Peer Relations and Negotiating Behavioral Contracts

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Peer Relations and Negotiating Behavioral
Contracts

• Ms. Miller Mrs. Johnson
• CV Behavior Support Specialists
• March 11, 2008

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Agenda
Helpful hints
Affirmations

• Introductions/Organization
• ABCs of Behavior Your Child
• Peer Relations
• How to Respond to Teasing/Annoying
• Making Good Choices
• The Role of the Bystander
• When to Speak Up /Getting an Adults Help
• Is it a Threat?
• Negotiating Behavior Contracts

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ABCs of Behavior

• Antecedent - what happens before the behavioral
  event
• Behavior - to gain, avoid, escape
• Consequence - any event that follows the behavior
  (reinforcement or punishment)

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Behavioral Events
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A
C
B
What happens before the behavior... noise,
schedule, time, complexity, pace, tone, length,
expectations, routine, sleep, cues,
hunger, Peers, life changes
Consequence reinforcement or punishment
Behavior to avoid, gain, escape
Child
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CONSEQUENCES
Reinforcement a consequence that results in
maintaining OR increasing the behavior it
follows. Punishment a consequence that results
in decreasing the behavior it follows.

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Reinforcement/Punishment?
CONSEQUENCES
Reinforcement / Punishment?
We only know if a consequence is reinforcement
or punishment by its effect on future rate of
behavior NOT by our intent!!!
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Basic Assumptions

• Many of the behavioral problems children are
  having are because of skill deficits rather than
  intentional misbehavior. If a student does not
  have a skill that works, he will use what he has.
• Inappropriate behaviors can be replaced by
  appropriate behaviors
• -direct instruction
• -on-going use of teachable moments

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Teaching Peer Relations

• ROLE-PLAY
• Discuss need for skill and benefit
• Model skill
• Role-play
• Feedback
• Transfer
• Reinforcement at home and school
• Support from Home

Peer Relations
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Accountability
teachers
students
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So you think you know a lot about bullying

• Lets find out what you DO know..

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1. One difference between teasing and bullying
is

• A. Bullying involves an imbalance of power
• B. Bullying is mean and teasing is harmless
• C. Teasing is verbal, bullying is physical

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2. True or False

• Someone walks past you once and says to her
  friend I saw those shoes at the dollar store.
• This is bullying

FALSE Not an ongoing problem or repeated action.
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3. True or False

• Bullying actions are repetitive, occurring over
  time.

TRUE
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4. True or False

• In order for it to be considered bullying, harm
  or humiliation must be intended.

TRUE
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5. True or False

• Bullying is not a serious problem for the
  bullies. They eventually grow out of this
  behavior.

FALSE
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6. What percent of boys who bully are more
likely to commit crimes by age 24?

• A. 20
• B. 60
• C. 90

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• Studies have established a strong correlation
  between bullying other students during the school
  years and experiencing legal or criminal troubles
  with violence as adults.

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7. True or False

• Bullying is usually verbal, not physical, in
  nature.

TRUE
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• While bullying can be physical, verbal,
  emotional, or sexual in nature, verbal bullying
  including name-calling is the most common form.
  

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8. The average bully is usually

• insecure loner with low self-esteem.
• have average or above average levels of
  self-esteem and self-confidence
• extremely confident and have high levels of
  self-esteem

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• Bullies are likely to have both friends and
  followers in fact, they tend to be rather
  popular in the early school years. Furthermore,
  research indicates that bullies typically have
  average or above average levels of self-esteem
  and self-confidence.

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9. Bullies are more often

• Boys
• Girls
• Equal

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• Both boys and girls bully, just in different
  ways. Male bullies are more likely than female
  bullies to engage in physical bullying female
  bullies typically use verbal and emotional
  tactics.

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10. What percentage of targets actually provoke
the bully into action?

• 10-15
• 30-40
• 80-90

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• Only 10-15 of victims actually provoke bullies
  into action. 85-90 of victims are passive, with
  many not even reporting that they have been
  bullied.

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11. A bully usually attacks when no one else is
watching.
FALSE
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• Other students are watching as bystanders during
  most bullying incidents. In contrast, adults
  such as teachers and parents rarely observe
  bullies victimizing others.

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• Bullies typically do not choose their victims
  based on physical attributes. Instead, they
  usually victimize those peers who display a
  cluster of psychological weaknesses that make
  them vulnerable to attack. Victims tend to reveal
  their poor self concepts, social withdrawal,
  anxiousness, depression, and fearfulness.

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12. If a target would just fight back, then

• The bullies would leave them alone
• The situation is likely to get worse
• The bully wont bother the target in the future

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• Fighting back is likely to escalate a bullying
  situation. In other words, it can lead to more
  aggression and possibly serious injury. Bullies
  usually try to unnerve and provoke others so
  fighting back just gives them what they want.

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13. If youre being bullied, you should

• Avoid hanging out with your friends, so that the
  bully doesnt target them too.
• Spend time in places where you can be alone.
• Hang around as many friends as you can.

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• Hanging out with friends reduces bullying
  opportunities. There is safety in numbers.

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14. True or False

• If you see someone being bullied, it is best to
  stay quiet and do nothing.

FALSE
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• If you know bullying is taking place and do
  nothing, then you are silently supporting the
  bully.

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How much did you know?
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Bullying

• Intent to harm (physical or verbal)
• Intensity duration over time
• Imbalance of power (real or perceived)

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There is a BIG difference between teasing and
bullying.
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Annoying
Teasing
Picking on
Hassling
Irritating
Bullying
Bothering
Harassment
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What does teasing or annoying look like here?
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Heres What Theyve Told Us

• hygiene clothes religion
  weight
• who you hang with intelligence
  race
• sexuality hair color social class
  activities disabilities
  acne athletic ability
  life choices stereotypes
  Jewish
• substitutes who
  you date

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Heres What Theyve Told Us

• Rich Kids
• Ghetto
• Geeks
• Athletes
• Posers
• Gothic
• Band
• Poor Kids

• Emos
• Gangster
• Jocks
• Skaters
• Nerds
• Preps
• Gay/Bisexual

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How to respond when someone teases or annoys you
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(No Transcript)
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Tell them to stop.

• Do
• Make eye contact
• Be assertive
• Be aware of your body language
• Be concise get to the point
• Tell them to stop NOW

• Dont
• ASK its not a request
• Be aggressive
• Be timid
• Invade personal space
• Call attention to yourself

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Bystanders
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(No Transcript)
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The bystanders are the most influential people
in a bullying situation.
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How common is bullying in the US?
Fox, J. A., Elliott, D. S., Kerlikowske, R. G.,
Newman, S. A., Christeson, W. (2003). Bullying
Prevention Is Crime Prevention. Washington, DC
Fight Crime Invest in Kids.
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How Common is it at CV?
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Davis, Stan. Empowering Bystanders in Bullying
Programs. Highmark Healthy High 5 Bullying
Prevention Institute. 2007. http//www.stopbullyi
ngnow.com
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Davis, Stan. Empowering Bystanders in Bullying
Programs. Highmark Healthy High 5 Bullying
Prevention Institute. 2007. http//www.stopbullyi
ngnow.com
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(No Transcript)
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Role Plays

• Jenny Craig
• Easier to be mean
• Exclusion -cafeteria

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Put all of your support into the target, not
into the bully.
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Your actions choose your side
If you do nothing, you are SUPPORTING THE BULLY!
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Speak Up
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(No Transcript)
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Is it a Threat?
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If you hear a threat, it is YOUR RESPONSIBILITY
to "Speak Up"!
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NegotiatingBehavioral Contracts

• Review of Hall, R. V. Hall, M. L. (1998).
  How to Negotiate a Behavioral Contract. Austin,
  TX PRO-ED.

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Youve probably used behavioral contracting
before

• Sometimes without even knowing it.
• Sometimes the informal agreements work, sometimes
  they dont.
• If you are concerned about a particular behavior,
  and the informal contracts and rewards are not
  improving that behavior, a more structured
  contract may be more effective.

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No more trial and error!

• When behavioral contracts are negotiated
  properly
• Both parties have an opportunity to suggest
  alternate behaviors and rewards
• Everyone involved feels that the contract is fair
  and are aiming for a common goal.

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What is a behavioral contract?

• A written agreement between 2 people
• It lists specific behaviors that both parties
  will do
• It lists the rewards that will happen after these
  behaviors
• Short to the point (no need to be long and
  elaborate)
• Appropriate for people from middle school into
  adulthood.

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Why do a behavioral contract?

• Purpose to systematically arrange for rewards
  (reinforcers) to be exchanged for specified
  behavior(s)

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Grandmas Law

• A behavioral contract is like a formal statement
  of what is known as Grandmas Law (Premack
  Principle) when you eat your spinach, you may
  have a cookie. first you do something, then
  you get what you want.

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Have you ever used "Grandma's Law"?
When?
How?
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Reinforcement

• Remember the ABCs of behavior
• You cant change someone elses behavior, but you
  can modify the antecedents and consequences
• The key to contracts is that you need to be
  willing to give something in return

If you always do what youve always done,
Youll always get what youve always gotten.
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Another advantage to contracts

• A contract can begin when a is not appropriately
  controlling their own behavior.
• It provides external control, which eventually
  develops into self control of the behavior (the
  ultimate goal).

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An example Bob and Mrs. Eagle

• Mrs. Eagle becoming increasingly aggravated by
  her 16-year-old, Bob, because his bedroom always
  looked like a disaster area.
• she found it more and more difficult to have him
  make his bed, keep clean clothes put away and put
  dirty clothes in the hamper.
• Bob was getting sick and tired of moms nagging
  and her refusal to let him use the car.
• their conflicts were resulting in more and more
  screaming matches

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An Example Bob and Mrs. Eagle

• Mrs. Eagle finally negotiated a written agreement
  with Bob.
• It said that when he made his bed kept his
  clothes in their places Sunday through Friday,
  she would agree not to nag him more than 2 times
  per week and he may have the car on Friday or
  Saturday evening, or Sunday afternoon.
• After that, both felt more satisfied and the
  screaming matches decreased.
• She no longer felt the need to nag , and he was
  happy to know that he could count on the car each
  weekend.

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1. Describe what a Behavioral Contract is. 2.
Describe what it does.
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Answers

• What it is
• A written agreement between 2 people that tells
• What/when behaviors will be performed
• What/when rewards consequences will result
• What it does
• It formalizes an exchange of behaviors and
  reinforcers

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Tips for writing your contract
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Rule 1 Select behaviors that are socially and
educationally important

• behaviors must be a concern to all involved.
  There is time put into contracts, so they must be
  worth the effort.
• sometimes its easy to know which behavior(s) to
  change. If there are several behaviors to
  change, you may need to narrow it down to what is
  necessary
• Tips to determine what behaviors to pick. Ask
  yourself
• If the person did it, would it really make things
  better?
• Is it something the person can do?
• Is this the logical person to do it?

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What does my student do well?
What do I do well?
Make 4 lists
What can my student improve?
What can I improve?
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Rule 2 Include only one, or a few closely
related behaviors

• You want to be sure that a contract can be
  successful
• Picking too many behaviors may inhibit that, and
  make your child not believe in doing contracts in
  the future
• After one behavior is changed, you can negotiate
  more contracts for other behaviors
• Prioritize Pick the behavior(s) that interfere
  most with your family life.

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Pick one target behavior from your list
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Rule 3 Make a list of possible rewards that are
meaningful and fair

• Both parties need to be part of this process in
  order for it to be effective.
• There are many types rewards that you can think
  of
• things (toys, books, clothes, money)
• privileges or activities (going to movies, out to
  eat, having the car at certain times)
• social interactions (having time alone or 11
  time with parent).
• For more info How to Select Reinforcers (Hall
  Hall, 1998a)
• Dont forget ASK YOUR CHILD ABOUT THE BEST
  REWARDS!

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Write it down
Share with neighbors
Make a list of potential rewards for your child
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Rule 4 - Have contract written signed by both
parties

• Helps to prevent any misunderstanding
• It helps to take the heat off of you

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Rule 5 State the behavior you want to see (not
what you dont want)

• It keeps the focus positive and productive
• Put the contract in the form of Grandmas law

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If examples are positive, write OK. If not,
re-phrase them.
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Answers

• Jerry wont empty the trash.
• BETTER - Jerry will empty trash each day by 630
• If Jana doesnt do her homework by 9pm
• BETTER - Jana will complete her homework by 9pm
  each night
• Mr. Mirman will answer the phone before it rings
  four times.
• OK

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Answers

• Sam will mow the lawn by 4pm each Saturday.
• OK
• Kisha will quit cutting into the lunch line.
• BETTER - Kisha will wait at the end of the lunch
  line until her turn.

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Rule 6 Include important info for behavior and
consequences
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Rule 7 Contracts should have a definite
beginning and end.

• Contracts usually begin when signed by both
  parties
• The end can be determined by the behavior (end of
  a marking period, end of the month, etc.)
• Try to start with a smaller increment of time to
  be sure the contract succeeds.

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Rule 8 Provide frequent reinforcement that
immediately follows the behavior.

• Contract may have long delays between the
  behavior and the rewards
• Add extra reinforcement when you see them doing
  well (e.g. I see how hard youre trying, you can
  stay out 15 minutes later today).

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Rule 9 - Provide attention and approval for
progress toward fulfilling the contract

• Praise any efforts encourage further progress
• This social reinforcement may help to bridge the
  gap until the end of the contract

Reinforce the progress, not just the final
result!!!
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Rule 10 - A good contract should ensure success

• Be sure to make a goal that the person can likely
  reach
• They should end up getting frequent reinforcement
  for the target behavior
• Settle for modest improvement first, then you can
  negotiate more contracts to make bigger gains

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How much behavior change is reasonable for the
first step in your contract?
Can this person reach this goal?
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Rule 11 - Contracts should be negotiated and
should be fair to both parties

• The person performing the behavior must feel that
  the effort is worthwhile
• The person giving the reward must also feel that
  the behavior warrants earning a reward.
• The negotiation is vital contracts that are
  imposed on one person by another person may fail.

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Does the reward match the effort?
Match the behavior to a reasonable reward.
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Select a reward for each of the following
behaviors.

• Behavior
• 9-year old Bill will write each spelling word
  correctly Monday-Thursday after dinner.
• Carmen will type return 9 of 10 letters to his
  boss within 3 hours from April 1- May 15.
• Tad will mail his doctoral thesis by June 1.
• 17-year old Bob will mow the lawn, wash the car,
  and sweep the patio every Saturday by noon.

• Potential Rewards
• Watch TV
• 10 per week raise
• 100
• A. Use the car

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Rule 12 - Contracts should allow for renegotiation

• Can be renegotiated for the following reasons
• The contract was completed or the time period
  covered by the contract ended.
• A step toward the desired behavior has been
  reached and you are ready to move on to the next
  step.
• The contract is not working.
• Its better to renegotiate than let it flounder
  and fail.

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Rule 13 - Keep a record of performance on the
contracted behavior.

• Its good to keep the record directly on the
  contract.
• You can keep it in a place that is easy to access
  for everyone (such as the refrigerator).
• Remember to hold up your end of the bargain.

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Examples of Keeping Records
Pat will work on homework for 1 hour per night,
Sunday through Thursday
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Examples of Keeping Records
Bob Mrs. Eagle When Bob makes his bed and
puts his clothes away, every day, Sunday
Thursday, he may use the car on Friday or
Saturday night.
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Examples of Keeping Records
John will be in the house every night before 11pm.
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Rule 14 Fade out written contracts after new
patterns of behavior and reinforcement have been
established

• The ultimate goal is to see desired behaviors
  without a formal contract
• This is why it is best to work on one/few
  behaviors per contract
• Once a contract ends, both parties can agree to
  continue the behavior and privileges without any
  formal records
• This also leaves things open for new contracts
  for new behaviors

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Negotiating your own contract
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Step 1 Tell the person that youd like to
negotiate a contract

• Explain what a contract is an agreement between
  both of what behaviors will earn specified
  rewards.
• Determine what behaviors are important to
  everyone
• Start by making a list of the behaviors that both
  (or all) people do well
• Next, make a list of behaviors that each person
  can improve
• Be specific with these behaviors
• Right Wrong
• Comes home on time or calls is not prompt
• Puts clean clothes in drawer or closet is messy

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Step 2 Discuss what rewards or consequences you
will provide when he or she performs the behavior

• You can both suggest potential rewards and
  consequences
• Remember that the reward should be fair based on
  the amount of behavior required
• Be sure that it is a reward you can give
  consistently
• Try to use a reward that can be frequent to
  quickly improve behavior.

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REMEMBER

• The key to steps 1 and 2 is negotiation.
• Be sure both parties have the chance to suggest
  alternate behaviors and rewards.
• Once you both agree, you may move on

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Step 3

• Filling out the actual contract

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Write the students name
Write your name
Write specific, positive behavior
Write specific reward or behavior YOU
will give
Write when you will provide the reward
Use exact times
Fill in how much. Include exceptions or special
conditions
Write any further statements needed to clarify
the conditions
Discuss with the person how you will keep track
of the performance. Make a form for keeping that
record here.
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Step 4 Go over the contract one more time

• If everyone is satisfied, sign and date the
  contract.

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Step 5 Post the contract in an agreed upon place

• Posting it serves as a good reminder for everyone
• If, for some reason your student does not want it
  posted in the open, you can agree on a less
  public place.

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Things that Bob Mom do well

• Bob
• mows the lawn each week
• dresses well
• gets good grades
• treats his brother pretty well
• takes trash out without complaining
• drives safely
• comes home on time

• Mom
• cooks meals
• washes and irons clothes
• supports the family (works)
• makes the best lasagna!
• keeps house clean
• buys gas for the car
• goes to Bobs soccer games

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Things that Bob Mom can improve

• Bob
• make bed every day
• help more with dishes
• put clean clothes in drawers and closet
• put dirty clothes in hamper
• keep school bag out of living room
• dont leave gas tank empty when using car
• fix dinner if mom has to work late
• not play stereo too loud after dinner

• Mom
• stop nagging about little things
• show more appreciation for things Bob does right
• quit smoking
• get more exercise
• make more chocolate cakes
• clean hair from shower drain

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Bob Moms reward list

• listening to CDs on stereo
• going to movies
• driving car
• having a party
• staying out 15 minutes later
• money
• going to an Orioles game
• praise rather than nagging

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References

• Hall, R. V. Hall, M. L. (1998). How to
  Negotiate a Behavioral Contract. Austin, TX
  PRO-ED.
• US Department of Education. (2004). Exploring
  the Nature and Prevention of Bullying.
  http//www.ed.gov/admins/lead/safety/training/bull
  ying/index.html
• McGinnis, E. Goldstein, A. (1997).
  Skillstreaming the Elementary School Child.
  Champaign, IL Research Press.
• Davis, Stan. Empowering Bystanders in Bullying
  Programs. Highmark Healthy High 5 Bullying
  Prevention Institute. 2007. http//www.stopbullyi
  ngnow.com
• Johnson, Geraldine. (2000). GEM Trails.
  www.gemtrails.net