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EVERY BEHAVIOR HAS A FUNCTION!
Sensory (Automatic)
Escape
Attention
Tangible
Extinction bursts are a sudden, expected increase in behavior, and occur often when extinction procedures are first implemented. During an extinction burst, a child may respond emotionally; that is, they may increase both the rates and intensity of problem behavior.
Why does this happen? Let’s use a simple metaphor to explain: Imagine you are going to a vending machine to get a soda, as you do every day at lunchtime. You put your money in the machine, the soda starts to come out, but gets stuck. What do you do? You bang, thump, and push into the vending machine trying to get that soda out. You are behaving that way because the thing that you are expecting to work for you (vending machine) no longer works, so you have an emotional response! This is the same as an extinction burst.
For example, the child who disrupts the class may become louder or more disruptive in an attempt to elicit a response when the class ignores the behavior. This exaggerated attempt at getting a response is referred to as an extinction burst
When to attend and ignore behaviors
1. Only ignore behaviors that students do for attention. If a student is performing a behavior to escape an assignment, ignoring the behavior will not be helpful. Example attention-seeking behaviors include interruptions, making noises, and talking to other students.
2) Planned ignoring is never an appropriate strategy for behavior that is harmful to the student or others (e.g., aggressive behavior, bullying). These behaviors will require the use of a different strategy.
When educators identify a replacement behavior that addresses the suspected function of elopement behavior and is realistic (i.e., within reach, given the student’s current skillset), they can teach the student about how and when to use it, and how to expect that adults will respond. In a nutshell, intervention strategies aim to:
increase a student’s skills, and
increase the likelihood that a student will engage in a more appropriate alternative to the current maladaptive behavior.
Assign student a seat that it is distant from the classroom exit
Arrange furniture / desk formations so that student’s exit route is partially obstructed
Place a child safety cover over the classroom door knob
Position an adult between student and classroom exit / shift teaching position so that teacher is stationed closer to classroom exit
Place a red stop sign at the classroom door and teach students that it’s there to remind them that before they leave the room, they need to have permission from an adult
Sensory:
First determine if a student requires more or less sensory input, then consider the following strategies:
Increase Sensory Input
Turn on the lights
Give the class a brief (30 sec.) stretch/ movement break between each scheduled activity/ work demand.
Allow the student to listen to music through earbuds during independent work
Allow the student to sit on an exercise ball or give the student tension bands
Consider using energizing scents such as mint
Allow the student to chew gum
Decrease Sensory Input
Dim or turn off the lights
Consider whether clothing textures are uncomfortable for a student
Allow the student to wear earplugs during independent work
Allow the student to sit in a quiet area of the room (e.g. retreating to a pop-up tent in the corner of the classroom)
Build in time for quiet activities (e.g., jigsaw puzzles, scramble word worksheets, rhebus puzzles, coloring/ art)
Consider blocking out distractions using a study carrel or standing folders
Consider using calming scents such as lavender
Escape:
Limit length of activities (consider student’s developmental capacity for attending)
Provide choice of tasks during each activity (e.g., allow the student to choose from two or three different activities pre-selected by the classroom teacher)
Prevent lag time between activities and provide opportunities to practice transitional routines
Reduce or eliminate competitive activities and ensure that you are building in opportunities for academic success (to reduce potentially uncomfortable feelings of low self-efficacy or low self-esteem)
Provide high-interest tasks
Reinforce student as he or she is getting work done and participating in activities
Reduce potentially perceived threats that could be resulting in student “flight” response
Attention:
Interact frequently to the student while he or she is meeting expectations in the classroom
Provide lots of attention to every student who is staying with group
Ensure that all supporting adults avoid providing undue positive attention for elopement (e.g., do not run after student if not necessary for safety; limit verbal interaction with student when they have eloped; avoid having the supervising adult/ crisis responder attempt to co-regulate a student by engaging the student 1:1 in a preferred activity)
Provide fun activity for students who are with the group
Remind student of next turn to be in leadership role
Provide opportunities for student to spend fun time with preferred adults (built into schedule / earned)
Tangible:
Allow student to work for frequent, time-limited opportunities to engage in a preferred activity or to earn a desired item (engaging in an art activity with preferred adult, playing basketball with a lunch group).
Establish specific times for access to preferred items
Consider whether hunger is a motivator for elopement, and if so:
provide food items sought and/ or
allow students to bring or purchase needed food item and return/bring to class
Consider engaging student
3. Identify specific behaviors to ignore. While there may be many behaviors that you want to change, it is best to focus on one or two at a time.
4. Provide positive attention (see Using Behavior-specific Praise) for appropriate behavior. Remember that you still need to teach students positive classroom behaviors and solely using planned ignoring will not achieve this. As an example, you can ignore Christa if she blurts out in class, but as soon as she raises her hand you can respond with, “Thank you for raising your hand to get my attention!“
5) Do not give attention to the behavior. The behavior you ignore will get worse before it goes away. This is because the behavior used to work to get attention, so students will try it again and again and again until they realize it is no longer effective
https://www.youtube.com/watch?v=rnUj0bzdUs0
https://www.youtube.com/watch?v=S4a3u6aWdAI
https://play.kahoot.it/v2/?quizId=277698c8-e04b-4ebc-ae69-4961a6803be5
The key characteristics of low-level behaviors are:
(1) No one is getting hurt
(2) You can still teach the class
(3) You still have the majority of the class’ attention.
Examples: making noises, intermittent calling out, out of seat without bothering others (idea: checklist)
Example 2
What behavior will I ignore? Walks to pencil sharpener without permission
How will I ignore? No eye contact or verbal redirection for walking
What behavior will I give attention to? 30 minutes in seat without getting up
How many times will I ignore? All day for 3 days.
After I ignore then what? After 3 days, reflect on the student’s behavior and my behavior. Make a decision if you will continue the strategy as is or add some boundaries.
https://youtube.com/shorts/UzUVa52o5bM?feature=share
Shaping is a process in which behaviors that resemble or are "close to" an end goal behavior are reinforced (shaped) until the
goal is achieved.
or the process in reinforcing "approximations" of words or behavior until the end goal of behavior is acheived.
* Essentially Soft skills Ex. Building trust, collaboration, showing support, Ect.
* Behavior artistry is compirsed of 7 Traits:
1. Sense of Humor
2. Likes People
3. Celebrates Small victories
4. Persistence in programming
5. A person who is optomistic
6. Does not internalize/remains objective
7. Does whatever is neccessary & appropriate to make behavior changes.
The research suggests that teachers who pose these qualities and soft skills are more effiecient in making behavior changes.
* Obtaining these skills/traits are prefered by parents and caregivers.
* TIP is a researched based method to teach these skills to educators.
*TIP stand for Teaching Interaction Procedure.
Strategies to use for classroom managment:
* attention- provide body position towards the learner, engage in shared or imagination play.
* Body language- engage in nodding, eye contact, smiling, raised eyebrows.
* Speak with enthusiasm- Pitch and tone do matter!
*Respond the students motication and preffered reinforcers.
* have a morning meeting with class - great way to build rapport.
https://youtu.be/imkbuKomPXI?si=51DnqyKcMciDWITB
Examples of Positive Punishment in the classroom:
teachers may assign extra assignments or school works to students who misbehave.
Example: A student started a food fight in the lunchroom. The principal decides for punishment to make the student stay after school to clean the whole lunchroom.