principle
Completing a less-than-desirable activity (e.g.,cleaning up the art area) is rewarded by a More favorable one (e.g., playing on the computer).
Caution must be observed to make sure this does not punish a
child incapable of completing the first task to the teacher's
satisfaction.
Positive feedback
This is verbal feedback that tells the child he or she is doing well and making progress.
The more specificthe praise, the more effective it is in modifying behavior.
This is an extremely effective approach because it lets
children know what they are doing correctly.
Negative reinforcement
This is increasing a behavior by removing a negativestimulus. For example, children will complete work more quickly so they can go to the playground sooner.
Rather than using negative reinforcement, teachers should
determine whether the behavior children are trying to avoid
could be made more meaningful and interesting.
Token economy
Children's appropriate behavior is rewarded immediately with tokens, which are exchanged for material reinforcers or privileges.
Tokens must be exchanged for things students really
want; a choice should also be provided. Many believe
tokens do not work with children under age 5.
Intrinsic reinforcement
Intrinsic reinforcement comes from within the child: feelings of success or happiness, or a sense of competence or pride.
The ultimate goal of discipline and guidance is that they are
internalized. Some people believe using extrinsic reinforcers
reduces the power of intrinsic reinforcement.
Punishments
Natural consequences
This is the natural result of what a child does or does not do. A child who forgets to put on a jacket will get cold on a winter day. A child who comes late to the meal may miss out on his or her favorite food.
This works only when adults are willing to let go, and to let
the child live with the consequences of his or her behaviors.
A child needs to be able to make the connection between the
behavior and the result.
Logical consequences
If a child spills milk, a logical consequence is to have him or her clean up the mess; a logical consequence for a child drawing on a table is to have him or her scr ...
Running Head BEHAVIOR INTERVENTION PLAN 1BEHAVIOR INTER.docxtoddr4
Running Head: BEHAVIOR INTERVENTION PLAN
1
BEHAVIOR INTERVENTION PLAN
2
Tammy Tillman
Liberty University
EDSP 429
October 7, 2018
Behavior Intervention Plan Template
Student: Jackson
School: ABC Elementary
Date Developed: 10/07/10
Grade: Pre K
“ Philosophy of Behavior Management”
I take an uplifting position on direct organization. I emphatically assume that it is basic to work with a child and not against them. To address a direct issue I assume that first you ought to grasp the lead and simply more critically appreciate what its causes are. There is an a lot of ways to deal with change an issue. There are a couple of systems that I acknowledge are ideal. The system picked is a result of the possibility of the lead. I assume that the instructor should be proactive, not just reacting to hones but instead play it safe measures. An instructor may have the ability to finish an impressive proportion of things to keep up a vital separation from lead issues. I trust in couple of particularly portrayed norms and heaps of strategy. Structure in the classroom and frameworks that the understudies know how to seek after will give soundness. For example, having a starter posted every day when the understudies enter is a not too bad technique to expel bundles of uproarious talking and preparing in the anteroom. Right when the understudies acknowledge what is foreseen from them by then there is a trademark stream to the classroom. The soundness in the classroom is vital to address fundamental issues of understudies. I acknowledge relentlessly that if basic human needs are not met then there is no desire for curricular making sense of how to occur. (Fairbanks, Sugai, Guardino,& Lathrop,2007).
“Description of Student”
The student is a male one, a child with four years. The student is not the one giving the information to the interviewer but the respondent.
“Baseline Data”
The child screams a lot, between four to ten times a day. The screaming does not take long but the intensity of the scream is too much. The child throws toys as well as objects between four to ten times a day but it does not take long. The intensity of this behavior is very disruptive. The child does the yell shuting-up near between four to ten times a day, which in terms of intensity is very disruptive. Finally, the child throws chairs violent but not so often because this is done like twice in every six months. The intensity under which this is done is dangerous. (Quinn, Gable, Rutherford Jr, Nelson, & Howell,1998).
“Identification of the Target Behavior”
The target behavior with Jackson is that of screaming all the time and yells shut up. The throwing of objects all over is also a target behavior.
Better to choose on behavior on which to focus
“Hypothesis Statement”
To identify the beahavior of Jackson and come up with startegies that could be used in controlling the behavior. To compare the Jackson behavior with people who have been i.
Different skills in managing he behaviour at homeSushma Rathee
This lecture related with the introduction to maladptive behaviour , how to manage the maladaptive behaviour, what are the different types of techniqes used in managing the behaviour.
Seaflower Annual Report_Annual Report_Final Draft 1 (7 JUNE 2016)
Sample of Writing for DECPPE
1. Section 1 The Difference between Punishment and
Discipline
In this section we will examine the difference between punishment and discipline.
Knowledge of these terms will help you understand that there are positive as well
as negative ways to teach children about appropriate behaviour.
Let’s begin by looking at the meaning of the word punishment.
1. Punishment
Punishment is an action (penalty) that is imposed on a person for breaking a rule
or showing improper conduct. Punishment aims to control behaviour through
negative means. Two types of punishment are typically used with children:
• punishment involving negative verbal reprimands and disapproval
• punishment involving physical punishment (this is often called corporal
punishment)
Unfortunately, both forms of punishment focus on the misbehaviour and may do
little or nothing to help a child behave better in future. Moreover, the child learns
that the adult is superior, and the use of force – be it verbal, physical or
emotional – is acceptable, especially over younger and weaker persons. This
lesson can lead to incidents of bullying and violence in schools where older
children dominate younger ones. Furthermore, rather than helping a child
develop self-control, punishment makes the child angry, resentful and fearful. It
also causes shame, guilt, anxiety, increased aggression, a lack of independence
and a lack of caring for others. As a result, a child that is frequently punished will
not show less inappropriate behaviour, but actually more inappropriate
behaviour, causing greater problems for the educarer/pre-school teacher and
other children.
The word ‘discipline’ is an often misused, especially when it is mistakenly
equated with punishment. Many people think discipline means the same thing as
punishment. For such people, “This child needs to be disciplined” translates into
“This child needs spanking” (or some other punishment). This is wrong, because
discipline is not the same thing as punishment.
So what does discipline mean? Let’s find out.
2. Discipline
According to Kersey (2010), discipline is the practice of teaching or training a
person to obey rules or a code of behaviour in both the short and long terms.
2. Discipline involves a multi-factorial approach that makes use of models, attitudes,
rewards and consequences to teach and reinforce socially acceptable behaviour.
Discipline is a process, not a single act.
While punishment is meant to control behaviour, discipline is meant to develop a
child’s behaviour. It is meant to teach a child self-control and confidence by
focusing on what it is we want the child to learn and what the child is capable of
learning. It is the basis for guiding children to be in harmony with themselves and
to get along with other people. The ultimate goal of discipline is to guide
children’s behaviour to enable them to take initiative, be responsible for their
choices, and respect themselves and others. Through appropriate discipline,
children internalise positive processes of thinking and behaving that can last a
life time. Discipline must be taught, learned, and internalised.
To help you fully understand the difference between discipline and punishment,
have a look at the following table. It summarises the positive features of
discipline as opposed to the negative features of punishment.
Table 1: Comparing the features of discipline and punishment
Discipline is: Punishment is:
giving children positive alternatives being told only what NOT to do
acknowledging or rewarding efforts and
good behaviour
reacting harshly to misbehaviour
when children follow rules because
they are discussed and agreed upon
when children follow rules because
they are threatened or bribed
consistent, firm guidance controlling, shaming, ridiculing
positive and respectful of the child negative and disrespectful of the child
physically and verbally non-violent physically and verbally violent and
aggressive
logical consequences that are directly
related to the misbehaviour
illogical consequences that are
unrelated to the misbehaviour
teaching children to internalise self-
discipline
teaching children to behave well only
when they risk getting caught doing
otherwise
using mistakes as learning
opportunities
forcing children to comply with illogical
rules ‘just because you say so’
3. directed at the child’s behaviour, never
at the child, for example saying “Hitting
your brother was not a kind thing to do”
(this focuses on what the child did)
criticising the child, rather than the
child’s behaviour, for example saying
“You are very stupid”
(Source: Save the children,
2004)
The results we achieve through discipline are far more positive than those we
can achieve through punishment. Therefore, it is essential that you learn about
appropriate discipline techniques.
Children will misbehave sometimes – that is only natural – and as an
educarer/pre-school teacher you must know how to handle unacceptable
behaviour. But before you learn how to apply appropriate discipline techniques,
let’s briefly examine why children misbehave. This knowledge will help you
understand that most ‘bad’ behaviour is not malicious or ‘done on purpose’ to
upset you, which will in turn make applying appropriate discipline (as opposed to
punishment) easier.
3. Why Children Misbehave
Children’s misbehaviour is often the result of curiosity, growing independence
and unclear rules. They may also lose control when they are tired, bored, over-
stimulated, overly excited, have to wait for unrealistic periods of time and when
routines are changed without warning.
Other reasons for misbehaving are:
• needing to get attention
• needing to protect their feelings and property
• trying to act grown up
• feeling angry, frightened or frustrated
• being under a lot of stress or tension
• having an unclear understanding of what is “right”
• having poor family relationships at home
• feeling inadequate, helpless and unable to do something
Furthermore, when adults expect too much of children in relation to their age and
ability, children may start to misbehave. Therefore it is very important for
educarers/pre-school teachers to know about child development and age-
appropriate behaviour. This will help them decide if a child is simply ‘acting
his/her age’ or if he/she is misbehaving. For example, a 2-year-old will take a toy
from another child because of his/her egocentric nature. He/she has not yet
learned to share, wait for his turn or ask for permission to play with the toy.
4. However, a 5-year-old child who grabs another child’s toy knows that this is
wrong.
This example shows that certain behaviour is normal or appropriate at certain
ages and not at others.
Now it’s time to check your understanding of this section by completing the
following Self-Mark Activity in your notebook. If you find it difficult to answer any
of the questions, please revise the relevant part of the section.
Self-Mark Activity 1
1. Are the following statements examples of punishment or discipline? Give
reasons for your answer.
a) Sam jokes around and stands on his chair during an art activity. As a
result he knocks over a pot of paint, spilling it all over the floor. The
educarer yells at him and then cleans the floor.
b) Sam jokes around and stands on his chair during an art activity. As a
result he knocks over a pot of paint, spilling it all over the floor. The
educarer asks Sam to fetch a mop and helps him clean it up.
c) The pre-school teacher smacks Ndeshi’s bum because she keeps talking
during story time and will not sit still.
d) In an attempt to get Ndeshi to stop talking and sit still, the pre-school
teacher says, “Look at Ndeshi. She is really behaving like a baby. She
can’t even sit still for story time.”
e) Beatrice throws a tantrum because she does not want to take a nap. The
educarer calmly says, “Stop screaming right now. You are really being a
horrible child”.
f) Beatrice throws a tantrum because she does not want to take a nap. The
educarer calmly but firmly says, “I want you to stop screaming right now.
This behaviour is not acceptable”.
2. a) Richard hits his friend with a spade in the sandpit. Give one example of
punishment in reaction to Richard’s misbehaviour, and one example of
discipline. Briefly explain why your answer is an example of
punishment/discipline.
b) Melanie jumps off the top of the jungle gym. This is against the playground
rules because it is dangerous. Give one example of punishment in reaction to
Melanie’s misbehaviour, and one example of discipline. Briefly explain why
your answer is an example of punishment/discipline.
3. Read the following case study and then answer the questions that follow.
5. Jack is three years old. He wants the educarer’s attention but she is busy
working with another child. He starts to nag and tries to disrupt the activity
that the educarer and other child are engaged in. To distract him and keep
him busy, the educarer gives him a 20-piece puzzle to complete. Jack tries to
do it by himself for a few minutes but then asks for help. The educarer tells
him to wait because she is still busy. After about 10 minutes Jack starts
throwing the puzzle pieces across the room.
a) What is a possible reason for Jack’s nagging?
b) Why do you think he starts throwing the puzzle pieces across the room?
c) List other possible reasons why children misbehave (i.e., not the ones you
mentioned in your answers to a) and b)).
How did you do? Compare your answers to mine given at the end of the unit.
Once you are happy with your answers, move to the next section which deals
with acceptable discipline techniques.