Behavior

**__Definition__** (Friend, 2011) · The way a student conducts themselves in the classroom · These actions can be internalized (directed inward) or externalized (directed towards others) **__Common Characteristics of a Student with Behavior Difficulties__** (Friend, 2011) · **Internalized** o Often shows shyness (e.g., doesn’t talk to peers or teacher) o Withdraws self from activities o Depressed or sad affect and may frequently cry o May have excessive sleeping habits, even during class o Does not respond when spoken to/called on  o Complains of headaches, stomachaches, dizziness, etc. as a result of fear, anxiety, etc.   · **Externalized** o Aggression towards others (e.g., throwing an object at a classmate) o Argues excessively o Instigates fights-both physical and verbal o Throws tantrums (e.g., screaming, flailing, etc.) o Swears and uses obscene gestures o May steal, lie, and/or cheat o Noncompliant to requests o Often doesn’t follow classroom rules and norms (e.g., doesn’t raise his/her hand, gets out of his/her seat, and talks while others are talking) o Threatens others o Distracts other students (e.g., continuously taps a pencil) **__Classroom Accommodations, Modifications, and Suggestions__** · Reinforce the desired behaviors! o Use at least a 4:1 ratio for positive feedback: corrective feedback o Catch the students being good o Identify what the praiseworthy behavior was o Examples of positive reinforcers: · School store (e.g., school supplies, school apparel, candy, toys, etc.) · Drawings (e.g., gift certificate, fast food, sports tickets, etc.) · Events (e.g., dance, talent show, movie day, pizza party, etc.) · Establish a clear set of rules and expectations o Discuss the rules with the class and refresh on the rules throughout the year o Upon introducing the rules, have the students complete a chart for each rule that describes what the rule looks like and sound like (e.g., Being prepared looks like sitting at your desk with your pencil and notebook out and sounds quiet.) o Display the rules throughout the classroom with posters o Meet with a student one on one to discuss rules if they continue to have problems · Establish and Enforce Consequences o Be consistent! o Have students name the expectation/rule they broke and what behavior would have been a better choice o Use varied types (e.g., seat change, conference with student, call home, loss of privileges, etc.) o Use nonverbal cues to redirect minor behavior problems during class so lessons aren’t disrupted (e.g., raise a red card to indicate stop the behavior while continue to teach) · Provide additional supports to a student with frequent behavior problems: o Teach desired social skills (e.g., describe the skill, model the skill, and practice the skill) o Role play through behavior-triggering scenarios and appropriate, alternative responses o Participate in group or individual counseling to address the underlying problems o Provide students with anger management training · Build strong student-teacher relationships: o 2x10: meet for 2 minutes, 10 days in a row with a student o Dot program: teachers/staff identify students they knew on a level beyond class with a dot on a chart. Reach out to the students with minimal dots for a personal connection with the staff. o Talk to the students about something besides academics o Establish a mentor teacher for students · Build a strong teacher-parent relationship: o Call home for good behavior, not just bad behavior o Meet with parents when possible o Send personalized progress reports home · Build strong peer relationships so students feel connected: o Allow for personal/social time o Use group projects o Interview students (e.g., Students all interview each other one on one. Or, they participate in an interview in front of the entire class.) o Encourage students to participate in extracurricular activities · Determine the cause of a behavior using an ABC (antecedent, behavior, consequence) analysis (e.g., A: the class was about the begin reading aloud. B: the student pushed another student. C: the student was sent to the office. The student was inadvertently reinforced for their behavior by getting what they wanted: not having to read aloud.) · Offer students choices so they feel in control (e.g., choose which assignment to do first) · Teach students to self monitor (e.g., use a sheet to tally for appropriate and not appropriate behaviors throughout the day)
 * __ Behavior __**
 * Verbal praise
 * Small rewards (e.g., candy/snack, music in class, 1 point extra credit, etc.)
 * Earn tickets/points to be used towards big rewards:

**__References__** Friend, M. (2011). Students with Speech and Language Disorders. In //Special Education// (3rd ed.). Upper Saddle River, New Jersey: Pearson Education, Inc. *Pearson Education Inc. (2012). //Behavior Management Resources.// Retrieved from http://www.teachervision.fen.com/classroom-discipline/resource/5806.html. *Great source for parents*