Behavior problems are a significant issue in classrooms everywhere. However, some teachers seem to have a better handle on the behavior problems. When teachers learn behavior intervention strategies, it can improve the climate of the classroom, lead to less frustration, and promote more learning for all students. Some teachers have a gift for promoting positive behavior, but most of us must learn specific behavior intervention techniques. It takes patience, it takes practice, and it takes the heart to be consistent.
Some students will need additional support to make good choices. Not all students are intrinsically motivated to make good choices for a variety of reasons. Sometimes, the student has differing expectations at home, he or she may have underlying impulsivity issues, or may be seeking negative attention One of the most important steps in improving behavior is to determine the function of the behavior. If the teacher understands the cause or the precursors to the behavior, this will help develop a realistic and successful plan.
Behavior interventions need to be implemented by the classroom teacher, but can be done with the support of a School Psychologist, Administrator, or other professional in your school. It can be helpful to have a School Psychologist observe the student and the dynamics of the class to help develop a plan. There are a variety of types of plans that are often used. It might be helpful to use a specific behavior plan, but keep in mind that each child is unique and the behavior plan may need to be adapted to better suit his or her needs. Generally a teacher will implement behavior strategies and if those are not successful a more formal Functional Behavior Assessment and Behavior Intervention Plan would be implemented.
Motivators
Successful behavior plans require the student become motivated. A teacher must first determine what motivates the student by interviewing the student or talking to parents and other teachers. Parents may also need to be involved on the delivery of rewards. Consider creating a menu of potential reinforcers that you are willing to give, and allowing the student to choose from the menu.
Every teacher wants their students to be intrinsically motivated (reinforcement directly from performing a task). The reality is, that some students are not intrinsically motivated for a variety of reasons. Extrinsic motivators (reinforcement from outside the performance of a task) are often used to motivate a student to engage in a more appropriate behavior. Some people feel that students should not be rewarded for something “they should be doing already.” However, extrinsic motivators should be temporary. The goal is to motivate the student extrinsically until they begin to feel success and intrinsic motivation when the behavior is changed. Extrinsic motivators should be phased out slowly to best allow intrinsic reinforcement to provide the motivation.
Here is a good example of extrinsic/intrinsic motivation used correctly: A behavior plan is created for a student who does not do homework. He is initially rewarded with extra free time each night that homework is completed. After a few weeks of success, he receives a weekly reward for weeks that all homework is completed. He completed the homework for the reward initially, but grades came up. Parents were excited and quit nagging, teachers gave praise, and he began to feel proud of himself. He became intrinsically motivated and no longer needed an extrinsic motivator to be successful.
Behavior Techniques To Try In The Classroom
Behavioral Chart
A behavior chart can be an effective way for parents, teachers, and students to monitor positive behaviors. It is an easy way to document and visualize how well a student is doing with a specific goal and provides data. A teacher creates one or two target behaviors and sets up a time frame. When the student is successful during the stated period of time, he/she earns a sticker, smiley face, stamp, or checkmark in the appropriate box. If a set amount of stickers are earned, he/she receives a reward.
Rules for a successful behavior chart
- The target behavior should be clearly stated in a way that both the teacher and student can understand.
- Carefully consider the time frame a student must engage in the positive behavior prior to earning the sticker. If the student must demonstrate the positive behavior all day, a slip up at 8:20 leaves an entire day with no motivation to improve. However, if you are monitoring too frequently, it can be exhausting. When in doubt, start with many short time frames. When the student is able to master the short time frames, begin making them longer.
- Choose only one or two target behaviors for the behavior chart. Too many behaviors can be overwhelming. Pick the one or two on which to focus. Eventually, if those behaviors are successfully changed, you can pick up a more advanced skill.
- Consider age and ability level when developing the chart. If the chart is too complicated for the student, there is no motivation to continue.
- Let the student take as much responsibility as possible. When she helps create the chart or has input into it, there is a greater chance of success. Ideally, it would be a good idea to let the student learn to self monitor, but one must gradually get to that point.
- Consistency! A teacher must be consistent. If the student did not earn the sticker, don’t give in to avoid the conflict. If the student earns a sticker, be eager to offer praise and encouragement with the reward. If you forget to offer the sticker, apologize to the student and take a few moments to get caught up.
Behavioral Contract
The behavioral contract is intended to change the behavior of a student who is regularly making a poor choice. It is a contract that outlines the responsibility of each participant.
A School Psychologist or a School Counselor typically facilitates this process. The School Psychologist will talk to the teacher and the parent to identify a target behavior (the desired behavior) and to understand possible limitations and possible rewards.
The student should also be involved in this process. When a student takes some ownership, it increases the chance that the student will take some responsibility. It is usually positive to let the student help write and have some input into the rewards and consequences outlined in the contract. Response to the contract is the choice of the child. It is more likely to be successful when the student has some ownership in its development.
The contract can be very simple or quite complex depending on its design. Age and ability level should be considered during the creation of the contract. Additionally, contracts should never be utilized for a behavior in which a student has no control. Behavior contracts are a behavior intervention strategy used to help a child make better choices.
The contract should clearly state each participant and their responsibility. Each participant commits to fulfill a specified agreement and then signs and dates the contract. The child will agree to perform a target behavior (i.e. complete homework every night, keep hands to himself, etc.) The teacher agrees to offer a reward if the student completes the target behavior or the teacher may agree to communicate with the parent regarding student’s behaviors. Sometimes a parent will provide the reward and will also sign the contract.
In order for the contract to be effective, teachers must be consistent. All parties must do their part to ensure success.
Token System
The Token Economy System is a way to reward positive behavior. The system is set up by the teacher and tends to work better when used with the entire class. The teacher provides a token (play money, coin, card, etc.) when a student is caught with good behavior. A student can receive a token for completing homework, for raising her hand, for walking in the hallway, or for any variety of good choices. The token can then be used to purchase a reward later in the day or at the end of the week.
A teacher will have prizes available that a student can purchase. There may be a set time of the week that the store will be open for students to redeem their tokens. The prizes may pencils, small toys, extra time on the computer, or anything reasonable a teacher can provide.
This system is a positive way to encourage all students to make good choices. It rewards the students with good behavior, while motivating students with more challenging behavior to make positive choices. Since one reward will not be reinforcing to all students, this system provides a variety of rewards that can change over time.
However, the token economy system takes commitment from the teacher to make it work If the teacher is inconsistent in using the tokens, it will not be effective. Teachers have to constantly be on the lookout for positive behavior and prepared to reward with a token. The system can be a time commitment in getting it set up for the students.
Catch ‘Em Being Good
Praising the positive behavior is often key, especially for the students who are seeking attention. Providing positive attention can deter the desire to seek negative attention. When a student begins to act out, plan to ignore (as much as possible). As soon as you see a positive choice, praise them. Thank the student for sitting quietly in his seat. Tell her that you like the way she is raising her hand. When you catch a student engaging in the target behavior, quickly offer meaningful praise.
Evaluating Behavior Plans
After creating a behavior plan, it is important to evaluate the success. If you have good baseline data, it will be easy to measure the behavior again and compare. If the plan is working, gradually encourage more student independence. If it is not working, determine what is at fault, and revise and monitor closely. Behavior plans that are not consistently implemented often fail.
If difficulties continue, seek help from others. Consider a referral to an instructional support team or talk to an administrator or School Psychologist. Look for history of previous interventions and contact the previous teacher to see if this is an ongoing behavior and what has been tried.