Behavioral Methods for
Decreasing Inappropriate
Behaviors
Chapter 6
Differential Reinforcement
Differential reinforcement – turning negatives into
positives.
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Ask a student to answer a question or demonstrate a
skill to interrupt inappropriate behavior.
Reinforce a group/individual when their behavior,
although still inappropriate, is still improving (shaping).
Specify an amount of time for appropriate behavior
before a reward is given. Gradually increase required
time.
•
Fencing – tell students they must practice the stance before
moving onto other skills.
Shift in Emphasis
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Chapters 2, 3, 4, and 5 related to preventing
misbehavior through:
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Creating a positive atmosphere (2)
Creating a proactive management plan (3)
Reinforcement (behavioral) (4)
Increasing appropriate behavior (5)
Even with the BEST planning, BEST environment,
and BEST reinforcement, behavior management
issues will arise
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This is completely normal.
Chapter 6 focuses on consequences, not prevention
Types of Misbehavior
Ordered in ascending severity:
 Goofing Off – being off task, leaving the
assigned area, or not doing the drills in the
intended manner
 Disruption – talking out of turn, interrupting, or
clowning around
 Defiance – refusing to what is requested
 Immorality – unethical behaviors such as lying,
cheating, or stealing
 Aggression – physical or verbal attacks on
others.
Corrective Methods
Prevention
1st line of defense: non-invasive strategies
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Proximity
Eye contact
Hand gestures
Vocal variety
Name in a sentence
Wait time
The goal is to reduce lost instructional time
OK to tell students what to do (expect) AND
what not to do.
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By telling a student what not to do, you are not
generally giving them ideas. They will figure out ways
to misbehave on their own. Except if the misbehavior
is obscure.
Withdrawal of Reinforcer
Planned Ignoring – use when behavior (what is
reinforcing) is benign, short, and doesn’t affect
the group. Student is not getting the attention
they crave.
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Example: Talking quietly/quickly, continuing activity
after stop-command briefly, daydreaming (unless
frequent)
Not to ignore: Armpit noises, tapping feet quietly
then more noisily, repeated interruptions
•
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Looking for attention
BE CAREFUL – DO NOT ignore too much or it will
get worse
•
This is a frequent error with beginning teachers
Withdrawal of Reinforcer
Mild Misbehavior:
 Use humor in situations and chuckle at
some of the things my students do. Don't
penalize "nutty" behavior that will go
away in a second.
 Use humor or distraction to redirect mild
misbehavior. Have a sense of humor, kid
around a bit so they know you’re not a
robot.
Withdrawal of Reinforcer
 Guidelines
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for Response Cost
Move through your hierarchy of
consequences (again, for some
students this will not be effective)
• Suggested to review hierarchy
during day 1
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Use a calm, firm, respectful tone
of voice when administering
consequences
Withdrawal of Reinforcer
Response Cost – taking away a reinforcer
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Reduce grading points (affective rubric)
Eliminate educational games and use drills
Remove tokens in a token economy
Class time – have the students repeat until done
correctly
Wait time – can’t get to the next activity or the
culminating activity until proper behavior is displayed.
• “I had a really fun activity planned at the end but I’m not sure if
we’ll have time for it if you keep talking.”
Withdrawal of Reinforcer
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Guidelines for Response Cost
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Student must value the reinforcer or the loss is
inconsequential.
Can only take away so much before students have
nothing to lose
Don’t nag or plead (shows weakness) – follow through
• 1 warning or zero warning is enough
• If you warn 5X’s, students learn they can misbehave four times
before a consequence.
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Longer behavior reinforced, more resistance (start
early), more frequently behavior extinguished, more
quickly extinction occur
Withdrawal of
Reinforcer
Time out – removing a student
from a reinforcing environment.
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Seclusionary – removal from activity but still in the
gym
• Must consider place, access to equipment, access to others,
safety, visibility… - the place should not be rewarding
• Have the student complete a “Self reflection” before returning
or a “Time Out Worksheet”
• Establish routines for time-outs
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Self time out
• Students remove themselves if they feel unable to cope
• Must notify teacher
Withdrawal of Reinforcer
Time out – removing a student from a
reinforcing environment.
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Exclusionary - student remains a part of the
lesson but with some restrictions
• Examples:
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Move back from the circle where everyone is sitting
Student is not allowed to speak or answer questions
Student is not allowed to partake in a station during
choice time
Student is not allowed to work with certain other students
during the remainder of class.
Withdrawal of Reinforcer
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Time out Guidelines
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Be consistent – same place (create routine)
Don’t negotiate*
If there’s time, explain reason why
DO NOT make time out reinforcing
• i.e. Talk, explore, engage passers by, get involved
• Reset the time if students are inappropriate (back to the start
of time out)
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Do not allow them to avoid selected activities
Keep time outs 5 minutes or fewer
• The younger, the shorter the duration
Aversive Stimuli
One on One Chat
 Meet individually with a student, preferably not in front of
their peers (before class: as students are entering locker
room or after changing time, after class: before or after
changing time)
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Step 1: I statement “Chris, I can’t be sure everyone hears when if
there is talking. What’s the story? Normally, you behave wonderfully
in class”
Step 2: Active listening (if appropriate for circumstance)
Step 3: Outcome - administer consequence if necessary or develop
a solution with the student
• May also give student a second chance (give to get)
Aversive Stimuli
Verbal Reprimands
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Concise
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Listen please (not “stop talking”)
Hands to yourself (not “stop it”)
"What should you be doing right now?"
Look and sound like you mean it! Have a good “game face!”
Expanded – Telling students what behavior is unacceptable and why
• Eli, please hold onto the ball. I find it distracting as do other students.
• Book: “Joy, interrupting is impolite. It makes it difficult for others to follow
my instructions. Please wait until I have finished to ask a question.”
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DO NOT ridicule, insult, demean
• If a student loses face, you’ve lost them (peer reputation is powerful)
• Students will turn against you
• NEVER yell at students or use disrespectful language (that is a loss of
control on your part)
Aversive Stimuli
Corporal Punishment
 Banned in Connecticut – Do not use corporal punishment,
you will be out of a job
 Keeping your cool
 At times, students may say or do things which infuriate
you. Examples include swearing, insubordination, verbal
abuse, and/or running away. NEVER strike, grab, or
squeeze a student. Even if the student was in the wrong
and states that you grabbed their arm, that will become
the issue and not the original transgression.
Aversive Stimuli
 Contracts
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Paper ones: make it generic so you can fill in
specific information.
Guidelines:
• Be sure that the student understands the concept of
contracts by asking him/her to give an example.
• Discuss and/or negotiate the requirements, reward, level of
achievement, renegotiation date, etc
• Read, sign, have a witness (someone with standing)
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Example 1, 2, 3, 4
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Aversive Stimuli
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Contracts – Setting up a contract
MS & HS Considerations
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Rapport is extremely important (Mr. Pulisciano, Cheshire, HS)
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Continue to use classroom rules, set expectations, and create routines
Game face – appropriate tone and demeanor (firm, organized, purposeful
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Exude a confidence that you WILL keep the class under control and certain
behaviors ARE expected and those contrary will NOT be tolerated
Incorporate level of involvement and/or affective rubric into student
grades
Hold students accountable for skill improvement via assessments such
as skill and cognitive quizzes
Remain firm if students violate expectations (even if they plead)
Use a series of consequences - Verbal, grade, assignment, community
service, phone call, referral, parent conference
Be more age appropriate with praise
Don’t allow certain students to work together during class
MS & HS Considerations
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Plan lessons with behavior management in mind
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Only under severe conditions should a student be sent to the
office (it demonstrates a loss of control on your part).
Create a daily report (may combine with a contract)
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Examples 1, 2
Show concern for the students (especially in one on one
conversations)
Monitor the social dynamics – establish expectations for
peer relations
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Complexity of drills, number of partners, amount of equipment, start
with easy/fun unit, area of playing surface, gym vs. outdoors
Conditions: captains must demonstrate pro-social behavior
Time out is not appropriate for HS, maybe MS
ALWAYS keep your cool
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Be calm and dispassionate in your presentation-An upset adult is
frightening to young children and funny to older ones who gain
prestige among peers for "setting off" a teacher
Reflection
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Like reflecting about the effectiveness of a
lesson, also reflect about the effectiveness of
your behavior management strategies.
 Some things to reflect on might include:
What is the purpose of the misbehavior
 How effective are my strategies
 What sets off the misbehavior (time, place, people,
teacher, biology)
 Develop and implement a new plan
Some commonalities to a functional behavioral
assessment
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Physical Restraint
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Law affords protection if a student is a danger to
other students, you, or themselves. For
example, a fight develops:
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First – with authority, tell the students to stop
Second – send for help (call office or send a trusted
student)
• Must act as a reasonable and prudent professional
• Teachers are NOT required to break up fights or physically
restrain students (role of security or police). If you attempt to
do so, it is at your own risk.
• Be mindful of safety to other students (may be difficult to
move them elsewhere)
Physical Activity
Punishments
 Never
use physical activity (laps, jumping
rope, etc) as a punishment.
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Students will link physical activity with
negative consequences – that’s not our goal!!
 Physical
activity can be construed as
corporal punishment
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Banned by most states including CT
Prevention v. Punishment
 REMEMBER
- Promote a positive
environment and prevent misbehavior.
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Praise students, give positive feedback,
create group/individual goals, etc
Over-reliance on consequences and
corrective methods makes class less
enjoyable and hinders the goals of PE
Finding What Works
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Every student is different so it is incumbent upon
teachers to find what works. Managing
behaviors is a bit like a chess match-continually
try new moves to find what works. Things to
keep in mind:
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If a strategy such as time-outs isn’t working, try
something else.
Find the “hook” regarding what works with students.
Personally, my hook was my parents. Call them and I
was in trouble! There would not be any more
misbehavior.
Punishment
 Guidelines for Using Punishment
1. Establish rules
2. Maintain self-control
3. Avoid confrontations
4. Punish immediately
5. Specify behavior
6. Ensure use of punishment is fair
7. Make sure punishment fits intention
8. Be consistent
9. Return to positive methods
10.Never hit!
(pp.108-109)
of crime
Misc. Thoughts
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Flexible (Fazio)
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Give a little to gain a lot (beware being taken
advantage of)
…“Now I could call your folks about you picking on
Demetrius.” I’m sorry. “Instead, I want you to tell me
you’ll leave him alone. Can you do that?” Ya, I won’t.
“All right, now remember what you promised me b/c I
don’t want to have to make that call.”
Focus on the behavior, not personal qualities
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Avoid “You’re lazy” because this makes students
defensive)
Role Play Tips
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Avoid having one student active while others
watch.
 Maximize activity time and opportunities to
respond (OTR’s)
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What is the difference between activity time & OTRs
Generally refrain from asking students “How are
you doing today.” This creates an opportunity for
misbehavior. Greet the students (“Good
morning, etc), then get into the lesson.
 Deal with behaviors while the class is active. Do
not put the misbehaving student on stage while
the rest of the class watches.
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