Incorporating the Three “C”s in the
Ten Rules of Behavior
Equal choices & Right Ear
Behavior is Learned
Behavior is Related to Context
Communication
Customer
Service
Behavior Change takes consistency
Positive and Negative
Reinforcement
Getting: attention, access,
sensory
We can improve behavior
by pointing it out
Community
We can remind ourselves
To be more positive
Escaping: attention, work,
Sensory, Pain
Our reaction determines
Whether a behavior shows up again
Ten Things You Should Know
1. Behavior is
learned and
serves a specific
purpose.
How do we get everyone to feel like
they are part of the community?
Ten Things You Should Know
2. Behavior is related to the context
within which it occurs.
Parent/Teacher Conference
• Sandwich- good- issue- good
• “I know they probably don’t do this at
home”
• “…but, we are having this one tiny issue.”
• “don’t want it to cause your child any
problems.”
• “Here’s how you can help”
Ten Things You Should Know
3. For every year that a behavior has been in place, you
should plan to spend at least one month of consistent and
appropriate intervention for you to see a change in the
behavior.- This is a rule of thumb.
Stick with it
Ten Things You Should Know
4. We can improve
behavior by 80% just
by pointing out what
one person is doing
correctly.
Newsletters, Website,
Lesson Plans
• BRAG- BRAG-BRAG
– What gets recognition- gets done
Ten Things You Should Know
5. We know we can improve
behavior by 80%, yet we use it less
than 10% of the time.
4 Positives for Every
Negative
•
Lanyard
– 20 beads
•
Start in the morning with all 20 beads on your left side
– Every time you compliment a student on their appropriate behavior move a bead to
the right side.
– Every time you reprimand a student move 4 beads back to the left side.
Make Your Own
Goal: Get to the
red bead
Start bead
Paper clips
• Put 30 paper clips in your left
pocket or a cup on the bus.
• Every time you compliment a
student, move a paper clip into the
other pocket or cup.
• Every time you “get after” a
student, move 4 paper clips back
to where they started.
3x5 index card
Tears for
positives
11 to 5
Tears for
negatives
Vibrating Watch- reminds you to
catch students being good
http://www.amazon.com/s/ref=nb_sb_nos
s_2?url=search-alias%3Daps&fieldkeywords=vibralite+3
http://www.eseasongear.com/viviwa.html
Energy Flows Where Attention Goes
Ten Things You Should Know
6. When we want compliance from our
children, we should whisper in their right ear
and offer them equal choices.
TUMS at the Door
•
•
•
•
Touch them
Use their name in a positive way
Make eye contact
Smile
Ten Things You Should Know
7. All behavior falls into two categories: Positive
reinforcement and Negative reinforcement. Kids are either
trying to gain something or escape something by their
inappropriate behaviors.
What is Behavior?
What we see as a failure to
BEHAVE properly, is
actually a failure to READ
communication properly.
Ten Things You Should Know
8. Things kids are
trying to get:
1)Attention- (adults or
siblings)
2)Access (preferred
items)
3)Sensory input
(proprioceptive input)
Competing Pathway Chart
Antecedent
Behavior
Consequence
(Trigger)
(Target)
(Maintaining Function)
Direction Given
Antecedent Manipulation
Child shows Flying
Fickled Finger
Of Fate
Replacement Behavior
(Rearranging the
(What you will teach them
environment to set student to do instead)
up for success)
Controlled Random Drawing of
New Class Job
“Vanna White of the Daily Schedule”
(Gets attention from teacher on front side
and attention from students on back side)
Teach student
Secret signal if they
Have a question
Other students
LaughTeacher comes
Over to desk
Consequence Modification
(What you will do to
change yourself – so you
don’t feed the behavior)
Be sure to
Give tons of appropriate
Attention for appropriate
behavior
Ten Things You Should Know
9. Kids are trying to escape these
things:
1)
2)
3)
4)
Work or Tasks
Attention from Adults or Peers
Pain (emotional or physical)
Sensory overload (too much
coming in)
Competing Pathway Chart
Antecedent
Behavior
Consequence
(Trigger)
(Target)
(Maintaining Function)
Direction Given
Antecedent Manipulation
Child shows Flying
Fickled Finger
Of Fate
Replacement Behavior
(Rearranging the
(What you will teach them
environment to set student to do instead)
up for success)
Teacher gives double the work he/she
Wants student to do- Here are 50 Math
problems
You can only do half.
Doesn’t matter to me which half you do.
In right ear, teacher says this- and then
uses expected compliance.
Meet with student in CICO
And pre-teach the
Hardest part of the lesson. They
Will already know how to accomplish.
Teacher sends student
To the office
Consequence Modification
(What you will do to
change yourself – so you
don’t feed the behavior)
Tell student if they start
To work in 3 minutes, you
Will let them choose 5 answers
You give to the whole class.
Ten Things You Should Know
10. Your reaction determines whether a
behavior will happen again or not. To
change child behavior- we have to
change our behavior.
You cannot teach children to behave
better by making them feel worse. When
children feel better, they behave better.
(Pam Leo)
Bonus Rule
• If you want a student to change their
behavior, you have to make it more fun to do
the right behavior than it is to do the incorrect
behavior.
(Riffel, 2013)
My doctor
www.fitbit.com – More Fun
Dot Trot (Thanksgiving)
Fourth of July
Disney Marathon Weekend
Mother’s Day- Breast Cancer
Rice Experiment
References
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Alberto, P., & Troutman, A. (2003). Applied behavior analysis for teachers (6th ed.). Upper Saddle
River, NJ: Merrill Prentice-Hall.
Atchison, B. (2007). Sensory modulation disorders among children with a history of trauma: a
frame of reference. Kalamazoo, WI. Language Speech and Hearing (April 38, (2) 109-116.
Bambara, L. M., & Knoster, T. (1998). Designing positive behavior support plans. Innovations –
Research to Practice Series. Washington, DC. American Association on Mental Retardation.
Bandura, A. (1976). Effecting change through participant modeling principles. In J. D.
Haydon, T., Conroy, M., Sindelar, P., Scott, T. M., Brian, & Marie, A. (2010). Comparison of Three
Types of Opportunities to Respond on Student Academic and Social Behaviors, Journal of
Emotional and Behavioral.
Riffel, L. (in press). Positive Behavior Support at the Targeted Group Level: Yellow Zone
Strategies. Thousand Oaks, CA. Corwin Press
Shores, R., Gunter, P., & Jack, S. (1993). Classroom management strategies: Are they setting
events for coercion? Behavioral Disorders, 92–102