Chapter 8Managing Student BehaviorWhen Implementing a Token System (Ayllon, 1999)Guidelines to ConsiderPunishmentPunishment is used becauseEstablishing a Classroom ClimatePositive Behavioral SupportsPreventing Violence (Skiba & Peterson, 2000; Sprague & Walker, 2000)Enhancing Self-ConceptsSocial and Self-Management SkillsSocial Skills Training (Vaughn & La Greca, 1993)Social Skills Trainingcopyright (c) 2003 Allyn & BaconChapter 8Managing Student Behavior and Promoting Social AcceptanceThis multimedia product and its contents are protected under copyright law. The following are prohibited by law: any public performance or display, including transmission of any image over a network; preparation of any derivative work, including the extraction, in whole or in part, of any images; any rental, lease, or lending of the program.copyright (c) 2003 Allyn & BaconManaging Student BehaviorLook for the positiveUsing Reinforcers–Positive–Negative–Tangible–Activity–Social–tokencopyright (c) 2003 Allyn & BaconWhen Implementing a Token System (Ayllon, 1999)Clearly identify behavior you want to changeMake tokens available and easy to administerIdentify items, activities, or reinforcers that are highly rewardingGive regular opportunities to exchange tokenscopyright (c) 2003 Allyn & BaconGuidelines to ConsiderDevelop recordkeeping proceduresDetermine class rulesIgnore on purposeTime outcopyright (c) 2003 Allyn & BaconPunishmentOften ineffective in long runOften causes undesirable emotional side effects (fear, aggression, resentment)Provides little information about what to doPerson administers punishment is viewed as harsh or negativeFear of punishment often leads to escape behaviorcopyright (c) 2003 Allyn & BaconPunishment is used becauseUnfamiliarity with consequences of punishmentInability to implement a more positive approachReinforcing to the person who administers itcopyright (c) 2003 Allyn & BaconEstablishing a Classroom ClimateCreate a learning community–Students are children–Focus on abilities–Celebrate diversity–Demonstrate high regard for all students–Provide opportunities for mixed-ability groupscopyright (c) 2003 Allyn & BaconPositive Behavioral SupportsBehavior Support Plans–Learn how student percieves events–Invest in preventing occurrences of behavior–Teaching is most powerful support strategy–Avoid rewarding problem behaviors–Reward positive behaviors–Know what to do in a difficult situationcopyright (c) 2003 Allyn & BaconPreventing Violence (Skiba & Peterson, 2000; Sprague & Walker, 2000)Conflict resolution and social instructionClassroom strategies for disruptive behaviorParent involvementEarly warning signs and screeningSchool and district-wide data systemsCrisis and security planningDesign, use, and supervision of spaceAdministrators who are accessible and interestedcopyright (c) 2003 Allyn & BaconEnhancing Self-ConceptsHold all students to high standardsDiscover and recognize students’ talents, abilities, or interestsProvide opportunties for success in non-academic waysRecognize difficulties in learning and explain them in a way that’s easy to understandRemember teachers’ important role in influencing self-conceptscopyright (c) 2003 Allyn & BaconSocial and Self-Management SkillsFAST–Freeze & Think–Alternatives–Solution Evaluation–Try itSLAM–Stop–Look–Ask–Makecopyright (c) 2003 Allyn & BaconSocial Skills Training (Vaughn & La Greca, 1993)Principles of Effective Instruction–Obtain student’s commitment to learn targeted skill–Assess social skills and target skills appropriate–Explain targeted skill and model appropriate uses–Identify steps in implementing skills and provide time to rehearse–Allow students to role-play–Teach students to monitor and evaluate their progresscopyright (c) 2003 Allyn & BaconSocial Skills TrainingInvolve peers in training program for low social status studentsTeach for transfer of learning (Michelson & Mannarino, 1986)–Behaviors that will supported naturally in setting–Alternative response patterns–Adapt procedures so it becomes their own–Rehearse skills–Natural and logical consequences–Use peers as change