While You

1
While Youre Waiting

• Complete the following sentence stems
• The student whose behavior is of most concern to
  me is
• Describe the specific inappropriate actions
  (Avoid labels and generalities) that the pupil
  displays on a regular basis.
• My best guess as to the cause of his/her pattern
  of behavior is that s/he
• Things that seem to set off or instigate the
  behaviors include
• A signal or sign that cues me of an impending
  behavioral episode is
• My usual response to his/her inappropriate
  actions is to

2
Why Does This Kid Keep Doing That?

• Putting the pieces together to figure out the
  reason(s) behind inappropriate behavior patterns.

3
The intervention(s) that we select will be
dependant upon the reason(s) for the behavior
pattern.
4
Why does that kid keep doing that?

• (to me)
• In your teams Compile a listing of the many
  reasons why kids might fail to quickly, fully,
  and continually comply with teacher directions
  and/or classroom expectations.
• Phases of the moon
• Partly cloudy, cloudy, rainy, sunny, snowy, hazy,
  foggy, warm, chilly, hot, cold, calm, breezy,
  windy, humid, dry, (Gordon on teaching I am
  the weather.)
• Televised wrestling replacing Mr. Rogers
• Space aliens disguising themselves as children
• Mimes (my personal view)
• Something in the water .

5
SoWhat did you come up with?

• Perhaps Im unknowingly involved in one of those
  reality shows I see on TV.
• Part of a vast conspiracy to control the world.
• (Its not paranoia when they really are after
  you.)
• Payback for my actions in a previous life.
• A side effect of global warming.
• Im stuck in a bad dream and cant wake up.

6
Ages and Stages?

• Transitional phases of human development?
• -Late Infancy to Toddlerhood
• Sleep/Toilet training (Superego meets
  Id) Thank your parents
• Limitations placed on newfound mobility
  (Superego v. Id)
• Learns to say the power word
• NO!
• -(pre)Adolescence?
• -Old age?
• -Newly Married.

7
Ages Stages (Continued)

• Some characteristics that are common and expected
  at certain ages can spawn behavior that is viewed
  by adults as being defiant or disruptive.
• An awareness of these expected age-based traits
  can help us develop greater toleranceand remind
  us to make use of positive and respectful
  interventions that TEACH more appropriate ways of
  handling situations.

8
Common Developmental Traits That Can Lead To
Non-Compliance - Ages 6 to 12

• Wants to determine behavioral boundaries (for
  psychological comfort).
• Tests behavioral boundaries and constraints
  placed by authority.
• Asks Why? often
• Ego-centric Sees self as center of the universe.
• Wants desirable things NOW.
• Wants to do non-desirable tasks on own schedule
• Difficulty seeing the view/rights of others.
• Often doesnt want rules, turn-taking, sharing to
  apply to him/her.
• Thinks people (including teachers) often pick on
  him/her.
• Reacts to perceived unfairness or lack of support
  by withdrawing or complaining.
• Possessive Impulsive
• Thinks his/her needs desires should come before
  those of others.
• Its mine., I had it first., I want it!
• Wants success at meeting goals to come easily
• Complains that tasks are too hard.
• Expects to win games/raffle.
• So what behaviors do you often see that reflect
  these traits?

9
Common Developmental Traits That Can Lead To
Non-Compliance - Ages 13 to 18

• Wants to make decisions influencing his/her life
• Peer group influence exceeds that of adults
• Engages in actions to earn acceptance of highly
  perceived peers
• Attempts to gain positive attention from those to
  whom s/he is romantically attracted
• Highly concerned about personal appearance
• Unconcerned about neatness of surroundings
• Needs to project appearance of competence even if
  not so
• I know it already attitude
• Views education unrelated to interests as
  boring
• Frontal lobe in boys probably poorly developed in
  comparison to girls
• lowered sensitivity to feelings of others
• less awareness/concern for safety of self
  others
• What behaviors do you commonly witness that
  reflect these traits?

10
Other Reasons For Defiant Behavior

• Hasnt learned behaviors that meet school
  expectations.
• Learned other "right ways" to behave in certain
  situations. Their (re)actions reflect practices
  common in
• low income areas
• culturally different / immigrant households.
• Emulation of behavior/responses modeled in the
  homes or neighborhoods of the disenfranchised.
  (A learned pattern of confrontational behavior
  when dealing with authority figures in demanding
  situations).
• Knows the appropriate behavior that is
  expected, but hasnt had sufficient practice to
  perform it proficiently.

11
A few more reasons

• Physical influences (SID, ADHD, Tourettes,
  medication reactions)
• Group influence/peer pressure
• Rebellion against authority/striving for
  increased decision making influence over ones
  life.
• His/her initial attempts at performing the
  desired behavior didnt work, so s/he
  overgeneralizes and assumes that it will never
  work with anyone at anytime in any place.
• Surging emotions interfere with the display of
  the behavior. When humans are under stress,
  they often revert to behaviors that are most
  familiar in those situations.

12
Class IV section (Housatonic River, CT)
13
Times When We Play a Significant Role in the
Appearance of Defiant Actions?

• Avoiding failure
• -feeling dumb in comparison to others.
• -failing publicly around non-accepting audience.
• Preoccupied by outside pressures our direction
  becomes The straw that broke the camels back.
• (Displaced anger)
• Fulfilling a role assigned ( maintained) by
  significant adults (parents educators)
• -bad
• -dumb
• -rude.

14

• Frustration when educators interfere with their
  present pursuit of a desired goal (completing a
  task, reaching a stopping point in a game,
  socializing, pestering another).
• Directives assignments viewed as being
• -wrong
• -unreasonable
• -waste of time
• AND ones contributions/suggestions/contrary
  views given no consideration by the adult.
• A general dislike for each other between the
  student and educational professional has become
  ingrained. Each plays a continuing role that
  instigates and escalates problems.

15
Assessment Procedures
16
Behavior Disabilities

• According to IDEA, we must engage in
  investigative procedures to determine the reason
  for persistent misbehavior IF
• The student already has an identified disability
  (any one).
• If we believe that that student may have a
  disability (be it an emotional/psychological/behav
  ioral disorder OR another disability that might
  be a contributing factor to the inappropriate
  actions).
• The combination of procedures is known
  collectively as FBA.
• FBA?

17
An FBA is a set of precise and complex procedures
for

• helping the Committee on Special Education
  arrive at the wrong conclusion with great
  certainty.
• determining the motivation, function, or cause
  of the aberrant pattern of behavior. (Which
  assists us in devising effective interventions.)
• Some investigative methods that might be included
  in an FBA are?
• Medical evaluation
• Psychological evaluation
• Psycho-Social Assessment (ecological
  assessment)
• A-B-C Analysis
• Determination of the students Mistaken Goals
• (Oddly, rarely conducted nowadays)
• General data collection (behavioral recording,
  checklists).

18

• Steps for conducting all the evaluation
  procedures that follow (A-B-C, Mistaken Goals,
  Behavioral recording) can be found at
  www.BehaviorAdvisor.com
• Now for the A-B-C method for gaining insight into
  a behaviors etiology.
• Professionals engage in the A-B-C process in
  order to determine the cause of repeated
  behaviors that take the same (or very similar)
  form and tend to happen under the same
  circumstances.
• This process is part of the evaluation procedures
  of the ABA orientation.
• ABA?
• .

19
The World According to ABA

• All behavior is
• learned.
• A particular behavior is initiated by something
  that happens previous to it.
• Behaviors continue to exist because they
  either
• bring desired benefits (positive
  reinforcement) or
• fend off undesired events (negative
  reinforcement).
• Behaviors can be built, modified, or extinguished
  by skillfully manipulating the events
  and circumstances that surround
  them.
• We are one of those events.
• Behaviors are best understood by using the
• A-B-C method of analysis.

20
A,B,Cits as easy as 1,2,3

• There you go again. Why do you always?
• An Antecedent (stimulus) sparks a Behavior that
  is maintained by a Consequence.

21
In order to prevent inappropriate behaviors from
being exhibited

• Assure that the Antecedent does not occur.
• Prompt (and promptly reinforce) a Replacement
  Behavior that meets the same physical and/or
  emotional need as the undesirable one.

22
In order to extinguish a behavior, deprive it
of what keeps it going.

• Disallow the usual reinforcing Consequence (the
  benefit, reward, or payout) and respond to
  the behavior in what manner?
• Punish it
• what is available to us often doesnt outweigh
  benefits of behavior
• generally ineffective and fraught with hazards.
• Ignore it
• Often difficult to do
• The practice is plagued with problems such as?
• Other pupils complain
• Other kids think that it is OK to emulate this
  behavior
• Some behaviors are self stimulating
• We frequently witness a behavior burst.

23
How Does One Ignore Effectively?

• Ignoring will cause behaviors to eventually die
  out (extinguish) IF
• The student desires your attention
• All attention from all other sources is blocked
• You can withhold attention during the behavior
  burst which often escalates to
  extinction-induced aggression before ceasing.

24
Ignore The Behavior While Telling Others What
Youre Doing

• Thank you. Yes, Im aware of that behavior and
  I will be addressing it later. Im definitely
  not letting it go. The rules still apply to
  everyone. I will be dealing with that persons
  behavior later during(some non-academic and
  desirable activity). Now lets return to our
  activity. .

25
Situation The teacher asks a question to the
class.  Raheem quickly yells out an answer.  The
teacher tells Raheem to raise his hand from now
on (as s/he always tells him to do), but thanks
him for the answer and goes on with the lesson.

• Your Teams Task
• Identify the
• Antecedent
• Behavior
• Consequence
• Be ready to report how the teacher might
  manipulate the A and C. Also identify a
  replacement behavior that meets the childs need
  for attention, power, prestigue, money, sensory
  stimulationwhatever the identified need.

26
Some Possibilities

• The teacher could eliminate the antecedent by
  calling on particular students. Do so after the
  question is asked, not before (Jacob Kounins
  group alerting technique)...or else all the
  other students will let their minds wander. OR
  Students could be given dry eraser boards and
  pens so that everyone shows their answer on
  command.
•  
• The teacher might also change the consequence by
  ignoring the answer ("I only hear the answer of
  students who raise their hands and wait to be
  called upon.  I'm looking for a hand.") or
  punishing "calling out" behavior (while praising
  the hand raising of other students).
• The teacher might also work with Raheem to
  develop a new behavior to get the
  reward/reinforcement.  Each time Raheem raises
  his hand (whether he knows the answer or not, and
  whether he is called upon by the teacher or not)
  he gets a point.  Twenty points allows him to
  present information to the class tomorrow, or
  gives him five minutes of personal time with the
  teacher (allowing him to receive the desired
  rewards of either appearing knowledgeable or
  gaining personal contact with the teacher). OR
  Teach him a special hand raise when you WILL
  call on him (limited to two per day).

27
Rudolf Dreikurs Model

• The greatest human need is to belong. If we
  dont feel accepted and valued in an important
  life setting, we react negatively progressively
  so, if issues remain unresolved.
• When kids dont feel valued by teachers and peers
  at school, they engage in one or more of four (4)
• Mistaken Goals
• Seeking ATTENTION (If not getting enough to feel
  accepted and valued)
• Seeking POWER (Accepting negative attention)
• Seeking REVENGE (Resentment and anger from
  losing the power struggle)
• Displaying INADEQUACY (Lack of success brings an
  end to the pursuit to belong).

28
Its in your hands

• Right now, well take a quick look at some slides
  outlining the Mistaken Goals method of
  assessment.
• Semi-complete versions of them can be found
  inside your packet.
• Later, theyll serve as resources as we use the
  content of these slides to
• Determine the mistaken goal of a behavior viewed
  on a video
• Devise interventions for that mistaken goal.

29
ATTENTION SEEKING

• Pesky behavior surfaces when kids aren't getting
  the amount of positive recognition they desire
  for their attempts to be good. (e.g., starting
  a task, remaining on-task, completing work,
  arriving on time, being nice to others).
• It is especially prominent in kids who
• Struggle academically
• Dont get much positive attention at home
• Desire it from you
• Have learned to be satisfied with negative
  attention
• These kids feel important if the teacher pays
  attention to them and provides them with extra
  services.
• They might
• -ask irrelevant questions   -call out
  frequently   -fail to engage in the task or stay
  focused
• unless the teacher hovers over them
• Assessing whether were right Address the
  mistaken goal in a friendly, respectful, and non
  threatening manner.  This course of action
  removes the power of the mistaken goal.  Try this
  phrasing using concerned, polite, non sarcastic
  wording and tone of voice.
• "Could it be that you'd like me to spend more
  time with you?
• Verification verbal acknowledgement or
  non-verbal look of recognition .

30
An Example of an Attention-Seeking Pattern of
Behavior

• While we watch the Amy video clip
• Identify the actions that evidence this stage
• Consider how we might intervene in order to
  address
• Her academic concerns (assistance)
• Her need for positive contact (attention).

31
SEEKING POWER (our defiant kids)

• If attention seeking actions don't work,
  resentful youngsters may try to make your
  professional life miserable.
•   They might
• -argue   -contradict   -lie   -refuse to
  work or follow directions   -throw a temper
  tantrum   -tell you to "go take a flying
  leap"  -behave hostilely toward you
• Assessing whether were right Using concerned,
  polite, non-sarcastic wording and tone of voice,
  say
• "When you try to prove that nobody can make you
  do things you don't want to do, does that mean
  youre upset with us? .

32
A Power Struggle with a Defiant Kid

• Which possible precipitating factors for the off
  task behavior should the teacher have considered
  before intervening? What might have contributed
  to the students failure to copy from the board
  as others were doing during that time?
• Does it appear as if the student and teacher have
  established a warm personal connection to one
  another? Is the classroom a welcoming,
  validating, and valuing place for this youngster?
• Which of the teachers interventions were
  counterproductive? What facets of her approach
  contributed to the decay of the situation?
• What might this teacher have done, or what might
  she do in the future, to avoid the problems we
  witnessed, address the mistaken goal, and
  accomplish her instructional goal?
• Consider how she might address
• His academic needs
• His need to avoid losing face
• (being the recipient of a public shaming).
• This video is available from National
  Educational Services and is part of the Circle
  of Courage (Brendtro, Brokenleg, VanBockern)
  training packet.

33
We have met the enemy

• and it is us. (Pogo)
• When we set out to Teach em a lesson., we
  dont.
• Teachers who didnt receive adequate behavior
  management training tend to (over/under)react to
  inappropriate student actions in either Hapless
  or Hurtful (ala PsychoTeacher) ways.
• Support and training for becoming a Helpful
  educator can be found at www.BehaviorAdvisor.
  com .

34
Recognize that some issue is affecting
performanceSuch as?

• Feeling ill.
• Left glasses at home.
• Unable to do the assignment.
• Outside concerns brought into the classroom.
• Continuing issues with you that need to be
• resolved in order to build/maintain positive
• feelings about each other.

35
Suggestions.

• Deal with issues in private.
• Stay in control of ones emotions.
• The greatest lesson we can learn is infinite
  patience
• never-ending persistence. (Franklin Delano
  Roosevelt FDR)
• -Use a civil tone of voice
• -Avoid put downs
• -Avoid saying that a task is simple or easy
• -not EZ for LD kid who forgot how to do it
• -not worthy of being taught in school if its
  easy.
• Never use a frontal attack on a superior
  opponent (or anyone else for that matter).
• Make use of the positive strategies from past and
  future SPED 702 sessions.

36
Research On PublicBelittlement / Verbal Bullying

• When people were publicly chastised, only 1 in 10
  improved his/her performance. 9 of 10 performed
  worse the next time around.
• Publicly criticized individuals
• -felt increased self doubt regarding their
  abilities
• -resented the approach taken to address
• their actions/performance
• -felt dislike toward the ones who chastised
  them .

37
Positive Feedback Versus Criticism Ratio

• Real life is 3-1
• Morale problems set in at 2-1
• Despair starts at 1-1
• To promote appropriate behavior and positive self
  concept, the PBIS.com site recommends a ratio of
  5 positive comments for every negative one
  (other sources recommend 8-30) with frequent
  contact for each student. Frequent meaning...
• (at least once every 5 minutes)
• Is you worst behaved student receiving a 5-1
  ratio?
• (or even 3-1?)

38
SEEKING REVENGE (our aggressive kids)

• If attention or power seeking doesn't work, kids
  may seek revenge against you or others.  Their
  belief "I can only feel significant if I hurt
  others.  I'm just doing what they've done to me. 
  I don't care if I'm disliked.  They deserve this
  behavior.  It is a victory to be disliked and to
  undergo punishment if I have retaliated and made
  them suffer.
• (Typically not done during a moment of
  confrontation. The vengeful act happens in a
  concealed manner or at an unexpected time.)
• They might
•   -treat others cruelly   -set themselves up to
  be punished via the use of aggression
• -engage in pranks or vandalism behind your back
• Assessing whether were right In concerned,
  polite wording and a non-sarcastic tone of voice,
  say "When you did that, were you trying to ?
• hurt me because you're angry with me? .

39
DISPLAYING INADEQUACY

• Underneath the bravado of seeking revenge is deep
  discouragement.  The rejection by others
  eventually makes them feel worthless. They
  think "Why even try anymore?
• Discouraged kids guard what is left of their self
  esteem by removing themselves from public and
  social tests. They think "If I pretend to be
  stupid or refuse to cooperate, people will leave
  me alone.
• They might
• -avoid interaction become invisible in the
  class
• -passively refuse to participate in class
  activities
• -request to be left alone
• -sit silently and engage in no activities
• Assessing whether were right In concerned,
  polite wording and a non-sarcastic tone of voice,
  say "When you pretend that you're not capable of
  doing this work, are you trying to make me
• go away? .

40
An Inadequacy Episode (or two)

• Gayles spelling test - Our student is behind in
  reading, and struggles with written language.
• Shelly - Lunch time for a student in the
  inadequacy stage.

41
Another Way to Determine The Reason

• If the youngster doesnt respond to your
  assessment question, you can still identify the
  Mistaken Goal" via these guidelines
• If you feel                          The student
  is probably seeking Annoyed                     
                  ? Threatened
                                  ?
• Hurt                                            
  ?
• Disheartened (at inability to reach this
  student)                        ?  
•    If a student                                  
  Then the probable goal is
• Stops a behavior, but then repeats it ?        
  Refuses to stop and increases the
  misbehavior ?       Becomes violent or
  hostile ?
•   Refuses to cooperate, participate, put forth
  effort,
• or interact ?  
• What might be the mistaken goal for David? . 
  

42
Intervening With Mistaken Goal Kids

•   1. Explain that s/he is not the 1st kid to feel
  this wayExperts know about this way of
  feeling/acting, have studied it for generations,
  and know of better ways for youngsters to meet
  their needs.  Help him/her devise a plan to meet
  the needs in more appropriate ways.
• 2. Change your actions when confronted by the
  various behaviors
• If the mistaken goal arises again, avoid reacting
  in the same old way
• Draw out, then positively recognize, the
  desired replacement behavior
• 3. Build a positive bond between you and the
  student. How so? (Teams)
• Create an extensive history of positive
  interactions
• Use sandwiches when criticizing or offering
  suggestions
• Be alert for opportunities to catch em being
  good
• State your belief in the youngsters ability to
  succeed (academics behavior)
• Interact in a manner that allows the student to
  feel valued and respected
• 4. Create Esprit de Corp in the classroom. How
  do you do so? (Teams)
• Conduct interesting cooperative group activities
• Allow only supportive comments in class. No
  put-downs
• Compete against other classrooms
• Implement a group reward system

43
Specific Interventions for Attention Seeking

• Provide the youngster with acceptable ways of
  gaining the attention that is sought.
• Role play those new ways to increase the chances
  of them being used.
• Give signals/hints to prompt the behavior in real
  life situations.
• Set up a plan with the youngster which allows
  him/her to earn time with you.
• Provide the youngster with supports (e.g., a peer
  who will help the youngster if academic
  difficulties occur, a secret signal, etc.)
• Remind the youngster of what must be done to get
  your attention (e.g., raise hand).  If this
  action is not yet a usual response for the
  youngster, upon its display give your attention
  immediately (in order to reinforce that correct
  behavior).
• Verbally praise the youngster for displaying the
  appropriate behavior.  Wean the student from the
  immediate reaction on your part by telling
  him/her that you see his/her appropriate behavior
  and that you'll be there in just a minute (after
  attending to the other hand raisers first, or
  finishing the writing of a note, etc.) .

44
Specific Interventions for Power Seeking

• Avoid power struggles
• Stay out of the "Conflict Cycle prevent
  escalation of     the event.
• Dont find fault. Find solutions. Use problem
  solving (www.behavioradvisor.com)
• Recognize the youngster's need for power and
  influence.
• Involve the student in making decisions.
• Give responsibilities and positions of influence
  to the youngster.
• Use "I messages" (covered later today) followed
  by questions
• "I'm hearing some offensive language.  Could I
  hear that opinion restated in more restrained
  terms?" .

45
Specific Interventions for Revenge Seeking

• Design activities in which the student and others
  (perhaps you) interact positively and
  cooperatively.
• Bond with the youngster.
• Give him/her the time of day.
• Build a friendly relationship.
• Treat him/her respectfully and supportively
• Expect resistance to your efforts at first.  Be
  unconditionally and persistently respectful and
  supportive. Dont be a punching bag, but be
  politely assertive in your reactions.

46
Specific Interventions forKids Who Display
Inadequacy

• Offer encouragement and support to the youngster.
  Do not criticize.
• Focus on the putting forth of effort, not
  accuracy or grades.
• Set up the youngster for success and recognize
  his/her efforts.
• Blame any lack of success on the curriculum,
  materials, or the way you taught the lesson, but
  do not blame the youngster.
• If minimal effort (or less) was exerted,
  positively acknowledge it and focus on ways to
  improve in that area. Devise ways that you can
  support heightened exertion.
• Have the student self-evaluate, identifying what
  s/he did correctly and incorrectly. Then have
  him/her develop a plan for improvement (or have
  him/her redo the task well).  Assist as needed.
• NEVER show frustration. This reaction may
  reinforce a sense of worthlessness.

47
Other ideas for motivating the unmotivated
(Displaying Inadequacy)

• Modify materials and presentation.
• Ensure understanding by asking the student to
  repeat the directions in his/her own words.
• Check in early with the student to assure
  understanding and task engagement.
• Promote motivation by
• Focusing on effort rather than accuracy
• Reminiscing about earlier successes that resulted
  from effort
• Relating material to the students life
  interests
• Assign peer helpers/cross age tutors.

48
Psycho-Social Assessment

• This information gathering process supports the
  Mistaken Goals and A-B-C assessments, and helps
  us to fill in the blanks. While watching the
  multi-faceted information gathering process,
• Conduct an A-B-C analysis for the two incidents
  with the teacher (floor hockey game, classroom
  independent work).
• (Scott DVD 3 minute/Teams)
• While working in your teams for 10 minutes,
  please identify
• The Mistaken Goal (if apparent)
• Other possible reasons (as per the previous two
  slides)
• Services that might be recommended
• Interventions strategies .

49
OK, now I know that the student is defiant or
aggressive because

• Hasnt learned behaviors that meet school
  expectations
• Learned other "right ways" to behave in certain
  situations
• low income
• culturally different / immigrant
• Knows the appropriate behavior, but hasnt had
  sufficient practice to do it proficiently.
• His/her initial attempts didnt work, so s/he
  overgeneralizes and assumes that it will never
  work
• Surging emotions interfere with the display of
  the behavior
• Now What? .

50
Whats the job of a teacher?

• Teach em what they dont yet know
• but what and how (behaviorally speaking)?
• Reflective decision making
• Problem solving
• Social skills
• Anger management
• Conflict resolution
• Character education, in order to
• Provide a solid foundation on which to base the
  newly acquired social-behavior skills
• Prevent a self-serving display of appropriate
  behavior .

51
How is teaching behavior like teaching academics?

• Determine the current level of knowledge/skill.
• (questioning, observation)
• Make the learning relevant useful to the
  learner.
• Make use of present knowledge/skills.
• Instruct, model, provide guided practice.
• Provide more guided practice (at least 20
  successes to ingrain in memory bank) with
  progressively more pressure.
• Recognize effort progress.
• Re-teach parts with which s/he has difficulty.
• Source Mary Beth Hewitt, What Changes Behavior?
  Punishment or Remediation. Choices

52
Why Dont More Teachers Teach Behavior?

• They dont know how to do so.
• (Yet)
• Take heart! The process and procedures for
  teaching new behaviors are similar to the ways in
  which we teach new academic material. Therefore,
  you already possess the skills needed to do so.
• However, many teachers dont accept the premise
  that behavior can or should be taught. Consider
  the following points in a commonly found
  school-based mindset.
• (derived in large part from Jones, 2001, page
  296).

53
Infrequent ProblemsAcademic versus Behavioral

• Academic Assume the student was trying to make a
  correct response that the mistake was
  accidental.
• Behavioral Assume the student was not trying to
  make the correct response, and that the behavior
  was deliberate.
• Academic Provide assistance.
• Behavioral Provide a negative consequence.

54
Persistent ProblemsAcademic versus Behavioral

• Academic Assume the student learned the wrong
  way to do it or has been taught (inadvertently)
  the wrong way to perform the action.
• Behavioral Presume that all students are capable
  of behaving correctly. Assume that this
  youngster consciously chooses to misbehave and
  be uncooperative.

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• Academic Diagnose the nature and cause of
  problem in order to guide practice.
• Behavioral Provide more negative consequences.
• Academic Determine a more effective way to
  present the material within the classroom.
• Behavioral Remove the student from the classroom
  context.
• Academic Provide practice, feedback, and review.
• Behavioral Provide no instruction.

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Final Assumptions

• Academic Problems Based on the performance after
  instruction, assume that the student understands
  the concept and can apply the skill.
• Behavior Problems Based on no instruction or
  remediation, assume that the student has learned
  a lesson and should therefore behave correctly
  in the future.

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With apologies to the Mahatma

• Be the change you want to see in the world.
• The school-based version
• Be and teach the change you want to see in this
  world.

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Foundations for Understanding Behaviors (so that
we can teach better ones)

• (nearly) All behavior is learned.
• Behaviors continue to be shown because there is a
  benefit to doing so.
• Behaviors can be built, modified, or extinguished
  by skillfully manipulating the events and
  circumstances that surround them.
• We are one of those events.

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When emotions start to Flare Remember