Behavior Management Strategy Index
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Group Management: |
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| The Problem Box is a strategy that allows students to express their problems in the written form while the class as a whole, collaboratively generates solutions (Bos & Vaughn, 1994). | |
| Ladder System is a strategy designed to work in a self-contained class for students With emotional impairments (Kayes, 1994). | |
| Punch Out provides students with a technique to monitor and reach their target behaviors (Maher, 1989). | |
| Group Time Out Ribbon is an effective strategy to help modify a wide range of behaviors in a group setting (Salend, 1987). | |
| Sources |
Appropriate Grade Level: 1-5
Procedures/Steps:
| 1)
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The teacher instructs the students to listen, and then says: |
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"L ook" "I dle your motor" "S it up straight" "T urn to me" "E ngage your brain" "N ow" |
The L.I.S.T.E.N. instructions are posted in the front of the room on a poster, and are also provided for each student on a 3x5 card taped to their desk.
| 2) | Initially, the teacher pauses after saying each step out loud. As the students gain familiarity with the procedure, the pauses are minimized and ultimately eliminated. |
| 3) | After giving the students the complete L.I.S.T.E.N. instructions on several occasions, the teacher fades the amount of assistance by saying, "Listen" and then pointing to the steps while repeating each of the L I S T E N letters. |
| 4) | The verbal prompts can be reduced further, with the teacher only saying, "Listen" and then quietly pointing to the acronym on the card or poster. Students will review the acronym quickly, silently, and independently. |
Comments and/or tips:
-To help establish the L.I.S.T.E.N. strategy, the teacher should provide the student with a reason for listening. For example, the teacher might say, "Listen please (pause). The reason I want you to listen is because I will give you the instructions for your art project."
Source:
Bauwens, J. & Hourcade, J. (1989). Hey, would you just LISTEN! Teaching Exceptional Children, 21(4), 61.
Strategy: FAST
Appropriate Grade Level: 2-4
Procedures/Steps:
This strategy is appropriate for students who are identified as having social skills problems. The four steps to FAST include:
Freeze and think! Have the student identify the problem they are encountering.
Alternatives? Have the student identify what possible solutions there are to the problem at hand,
Solution Evaluation. Decide upon the solution that would be safe, fair and effective.
Try it! Have the student try their solution slowly and carefully. Then have the students
ask themselves, Did it work? Is there anything I could have done differently?
Comments and/or tips:
-This strategy will help to teach students to consider problems carefully before responding to them.
-It allows the student to consider alternatives to the problem they are experiencing and their consequences.
-An effective strategy for students with learning disabilities.
-Practice of this strategy can be done by using case scenarios and role-playing.
Source:
Bos, C.S. & Vaughn, S. (1994). Strategies for teaching students with learning and behavior problems. Needham Heights, Massachusetts: Paramount.
Strategy: Paint Talk
Appropriate Grade Level: Kindergarten - 6
Procedures/Steps:
Paint talk offers students an opportunity to create spontaneous painting on a regular basis. The rationale behind this strategy is to prevent emotional episodes.
| 1. |
The studio- three things are needed. |
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a. A portion of the wall approximately 4
feet on which a soft particle board can be attached. |
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| 2. | The approach- |
| The paper should be larger than 18" x 20" and able to absorb paint. A careful demonstration on how to use materials should be presented. Students are given an allotted time in which they can paint, an observer who may be a student, classroom volunteer or the teacher is a silent. In this time a student may continue painting from a previous session or begin a new piece of work. | |
| 3. | The rules- |
| The student is provided with a secure and predictable environment, which provides a pathway for communication. No judgment is placed on the artwork and interpretation comes only from the child. Limited verbal interaction should occur during this time, encouraging the student to formulate his or her own judgments. All artists should stand while working. |
Comments and/or tips:
-Students are provided with a kinesthetic and aesthetic experience.
-Spontaneous painting can be motivated by a students need to communicate.
-According to Swiss educators, who implemented this strategy, changes were seen in student’s behavior in some of the hardest to reach students.
Source:
Cardigan, J. (1994). Paint talk: An adaptive art experience
promoting communication and understanding among students in an integrated classroom.
Preventing School Failure, 38(2), 34-37.
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Strategy: Teaching Students to Use Self-Management
Appropriate Grade Level: junior and senior high
Procedures/Steps:
This strategy is intended to help teachers carry out instruction to students on self -management. Also included are the steps to follow for completing a self-management planning form.
| 1. | Identifying the target behavior. |
| 2. | Defining the specific behavior. |
| 3. | Developing the method that should be used to collect data. |
| 4. | Teach the student how to use the self-management system. The self-management system is any process that is used by the student to influence his or her own behavior. Instruction should include a rationale for why the student needs a behavior change program, modeling of the procedure by the teacher, and structured practice and feedback as students use the procedure. |
| 5. | Implementing or carrying out the system. |
| 6. | Evaluating the effectiveness of the system. |
Self-Management Planning Form
| 1. |
Select a target behavior and an appropriate replacement behavior. |
| 2. | Define the target behavior. Include descriptions of when the target behavior is observed and under which conditions it is acceptable or unacceptable. |
| 3. | Design the data recording procedures. Examples: event recording, time sampling, and permanent product. |
| 4. | Teach the student to use the recording form. A direct instruction approach is recommended for teaching self-management recording skills. |
| 5. | Choose a strategy for ensuring accuracy. The teacher should periodically compare the student's recording with what he/she has been recording (monitoring of the student's recording process). |
| 6. | Establish goal and contingencies. The student needs to be involved in establishing goals, they will experience a sense of control over their own behavior. |
| 7. | Review goal and student performance. The student and teacher should meet periodically to review and discuss the self-management project. |
| 8. | Plan for reducing self-recording procedures. This should be a gradual process of reduction in self-recording. The reduction plan should help the student maintain the student's performance goal. |
| 9. | Plan for generalization and maintenance. Reinforcement should be delayed so that the student maintains the performance goal for a longer period of time. |
Comments and/or tips:
-This strategy could be modified in certain areas to work in an elementary classroom.
-Make sure that students are reflective as to why the target behavior is inappropriate. Ask questions such as, "How would you feel if you were trying to share a story with the entire class and I kept getting out of my seat to sharpen my pencil?_ " Questions should be pertinent to the individual situation. This is crucial in getting the student to reflect, alter, or eliminate the appropriate behavior.
Source:
Carter, J.F. (1993). Self- management: Education's ultimate goal. Teaching
Exceptional Children, 26 (3), 28-31.
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Strategy: Self-Monitoring Technique
Appropriate Grade Level: K-12
Procedures/Steps:
This technique can be used to help students learn to stay on task by monitoring their own behavior. During this procedure a bell will sound at specified time intervals.
| 1. | A bell will sound. | |
| 2. | The student marks on a self-recording sheet under the correct category. | |
| a. I was paying attention. (Doing
assigned work). b. I was not paying attention. (Talking, looking around the room, etc.). |
Example of Self-Monitoring Recording Check Sheet:
Self-Monitoring Recording Sheet
Name: ______________
Date: ______________
Was / Working?
Yes ______________________________________________________
No ______________________________________________________
Place correct check in response box or line.
Source:
Crumley, E.B., Kosiewicz, M.M., Lee, C., Osborne, S.S. (1987). Distractible students use self-monitoring. Teaching Exceptional Children, 19, 66-69.
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Strategy: Self-Monitoring
Appropriate Grade Level: Can be used with a wide range of students
ProcedureslSteps:
The use of this self-monitoring strategy will help to increase a student’s control of their behavior.
| 1. | Operationally define the target behavior. A target behavior is defined in specific terms. The behavior could be any observable response that can clearly be understood by the student. |
| 2. | Identify the functional reinforcers. These could be praise, free time, or tangible items, the reinforcer should be established with the child in mind. |
| 3. | Design a self-monitoring method/device. This should provide opportunity for the student to record occurrences of the target behavior. Data recording devices should be unobtrusive and take into account the child's level of functioning. Wrist counters, tape recorders, or stop watches are some examples of self-monitoring devices. (A sample can be seen on the next page.) |
| 4. | Teach the child to use the self-monitoring device. Some students must first be taught to recognize the target behavior. The child should receive reinforcement for both the desired behavior and successful self-monitoring. |
| 5. | Fade use of self-monitoring device. Fading should be gradual and can be accomplished through thinning the reinforcement schedule or fading the cues provided by the self-monitoring device. |
Comments and/or tips:
-It may be helpful to have the student begin the self-monitoring process within a selected time each day, such as out on the playground or in math.
-After the child has mastered the use of their self-monitoring technique within that selected time; the program can be implemented in other settings.
Source:
Dunlap, L.K., Dunlap, G., Koegel, L.K., Koegel, R.L. (1991). Using self-monitoring to increase independence. Teaching Exceptional Children, 23(3), 17-22.
Example:
The following chart could be used in self-monitoring behavior management program. If the child understands the behavior such as when he/she is off task, the child could be given this chart to evaluate themselves. A small interval of time to begin this process with would be highly recommended. For example the child would be given a stopwatch, set the timer for 5 minutes. At the end of every five minutes the child will hear a small beep, the child will then put a check in the appropriate column. A standard can be set such as 4 out of 8 in the 11yes" column after a baseline is established. The goal should be based upon the data collected over a week's period and one that is attainable for the child. If the child receives the set amount of "on task" checks, then the child will also receive the chosen reinforcer.
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Was I Working? |
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Time |
5 minutes |
10 minutes
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15 minutes |
20 minutes |
25 minutes |
30 minutes |
35 minutes |
40
minutes |
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Yes |
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No |
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Strategy: I CHOSE
Appropriate Grade Level: 2-8 grades
ProcedureslSteps:
This procedure can be used to help any student make a decision.
| 1. |
Identify the problem. The teacher may assist the student in anticipating the problem / situation before it occurs. |
| 2. | Consider your options. Regardless the of complexity of a problem there are always at least two choices from which to choose. |
| 3. | Help from others to think of other options. This may not be necessary, as some decisions require an immediate response. |
| 4. | Outcomes for each choice should be thought over carefully. The results of your decision may rewards or consequences. |
| 5. | Select the option that is best for you. Remember you are responsible for your decision, be prepared for the outcome. |
| 6. | Evaluate your decision. Did you get the results that you expected? Would you choose that decision again? Would you do anything differently? |
Comments and/or tips:
-This procedure may be taught to students at the beginning of the school year to aid in students following school rules.
-This strategy provides a common language between the teacher and students.
-When a behavior problem arises, this strategy may be used to evaluate the situation and generate other options that could be chosen in the future.
Source:
Lombardi, T.P. (1995). Teachers develop their own learning strategies Teaching Exceptional Children, 27, 52-55.
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Appropriate Grade Level: 1-6
ProceduresISteps:
| 1. | The student, teacher, and parents devise a
written contract containing specific goals in the four areas represented
by I CAN: Independence, Completion, Accuracy, Neatness |
| 2. | Before a lesson, there is a short (2-5 minutes) verbal review of the student's goals. |
| 3. |
Following the lesson, students are given a plus (+) mark for achieved goals or a slash (-) mark for unattained goals. These marks can be placed on a Progress Chart by either the student or the teacher. The teacher should praise each student for successful accomplishments. Goals can be changed or new goals can be made if the original goal was not reached. |
| 4. | Once a contract has successfully been completed, the student receives the award agreed upon in the contract. |
| 5. | Next, the teacher, student, and parents meet for a "strategy session" to come up with new goals and write a new contract. |
Sample Contract:
Date ------ -
I am responsible for my behavior and I can work on the following skills:
Independence- I can work by myself for 10 minutes for one week when I do seat work in my mainstream classroom.
Completion- I can finish 9 of the 10 problems on my reading workbook for one week.
Accuracy- I can maintain a 90% average in my reading workbook for one week.
Neatness- I can write the letters of the alphabet neatly on my lined paper for one week.
Teacher: ___________ will earn the following reward(s) when he meets his goals:
1. Have ten extra minutes on the computer.
Parent: __________ will earn the following reward(s) when he meets his goals:
1. Can rent the video game of his choice.
Contract Completed: ______________ Contract Revised: _________________
Comments and/or tips:
-Teacher and student interaction is crucial to the success of this strategy. It is important to maintain a good form of communication with the students. The parent, teacher, and child must sign the contract.
Source:
Swanson, D. P. (1992). I CAN, an acronym for success. Teaching Exceptional Children, 24, 22-26.
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Strategy: Problem Box
Appropriate Grade Level: 1-5
Procedures/Steps:
This strategy allows students to express their problems in a written form while at the same time it allows the class to collaboratively generate solutions.
A decorated shoebox with a slit in the top is needed.
| 1. | First, show students where the problem box will always be located. |
| 2. | Next explain that any problems students have with other pupils, teachers or even at home they can write down and put in the box. |
| 3. | At the end of the day the teacher and students will spend a designated amount of time reading problems and trying to solve them as a class. Fifteen minutes is the recommended amount of time. |
Comments and/or tips:
-Students do not need to identify themselves on their notes.
-Rules on using names should be established.
-Fifteen minutes is recommended. Some days it will be less and others it may be more.
-This strategy helps to build students problem identification skills.
-This strategy helps students to problem solve as well as to build collaborative skills.
Source:
Bos, CS & Vaughn, S. (1994). Strategies for teaching students with learning and behavior problems. Needham Heights, Massachusetts: Paramount.
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Strategy: The Ladder System
Appropriate Grade Level: 3th-6th
Procedures/Steps:
This strategy is designed to work in a self-contained class
for students with emotional impairments. Students are rewarded for good behavior
with computer time. The ladder system is used to record the time rewarded.
| Ladder #1 | All students that are placed on the ladder chart begin here. The teacher selects the software to be used. This takes place during the first five minutes. |
| Ladder #2 | Any student who reaches level two receives five more minutes on the computer and selects software from the disks related to instruction. This takes place during the second five minutes. |
| Ladder #3 | Students who are on ladder two and complete all assignments can receive an additional five minutes. They have a choice of disks with high student interest. This is an extra five minutes given as reward. |
| Ladder #4 | Students who reach ladder four have printer access for making banners or cards. This time is also given as an award. |
Comments and/or tips:
- The teacher's observations and recordings of the frequency of software use is an additional means to evaluate student interest.
- This strategy provides students with the ability to develop an independent process of choice and responsibility.
- Use a sign-in sheet to record computer activity.
- To eliminate interruptions during instruction, a non-verbal signal is used to obtain permission to use computer.
- Introduce computers and the rules that go with the privilege of using them before implementing the program.
Source:
Kayes, G. K. (1994). Motivating reluctant students. Teaching Exceptional Children. 22, 20-23.
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Strategy: "Punch Out"
Appropriate Grade Level: K-4
Procedures/Steps:
| 1. | Give each student a punchcard with his/her name on it. Students keep the card at the corner of their desk. |
| 2. |
Explain to students that they are able to earn a punch when their target behavior is observed. |
| 3. | Show students the bulletin board on which they will staple their full cards. |
| 4. | Circulate through the classroom punching student's cards. When a student's card is punched they should also be given a verbal praise. |
| 5. | Individual goals can be made or they can be targeted toward the whole group. This also applies for the reward system. |
Source:
Maher, G.B. (1989). Punch Out: A behavior management technique.Teaching Exceptional Children, 21 (2), 74.
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Strategy: Group Time Out Ribbon
Appropriate Grade Level: K-5
Procedures/Steps:
This procedure can be an effective strategy to modify a range
of behaviors including hyperactivity, calling out, obscene gestures, and verbalizations.
This strategy promotes on-task behavior and academic performance. A group setting
is the most effective means to use this strategy.
| 1. | At the beginning of the class, administer the timeout ribbon. |
| 2. | Place the ribbon where all students can see it and within easy access of the teacher. |
| 3. | The ribbon remains in its location when the class behaves appropriately. The class receives tokens that can be exchanged for reinforces. |
| 4. | The class can earn one token for each three-minute period of appropriate behavior. Increase this interval as the group becomes more successful. If inappropriate behavior occurs, remove the ribbon for 1 to 5 minutes. No tokens may be earned during this time. |
| 5. | Return the ribbon when the group appropriately behaves for the specified amount of time. Tokens can now be earned again. |
| 6. | If inappropriate behavior occurs while the ribbon is removed, extend the timeout period. |
Comments and/or tips:
- Tokens may be earned for agreed upon reinforcement such as 10 minutes of free time, game time, or a party.
- As the class becomes comfortable with the ribbon strategy, let students assume responsibility for removing the ribbon and dispensing tokens.
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Sources:
Salend, S.J. (1987). Group-orientated behavior management strategies.
Teaching Exceptional Children, 20, 53-55.
Bauwens, J. & Hourcade, J. (1989). Hey would you just LISTEN! Teaching Exceptional Children, 21(4), 61.
Bos, C.S. & Vaughn, S. (1994). Strategies for teaching students with learning and behavior problems. Needham Heights, Massachusetts: Paramount.
Cardigan, J. (1994). Paint talk: An adaptive art experience promoting communication and understanding among students in an integrated classroom. Preventing School Failure, 38(2), 34-37.
Carter, J.F. (1993). Self-management: Education's ultimate goal. Teaching Exceptional Children, 26 (3), 28-31.
Crumley, E.B., Kosiewicz, M.M., Lee, C., Osborne, S.S. (1987). Distractible students use self -monitoring. Teaching Exceptional Children, 19, 66-69.
Dunlap, L.K., Dunlap, G., Koegel, L.K., Koegel, R.L. (1991). Using self monitoring to increase independence. Teaching Exceptional Children, 23(3), 17-22.
Kayes, G. K. (1994). Motivating reluctant students. Teaching Exceptional Children, 22, 20-23.
Lombardi, T.P. (1995). Teachers develop their own learning strategies. Teaching Exceptional Children, 27, 52-55.
Swanson, D.P. (1992). I CAN, an acronym for success. Teaching Exceptional Children, 24, 22-26.
Compiled and Edited by Dr.
Elizabeth Whitten
Western Michigan University
Department of Educational Studies
(616) 387-5940
Other strategies in this notebook include: Reading Strategies, Written Expression Strategies, and Math Strategies.