Effective Behavior Management Effective Behavior Management Strategies for the Childcare Setting
Presented by: Karen Headlee [email protected] Allie MunchLee County Extension Dr. Heidi Liss Radunovich
Welcome!` Introductions
` Meet the Instructor
` Meet the Participantsp
What we will cover` Why do children misbehave?
` Components of behavior management
` Practicing behavior management
` T h i f b h i t` Techniques for behavior management
` Common behavior problemsp
Pre-test` Please complete this brief pre-test and return
it t r instr ct r hen are finishedit to your instructor when you are finished.
Why do Children Misbehave?
Why Children Misbehavey
` One of the most common reasons a child ` One of the most common reasons a child misbehaves is because he or she is not getting a need meta need met.
` Can you think of some unmet needs that might cause children to behave badly?
Nelson & Erwin, 2002
4 Reasons for Misbehavior1. Undue Attention
2. Misguided Power
3. Revenge
4. Assumed Inadequacy (giving up)
Nelson & Erwin, 2002
4 Reasons for Misbehavior` Undue Attention-` Children often seek undue attention because
they equate attention from adults with caring they equate attention from adults with caring and love.
` How might you fix this problem?Look at me!Look at me!
Nelson & Erwin, 2002
4 Reasons for Misbehavior` Misguided Power-` Children need to feel secure; like they are in
control of themselves. When control is taken control of themselves. When control is taken away, they may seek to regain power by purposefully disobeying directives.pu pos u y sob y g ct v s.
` How might you fix this problem?` How might you fix this problem?
Nelson & Erwin, 2002
4 Reasons for Misbehavior` Revenge-` If a child believes that he or she has been
treated unfairly, revenge will likely be a result.treated unfairly, revenge will likely be a result.
` How might you fix this problem?` How might you fix this problem?
Nelson & Erwin, 2002
4 Reasons for Misbehavior` Assumed inadequacy-` This is the child that supposedly needs help
with everything. with everything.
` How might you fix this problem?` How might you fix this problem?
Nelson & Erwin, 2002
Other Causes of Misbehavior` Health Problems ` Emotional Disturbances` Poor Nutrition` Sleep Disturbances
` Poor Attachment` Change` Sleep Disturbances
` Mental Delays` Change` Natural Skill Deficits
` Developmental Disabilities
` Inappropriate expectations for age/developmental levelDisabilities
` Stress for age/developmental level
` Family dysfunction/problems
Essa, 2003
Components of Behavior ManagementManagement
What is Behavior Management?g
B h i ll f h ` Behavior management is all of the actions and conscious inactions to enhance the
b bili l i di id ll d i probability people, individually and in groups, choose behaviors which are personally fulfilling,
d i d i ll bl (Sh & productive, and socially acceptable (Shea & Bauer, 1987).
What is Behavior Management?g
B h l d ` Behavior management includes ` Behavior modification through:`Discipline/Instruction` Rewards/Reinforcers`Negative Consequences
What is Behavior Modification?
B h i difi i ` Behavior modification is a treatment approach, based on the principles of operant
di i i h l d i bl conditioning, that replaces undesirable behaviors with more desirable ones through
i i i i fpositive or negative reinforcement.
What is Behavior Modification?
` Behavior modification includes` Behavior modification includes` Rewards` Social and Tangible reinforcers
` Negative Consequences` Time-out` Loss of rewards/reinforcers
What is Discipline?p
Di i li h f h d ` Discipline is the practice of teaching and enforcing appropriate behavior through
i d idcorrection and guidance.
3 Criteria for Effective Discipline Discipline
` Is it respectful?` Is it respectful?
` Is it effective long-term?
` Does it teach valuable life skills for good character?
Nelson & Erwin, 2002
What is Encouragement?g
E d ` Encouragement is rewarding appropriate child behaviors through words, expressions,
i d iactions, and reactions.
` A form of positive reinforcement, used as a reward/reinforcer
Nelson & Erwin, 2002; Sigler & Aamidor, 2005
3 Goals of Encouragementg
1 To create a sense of belonging1. To create a sense of belonging.
2. To create a sense of capability through the development of life skills.
3. To instill a sense of social interest.
Nelson & Erwin, 2002
Practicing Behavior ManagementManagement
Behavior Managementg` Communicating Rules & Expectations
A id i i i d l i` Avoid criticism and lecturing` Avoid yelling` Be respectful` Explain the reasoning behind the rule
Fields & Boesser, 1998; Essa, 2003
Behavior Managementg` Understanding Rules & Expectations
` Utilizing natural consequences
` Utilizing related consequences` Exclusion` Deprivation` Restitution
Fields & Boesser, 1998
Behavior Management g` Exclusion-
` Removing a child from the rest of the group. g g p
` Deprivation-` Removing the source of misbehavior from the ` Removing the source of misbehavior from the
child ` Removing a reward/reinforcer from the child.
` Restitution-` Allowing a child to make amends for his or her ` Allowing a child to make amends for his or her
behavior.
Fields & Boesser, 1998
Behavior Managementg` Understanding Rules & Expectations
H l hi l` Have clear teaching goals` Have a clear relationship between action and
consequence
Action Consequence
Fields & Boesser, 1998
Behavior Managementg` What are appropriate consequences?
` Complete Selecting Consequences worksheet.
Behavior Managementg` Consistency
L i i b h i k i` Learning appropriate behavior takes time` Apply the same technique each time` Apply the same technique to each child
Essa, 2003
Behavior Managementg` Routines
C l f di i i` Control for disorganization` Create a sense of security and order` Can be teaching tools
Nelsen & Erwin, 2002
Behavior Managementg` Leading by example- be a role model
Di l i i i i` Display positive interaction` Express your feelings appropriately` Promote acceptance and kindness` Take responsibility for your actions` Find similarities between you and the children` Remember- they are always watching!
Fields & Boesser, 1998
Working with Parentsg` Parent-teacher communication and
c erati ncooperation` Communicate often about everything
E ` Encourage two-way communication` Build your relationship on trust and respect` Be clear about rules and expectations` Involve parents in the goal-making and discipline
process
Nelsen & Erwin, 2002
Techniques for Managing BehaviorsBehaviors
Developmental Considerationsp` Babies and Toddlers (0-2 years old)
` Limited communication skills` Lower level reasoning` Benefit from redirection and reinforcement` Time out only for 2 year olds and above (unless
there are developmental delays or disabilities)
Developmental Considerationsp` Young Children (3-5 years old)
` Can understand rules and expectations` Can better reason between appropriate and
i i b h iinappropriate behaviors` Benefit from behavior modification, discipline,
d tand encouragement` Time out for 3-5 year olds
Rewards: Consequences for Appropriate BehaviorAppropriate Behavior
` Dos: ` Dos: ` Make sure that every child knows how to receive a
rewardreward` Make sure that rewards offered are appropriate for
the behavior exemplifiedthe behavior exemplified` Make sure that rewards reinforce specific behaviors
and not just intangible notions like being goodand not just intangible notions like being good` Make sure the reward is actually rewarding to the
child!child!
Essa, 2003; Porter, 1999
Rewards: Consequences for Appropriate Behavior
Rewards: Consequences for Appropriate BehaviorBehavior
` Donts:Appropriate Behavior
` Dont use food or candy as a reward` Dont substitute necessary activities for rewards y
(such as toileting privileges or meals/snacks)
Essa, 2003; Porter, 1999
Discussion Point: Rewards` Post rewards (positive consequences) just like
st r les and ne ati e c nse encesyou post rules and negative consequences.
` What sorts of rewards do you use?
Essa, 2003; Porter, 1999
Consequences for Inappropriate BehaviorBehavior
` Dos:` Dos:` Make sure that consequences are as immediate as
possiblepossible` Make sure that consequences are directly related to
the inappropriate behaviorthe inappropriate behavior` Make sure that children understand the reason they
are receiving the negative consequenceare receiving the negative consequence` Make sure that consequences are appropriate for the
age and skill level of the childage and skill level of the child
Essa, 2003; Porter, 1999
Consequences for Inappropriate BehaviorConsequences for Inappropriate
BehaviorConsequences for Inappropriate Behavior
D
Behavior
` Donts:` Dont use unrelated/ inappropriate punishment
as a consequence
` Dont take away necessary activities (such as a meal or entire outdoor time) as a form of )consequences
Essa, 2003; Porter, 1999
Time-Out` Dos:` Give a warning before time out is used` Give a warning before time-out is used` Give a clear request` Use a normal tone of voice and be respectful` Use a normal tone of voice and be respectful` Explain your reasoning` Have a specific place for time-out ` Have a specific place for time-out ` Usually 1 minute per 1 year of age` Use a timer` Use a timer` Have a more secluded backup area in case of
refusal
Eyberg, 1988
Time-Out` Donts:
D h h i` Dont over-use the technique` Dont use an excessive amount of time` Dont forget to let the child redeem himself/herself
(restitution)` Dont add extra consequences on top of time-out
Eyberg, 1988
Encouragementg` Stop or prevent misbehavior through the
encouragement/reinforcement of appropriate encouragement/reinforcement of appropriate behavior.
` Encouragement should inspire the child- giving them the courage to do the right thingthem the courage to do the right thing.
E i b h h ` Encouragement is more about the process than the result: praise effort, even if not successful.
Nelsen & Erwin, 2002; Sigler & Aamidor, 2005
Encouragementg` Dos:
D b ifi b h b h i ` Do be specific about the behavior you are encouragingD d i d i l i ` Do use words, attention, and special time together to encourage
` Donts:` Dont withhold encouragement from a child
because he or she previously misbehaved
Nelsen & Erwin, 2002; Sigler & Aamidor, 2005
Instruction` Children are not born knowing how to behave.
` Appropriate behaviors must be taught-` Through example` Through explanationg p` Through praise/encouragement` Negative consequences for g q
inappropriate behaviorManners
Nelsen & Erwin, 2002
Instruction` Look at the rules and repeat them routinely.
` Give special lessons on appropriate behaviors not listed in the rules.
` Every correction is an opportunity for instruction.
Nelsen & Erwin, 2002
Discussion` What are the behavior management
techni es m st ften sed in r facilit ?techniques most often used in your facility?` How effective have they been?
` Complete Behavior Techniques worksheet.` How would you handle these scenarios?
Common Behavior ProblemsProblems
Aggressive Problemsgg` Hitting
B` Biting` Throwing Objects` Hurting Others
` What are some likely causes?
Essa, 2003
Aggressive Problemsgg` What might be appropriate steps?
R d i di l` Respond immediately` Take care of the victim first
R h f h ` Remove the aggressor from the area` Make sure the aggressor is calm` Consider the cause` Explain the appropriate form of behavior (Rules)` Utilize a consequence` Allow restitution
Szarkowitz, 2004
Antisocial Problems` Using Inappropriate Language
N C ll` Name-Calling
` What are some likely causes?
Essa, 2003
Antisocial Problems` What might be appropriate steps?
Gi h hild i i l l` Give the child a warning, cite class rules` Ignore the child who exhibited the bad behavior
R h h ld f h h l h ` Remove other children from the area, help them ignore the words tooF h i i i i h h h ` Focus on another topic or activity with the other children` E /R i f h th t t d t ` Encourage/Reinforce when the perpetrator does not
use foul language/name calling` Only use a consequence when offense is extreme` Only use a consequence when offense is extremeEssa, 2003
Antisocial Problems` Non-sharing
Wh l k l ?` What are likely causes?
` What might be appropriate steps?` Make the environment conducive to sharingg` Teach sharing skills often` Encourage/Reinforce sharing behaviorsg g` Mediate non-sharing situations: give options, do
not scold, do not force
Essa, 2003
Disruptive Problemsp` Disrupting Group Time
R A l l A d h Cl` Running Aimlessly Around the Classroom` Shouting in the Classroom` Dropping Objects to Create Noise
` What are likely causes?
Essa, 2003
Disruptive Problemsp` What might be appropriate steps?
Gi i` Give one warning` Remove the child from the group
E l h b h (R l )` Explain the appropriate group time behavior (Rules)` Use time-out or another appropriate consequence` Encourage/reinforce proper group time behavior
Essa, 2003Essa, 2003
Destructive Problems` Tearing Books
B k T` Breaking Toys` Flushing Objects Down the Toilet` Wasting Paper` Destroying the Work of Othersy g
` What are likely causes?` What are likely causes?
Essa, 2003
Destructive Problems` What might be appropriate steps?
P d i bl h ibl ` Prevent destructive problems as much as possible through organization and vigilance` E /R i f i t f t i l` Encourage/Reinforce appropriate use of materials` Teach impulse control
Wh d i h l hild fi` When destruction happens, calm child first` Explain appropriate use of materials (Rules)
U h ` Use time-out or another appropriate consequence
Essa, 2003
Inappropriate Expressionpp p p` Excessive Crying
P` Pouting` Whining
` What are some likely causes?y
Essa, 2003
Inappropriate Expressionpp p p` What might be appropriate steps?
I h hild h hibi d h b d b h i` Ignore the child who exhibited the bad behavior` Remove other children from the area, help them
i th b h i tignore the behavior too` Focus on another topic or activity with the other
childrenchildren` Encourage/Reinforce when the child does not cry,
pout or whinepout, or whine` Teach the child how to better express his or her
needsneeds
Essa, 2003Essa, 2003
Things to Rememberg` Every behavior has a motivation/cause- find it
t!out!` Use discipline to teach appropriate behaviors-
j i h b d not just to point out the bad ones.` Always explain why the behavior is
inappropriate and express your expectations for the appropriate behavior.` Match the consequences with the crime.` Allow restitution when possible.p
Conclusion
Closing Remarksg` Summary
` Questions?
Post-test` Please take this brief post-test and return it to
r instr ct r hen are finishedyour instructor when you are finished.
References` Essa, E. (2003). A practical guide to solving preschool behavior problems, 5th edition. Australia: Thomas/Delmar Learning:.
` Eyberg, S. (1988). Parent-Child Interaction Therapy: Integration of traditional and behavioral concerns. Child & Family Behavior Therapy, 10(1),33 4633-46.
` Fields, M. ,& Boesser, C. (1998). Constructive guidance and discipline: Preschool and primary education, 2nd edition. New Jersey: Prentice Hall.
` Filcheck, H.A., McNeil, C.B., Greco, L.A., & Bernard, R. S. (2004). Using a whole-class token economy and coaching of teacher skills in a preschool classroom to manage disruptive behavior. Psychology in the Schools, 41,351-361.
` Nelsen, J. , & Erwin, C. (2002). Positive discipline for childcare providers: A practical and effective plan for every preschool and daycare program.Roseville CA: Prima PublishingRoseville, CA: Prima Publishing.
` Porter, L. (1999). Young childrens behavior: Practical approaches for caregivers and teachers. Sydney, Australia: Maclennan & Petty.
Si l E & A id S (2005) F i i i f i i b h i A d id f h i i E l Childh d ` Sigler, E. ,& Aamidor, S. (2005). From positive reinforcement to positive behaviors: An everyday guide for the practitioner. Early Childhood Education Journal, 32(4), 249-253.
` Stewart, B. ,& Vargas, J. (1990). Teaching behaviors to infants and toddlers: A manual for caregivers and parents. Springfield, IL: Charles C. Thomas,.
` Szarkowitz, D. L. (2004). Aggression and young children. Canberra, Australia: National Capital Printing.
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