Behavior Interventions

Application 7: Behavior Interventions

Upon recalling a particular student who displayed chronic behavior problems, I have been able to reflect and alter my own methods for behavior intervention. Rather than blaming the student, it is critical for educators to consider factors such as instructional strategies, content, classroom peer relationships, and teacher-student relationships (Jones & Jones, 2007). To utilize a scientific approach to changing a student’s problematic behavior, I would first focus on observable behavior, collect and analyze data on my own behavior in the classroom, as well as the student’s behavior, and make some hypotheseses regarding the function the behaviors serve the student both on my own and with a team. Next, I would create a positive behavior plan or contract that may incorporate the use of self-monitoring, role-playing, and self-instruction. By determining the changes that the student needs to make to engage in appropriate classroom behavior and providing social, activity and token reinforcement, new behavior skills are properly implemented and encouraged. Even though teachers are not responsible for developing a series of sophisticated behavior change interventions, there are a variety of effective, efficient methods teachers can implement that can dramatically influence student behavior (Jones & Jones, 2007).

During my first few years of teaching, a student with emotional disturbances and anger management issues entered my classroom, mid-year. I was told ahead of time about how this child would throw chairs and scream when he became angry in the classroom. I developed a “time out” area where the student could express his anger constructively and think out peaceful solutions to situations that were disturbing him or making him angry. Time-out provides an opportunity for children to calm down so they may benefit from some sort of problem solving or opportunity to practice behaviors to use when again confronted with a frustrating situation (Jones & Jones, 2007). I used to have the student fill out a Problem-Solving form at this point. I do think that this is still a useful method as I can use the form to support a more productive problem solving discussion with the student. A written form has the advantage of providing a record regarding the students’ assessments of their behaviors and a new plan of action (Jones & Jones, 2007). The form also gives the student, teacher, and other members of the class time to think out the problem and practice calming techniques such as taking deep breathes. I would use active listening skills to summarize what the student was saying and my understanding of the problem. To model self control in these situations I remained calm when the student became defiant. I was hoping that seeing me handling the student’s anger calmly would encourage the student to compose himself, as well. My plan had nothing to do with creating a more formalized intervention to dealing with chronic behavior problems such as this (Laureate Education, 2008).

I could have dealt with the situation I just described much differently given what I know now. Behavior management can be used to help teachers better understand students’ behaviors and improve them by applying consistent positive and logical consequences to students’ behaviors (Jones & Jones, 2007). I would begin the process of altering the student’s behavior by collecting data on observable behavior. It (collecting data) allows us to determine whether a problem exists, how serious the problem is, and whether the interventions being used are significantly affecting the behavior (Jones & Jones, 2007). Data collection and record of incidents and/or behaviors also serves as documentation for principals, parents, or the legal system (Laureate Education, 2008). I would utilize The Observation and Assessment in the Learning Environment Form, Figure 10.2, which helps teachers assess their interventions prior to seeking assistance from other teachers or specialists (Jones & Jones, 2007). In addition, the Functional Behavior Assessment Form from Figure 10.3(Jones & Jones, 2007) is quite useful as it assists the teacher with truly analyzing the student's behavior thoroughly. Collecting information to determine why the undesired behavior is occurring is the first step to conducting a functional assessment (Jones & Jones, 2007). During this process, I would be sure to truly analyze the data and make some hypotheses about the purpose of the student’s behavior. At this point, I would work collaboratively by sharing and brainstorming with the student’s parents, teachers, counselors, and those close to the student and gain feedback and ideas from them, as well. Some students present challenges that stretch the creativity and patience of even the most talented and gifted educator (Jones & Jones, 2007).

After that, I would develop a behavior improvement plan or contract with the student in a non-threatening way. I would ask the student, “If I had a video camera taping what happened, what would I have seen?” Students find this nonthreatening because while they describe their own behavior, they are allowed to describe the entire event as they perceived it (Jones & Jones, 2007). I will ask the student what rule they broke and how they will change and help the student to develop a plan for the change and put it into writing. Finally, I will ensure that the student and I clearly understand the plan and ask the student to make a commitment to the plan with a hand shake. I will also designate a time when we will meet to discuss how the plan is working. I will inform the parents of the plan that was made. It is imperative that families know when their children are having difficulty making responsible choices at school (Jones & Jones, 2007).

At this time, I would begin to teach the student ways to deal with their disruptive behavior. I would commence by implementing a method of self-monitoring through use of a countoon which would illustrate the acceptable and unacceptable form of the behavior and a space for the student to tally each form of the behavior. I would expand by role-playing both appropriate and inappropriate examples of the behavior and have the student role play them as well. The countoon would be placed on the student’s desk in order for them to easily tally each time the behaviors occur. After the student conducts two 10 minute periods of self-monitoring, I would meet with the student and discuss the results of their data collection. I would continue this process of the student self-monitoring and discussion of the results on a consistent basis. Another approach I will use includes self instruction where I will teach the student how to make positive, thoughtful internalized statements in place of the negative, unproductive statements they often make (Jones & Jones, 2007).

In addition to developing a plan for behavior management, I will reinforce appropriate behavior through implementing social, token, and activity reinforcement. By developing a plan where the student may receive words of encouragement and verbal praise from a teacher, administrator, mentor, or parent the student is provided with positive statements. I will incorporate the use of activity reinforcement by allowing the student to engage in preferred activities as a reward for desirable behaviors, as well. Finally, I will establish a “travel card” for the times when I am not present but still want to reward appropriate behavior in other settings, classes, or with other teachers (Jones & Jones, 2007). The desired behaviors from our plan will be written on a card which each teacher/adult must check off after spending time with that student. I will reward those checks they receive from the travel card with a ticket in the student can use to trade for preferred activities.

In conclusion, upon reflecting on a student with severe disruptive behaviors, I have found that a more detailed behavior change plan would have been more effective. Empowering students to develop new skills for managing their behaviors opens rather than closes doors for them (Jones & Jones, 2007). By using scientific approaches to change a student’s problematic behavior through the use of data collection, behavior plans or contracts, self-monitoring, role-playing, self-instruction, social, activity and token reinforcement, new behavior skills are properly put into practice and encouraged.

Works Cited

Jones, V., & Jones, L. (2007). Comprehensive Classroom Management. Boston: Allyn and Bacon.

Laureate Education. (2008). Interventions for Severe and Chronic Behavior Problems.