Effective Behavior Management
Strategies for the Childcare Setting
Presented by: Karen Headlee
Lee County Extension
kheadlee@leegov.com
Allie Munch
Dr. Heidi Liss Radunovich
Welcome!
`
Introductions
`
Meet the Instructor
`
Meet the Participants
p
What we will cover
`
Why do children misbehave?
`
Components of behavior management
`
Practicing behavior management
`
T h i
Techniques
ffor bbehavior
h i managementt
`
Common behavior problems
p
Pre-test
`
Please complete this brief pre-test and return
it to
t yourr instructor
instr ct r when
hen you are finished
finished.
Why do Children Misbehave?
Why
y Children Misbehave
`
One of the most common reasons a child
misbehaves is because he or she is not getting
a need met.
met
`
Can you think of some unmet needs that might
cause children to behave badly?
Nelson & Erwin, 2002
4 Reasons for Misbehavior
1.
Undue Attention
2.
Misguided Power
3.
Revenge
4.
Assumed Inadequacy (giving up)
Nelson & Erwin, 2002
4 Reasons for Misbehavior
`
Undue Attention`
Children often seek undue attention because
they equate attention from adults with caring
and love.
`
How might you fix this problem?
Look at me!
Nelson & Erwin, 2002
4 Reasons for Misbehavior
`
Misguided Power`
Children need to feel secure; like they are in
control of themselves. When control is taken
away, they may seek to regain power by
purposefully
pu
pos u y disobeying
sob y g directives.
ct v s.
`
How might you fix this problem?
Nelson & Erwin, 2002
4 Reasons for Misbehavior
`
Revenge`
If a child believes that he or she has been
treated unfairly, revenge will likely be a result.
`
How might you fix this problem?
Nelson & Erwin, 2002
4 Reasons for Misbehavior
`
Assumed inadequacy`
This is the child that supposedly needs help
with everything.
`
How might you fix this problem?
Nelson & Erwin, 2002
Other Causes of Misbehavior
`
Health Problems
`
Emotional Disturbances
`
Poor Nutrition
`
Poor Attachment
`
Sleep Disturbances
`
Change
`
Mental Delays
`
Natural Skill Deficits
`
Developmental
`
Inappropriate expectations
Disabilities
`
Stress
for age/developmental level
`
Family
dysfunction/problems
Essa, 2003
Components of Behavior
Management
What is Behavior Management?
g
`
Behavior
B
h i management is “all
“ ll off the
h actions
and conscious inactions to enhance the
probability
b bili people,
l iindividually
di id ll and
d iin groups,
choose behaviors which are personally fulfilling,
productive,
d i and
d socially
i ll acceptable”
bl ” (Sh
(Shea &
Bauer, 1987).
What is Behavior Management?
g
`
Behavior
B
h
management includes
l d
` Behavior modification through:
` Discipline/Instruction
` Rewards/Reinforcers
` Negative
Consequences
What is Behavior Modification?
`
Behavior
B
h i modification
difi i is a treatment
approach, based on the principles of operant
conditioning,
di i i that
h replaces
l
undesirable
d i bl
behaviors with more desirable ones through
positive
i i or negative
i reinforcement.
i f
What is Behavior Modification?
`
Behavior modification includes
` Rewards
` Social
`
and Tangible reinforcers
Negative Consequences
` Time-out
` Loss
of rewards/reinforcers
What is Discipline?
p
`
Discipline
Di
i li is the
h practice off teaching
h and
d
enforcing appropriate behavior through
correction
i and
d guidance.
id
3 Criteria for Effective
Discipline
`
Is it respectful?
`
Is it effective long-term?
`
Does it teach valuable life skills for good
character?
Nelson & Erwin, 2002
What is Encouragement?
g
`
Encouragement is rewarding
E
d appropriate
child behaviors through words, expressions,
actions,
i
and
d reactions.
i
`
A form of positive reinforcement, used as a
reward/reinforcer
Nelson & Erwin, 2002; Sigler & Aamidor, 2005
3 Goals of Encouragement
g
1
1.
To create a sense of belonging.
belonging
2.
To create a sense of capability through the
development of life skills.
3.
To instill a sense of social interest.
Nelson & Erwin, 2002
Practicing Behavior
Management
Behavior Management
g
`
Communicating Rules & Expectations
`
`
`
`
Avoid
A
id criticism
i i i and
d llecturing
i
Avoid yelling
Be respectful
Explain the reasoning behind the rule
Fields & Boesser, 1998; Essa, 2003
Behavior Management
g
`
Understanding Rules & Expectations
`
Utilizing natural consequences
`
Utilizing related consequences
Exclusion
` Deprivation
` Restitution
`
Fields & Boesser, 1998
Behavior Management
g
`
Exclusion` Removing
g a child from the rest of the group.
g p
`
Deprivation` Removing the source of misbehavior from the
child
` Removing a reward/reinforcer from the child.
`
Restitution` Allowing a child to make amends for his or her
behavior.
Fields & Boesser, 1998
Behavior Management
g
`
Understanding Rules & Expectations
`
`
Have clear
H
l
teaching
hi goals
l
Have a clear relationship between action and
consequence
Action
Fields & Boesser, 1998
Consequence
Behavior Management
g
`
What are appropriate consequences?
`
Complete “Selecting Consequences”
worksheet.
Behavior Management
g
`
Consistency
`
`
`
LLearning
i appropriate
i
bbehavior
h i takes
k time
i
Apply the same technique each time
Apply the same technique to each child
Essa, 2003
Behavior Management
g
`
Routines
`
`
`
Controll for
C
f di
disorganization
i i
Create a sense of security and order
Can be teaching tools
Nelsen & Erwin, 2002
Behavior Management
g
`
Leading by example- be a role model
`
`
`
`
`
`
Display
Di
l positive
i i iinteraction
i
Express your feelings appropriately
Promote acceptance and kindness
Take responsibility for your actions
Find similarities between you and the children
Remember- they are always watching!
Fields & Boesser, 1998
Working
g with Parents
`
Parent-teacher communication and
c
cooperation
erati n
`
`
`
`
`
Communicate often about everything
E
Encourage
two-way communication
Build your relationship on trust and respect
Be clear about rules and expectations
Involve parents in the goal-making and discipline
process
Nelsen & Erwin, 2002
Techniques for Managing
Behaviors
Developmental
p
Considerations
` Babies
and Toddlers (0-2 years old)
` Limited
communication skills
` Lower level reasoning
` Benefit from redirection and reinforcement
` Time out only for 2 year olds and above (unless
there are developmental delays or disabilities)
Developmental
p
Considerations
` Young
` Can
Children (3-5 years old)
understand rules and expectations
` Can better reason between appropriate and
i
inappropriate
i
bbehaviors
h i
` Benefit from behavior modification, discipline,
and
d encouragementt
` Time out for 3-5 year olds
Rewards: Consequences for
Appropriate Behavior
`
Dos:
`
`
`
`
Make sure that every child knows how to receive a
reward
Make sure that rewards offered are appropriate for
the behavior exemplified
Make sure that rewards reinforce specific behaviors
and not just intangible notions like “being
being good”
good
Make sure the reward is actually rewarding to the
child!
Essa, 2003; Porter, 1999
Rewards:
Consequences
for Appropriate
Rewards:
Consequences
for
Behavior
Appropriate Behavior
`
Don’ts:
` Don’t use food or candy as a reward
` Don’t substitute necessary
y activities for rewards
(such as toileting privileges or meals/snacks)
Essa, 2003; Porter, 1999
Discussion Point: Rewards
`
Post rewards (positive consequences) just like
you post
st rules
r les and negative
ne ati e consequences.
c nse ences
`
What sorts of rewards do you use?
Essa, 2003; Porter, 1999
Consequences for Inappropriate
Behavior
`
Dos:
`
`
`
`
Make sure that consequences are as immediate as
possible
Make sure that consequences are directly related to
the inappropriate behavior
Make sure that children understand the reason they
are receiving the negative consequence
Make sure that consequences are appropriate for the
age and skill level of the child
Essa, 2003; Porter, 1999
Consequences for Inappropriate
Consequences for Inappropriate Behavior
Behavior
`
Don’ts:
D
’
` Don’t use unrelated/ inappropriate punishment
as a consequence
`
Don’t take away necessary activities (such as a
meal or entire outdoor time)) as a form of
consequences
Essa, 2003; Porter, 1999
Time-Out
`
Dos:
`
`
`
`
`
`
`
`
Give a warning before time-out
time out is used
Give a clear request
Use a normal tone of voice and be respectful
Explain your reasoning
Have a specific place for time-out
Usually 1 minute per 1 year of age
Use a timer
Have a more secluded backup area in case of
refusal
Eyberg, 1988
Time-Out
`
Don’ts:
`
`
`
`
Don’t
D
’ over-use the
h technique
h i
Don’t use an excessive amount of time
Don’t forget to let the child redeem himself/herself
(restitution)
Don’t add extra consequences on top of time-out
Eyberg, 1988
Encouragement
g
`
Stop or prevent misbehavior through the
encouragement/reinforcement of appropriate
behavior.
`
Encouragement should inspire the child- giving
them the courage to do the right thing.
thing
`
EEncouragement is
i more about
b
the
h process than
h
the result: praise effort, even if not successful.
Nelsen & Erwin, 2002; Sigler & Aamidor, 2005
Encouragement
g
`
Dos:
`
`
`
Do be
D
b specific
ifi about
b
the
h behavior
b h i you are
encouraging
D use words,
Do
d attention,
i and
d special
i l time
i
together to encourage
Don’ts:
`
Don’t withhold encouragement from a child
because he or she previously misbehaved
Nelsen & Erwin, 2002; Sigler & Aamidor, 2005
Instruction
`
Children are not born knowing how to behave.
`
Appropriate behaviors must be taught`
`
`
`
Through example
Through
g explanation
p
Through praise/encouragement
Negative
g
consequences
q
for
inappropriate behavior
Nelsen & Erwin, 2002
Manners
Instruction
`
Look at the rules and repeat them routinely.
`
Give special lessons on appropriate behaviors
not listed in the rules.
`
Every correction is an opportunity for
instruction.
Nelsen & Erwin, 2002
Discussion
What are the behavior management
techni es most
techniques
m st often
ften used
sed in yourr facility?
facilit ?
` How effective have they been?
`
Complete “Behavior Techniques” worksheet.
` How would you handle these scenarios?
`
Common Behavior
Problems
Aggressive
gg
Problems
Hitting
` Biting
B
` Throwing Objects
` Hurting Others
`
`
What are some likely causes?
Essa, 2003
Aggressive
gg
Problems
`
What might be appropriate steps?
`
`
`
`
`
`
`
`
Respond
R
d iimmediately
di l
Take care of the victim first
R
Remove
the
h aggressor from
f
the
h area
Make sure the aggressor is calm
Consider the cause
Explain the appropriate form of behavior (Rules)
Utilize a consequence
Allow restitution
Szarkowitz, 2004
Antisocial Problems
Using Inappropriate Language
` Name-Calling
N
C ll
`
`
What are some likely causes?
Essa, 2003
Antisocial Problems
`
What might be appropriate steps?
`
`
`
`
`
`
Give the
Gi
h child
hild a warning,
i cite
i class
l rules
l
Ignore the child who exhibited the bad behavior
R
Remove
other
h children
h ld
from
f
the
h area, help
h l them
h
ignore the words too
F
Focus
on another
h topic
i or activity
i i with
i h the
h other
h
children
E
Encourage/Reinforce
/R i f
when
h the
th perpetrator
t t does
d
nott
use foul language/name calling
Only use a consequence when offense is extreme
Essa, 2003
Antisocial Problems
Non-sharing
` What
Wh are likely
l k l causes??
`
`
What might be appropriate steps?
`
`
`
`
Make the environment conducive to sharingg
Teach sharing skills often
Encourage/Reinforce
g
sharingg behaviors
Mediate non-sharing situations: give options, do
not scold, do not force
Essa, 2003
Disruptive
p
Problems
Disrupting Group Time
` Running
R
Aimlessly
A l l A
Around
d the
h Classroom
Cl
` Shouting in the Classroom
` Dropping Objects to Create Noise
`
`
What are likely causes?
Essa, 2003
Disruptive
p
Problems
`
What might be appropriate steps?
`
`
`
`
`
Give one warning
Gi
i
Remove the child from the group
E l the
Explain
h appropriate group time behavior
b h
(Rules)
(R l )
Use time-out or another appropriate consequence
Encourage/reinforce proper group time behavior
Essa, 2003
Destructive Problems
Tearing Books
` Breaking
B k Toys
T
` Flushing Objects Down the Toilet
` Wasting Paper
` Destroying
y g the Work of Others
`
`
What are likely causes?
Essa, 2003
Destructive Problems
`
What might be appropriate steps?
`
`
`
`
`
`
Prevent destructive
P
d
i problems
bl
as muchh as possible
ibl
through organization and vigilance
E
Encourage/Reinforce
/R i f
appropriate
i t use off materials
t i l
Teach impulse control
Wh destruction
When
d
i happens,
h
calm
l child
hild fifirst
Explain appropriate use of materials (Rules)
U time-out or another
Use
h appropriate
consequence
Essa, 2003
Inappropriate
pp p
Expression
p
Excessive Crying
` Pouting
P
` Whining
`
`
What are some likelyy causes?
Essa, 2003
Inappropriate
pp p
Expression
p
`
What might be appropriate steps?
`
`
`
`
`
IIgnore the
h child
hild who
h exhibited
hibi d the
h bad
b d behavior
b h i
Remove other children from the area, help them
i
ignore
th
the behavior
b h i ttoo
Focus on another topic or activity with the other
children
Encourage/Reinforce when the child does not cry,
pout or whine
pout,
Teach the child how to better express his or her
needs
Essa, 2003
Things
g to Remember
Every behavior has a motivation/cause- find it
out!
t!
` Use discipline to teach appropriate behaviorsnot just
j to point
i out the
h bad
b d ones.
` Always explain why the behavior is
inappropriate and express your expectations
for the appropriate behavior.
` Match the consequences with the crime.
` Allow restitution when possible.
p
`
Conclusion
Closing
g Remarks
`
Summary
`
Questions?
Post-test
`
Please take this brief post-test and return it to
yourr instructor
instr ct r when
hen you are finished
finished.
References
`
Essa, E. (2003). A practical guide to solving preschool behavior problems, 5th edition. Australia: Thomas/Delmar Learning:.
`
Eyberg, S. (1988). Parent-Child Interaction Therapy: Integration of traditional and behavioral concerns. Child & Family Behavior Therapy, 10(1),
33 46
33-46.
`
Fields, M. ,& Boesser, C. (1998). Constructive guidance and discipline: Preschool and primary education, 2nd edition. New Jersey: Prentice Hall.
`
Filcheck, H.A., McNeil, C.B., Greco, L.A., & Bernard, R. S. (2004). Using a whole-class token economy and coaching of teacher skills in a
preschool classroom to manage disruptive behavior. Psychology in the Schools, 41,351-361.
`
Nelsen, J. , & Erwin, C. (2002). Positive discipline for childcare providers: A practical and effective plan for every preschool and daycare program.
Roseville CA: Prima Publishing
Roseville,
Publishing.
`
Porter, L. (1999). Young children’s behavior: Practical approaches for caregivers and teachers. Sydney, Australia: Maclennan & Petty.
`
Sigler,
Si
l EE. ,&
& Aamidor,
A id SS. (2005)
(2005). FFrom positive
i i reinforcement
i f
to positive
i i behaviors:
b h i
An
A everyday
d guide
id ffor the
h practitioner.
ii
E l Childhood
Early
Childh d
Education Journal, 32(4), 249-253.
`
Stewart, B. ,& Vargas, J. (1990). Teaching behaviors to infants and toddlers: A manual for caregivers and parents. Springfield, IL: Charles C. Thomas,.
`
Szarkowitz, D. L. (2004). Aggression and young children. Canberra, Australia: National Capital Printing.