Behavior Advisor

Typically, when we address the display of an inappropriate behavior, we whine/complain about it, penalize it, tell the student to stop it, or attempt to reduce it with contracts or differential reinforcement procedures (for more on DR procedures, go to: http://www.behavioradvisor.com/…/DifferentialReinforcement.… ). We’re typically focusing on the behavior and the consequences that follow it.

But remember the A-B-C analysis in which we note the Antecedent, Behavior, and Consequence in order to determine what is sparking action and what is maintaining it? What would happen if we focused more so on the antecedent? What might be the outcome if we address A before B and C?

With the youngster (or with the addition of other professionals when a student is a persistent offender), we identify the stimulus, both the most recent one (the antecedent) AND the ones that led up to the antecedent (the “setting events”). We then discuss what can be done to better handle those stimuli in a more productive manner.

It is essential that the student be actively involved in the session so that we adults don’t make wrong assumptions about feelings, setting events, and the antecedent. This process also helps the student to be motivated to take positive action.

Here’s an example of the process as described by one of my valued grad students who is studying with me in our behavior disorders program at Hunter College in NYC: “During the beginning of the year the more questions a teacher asks and conversations he or she has with students about the antecedent to the behavior, the better the instructor will understand them. Then, once the teacher has an understanding of when a particular student is being behaviorally challenging, the teacher can be proactive.

Being proactive can look different under varying circumstances. If the teacher doesn’t know why the student is acting in that manner, s/he only knows when, then s/he can change a lesson to target the student’s interests, trying to distract the errant learner from the antecedent. For example, if the antecedent is the anxiety-causing beginning of ELA lessons, then the start of the lessons can include a “hook” such as a video of a favorite game or character. If the teacher is fortunate enough to know why and when the behavior is occurring, s/he can devise solutions for dealing with the antecedent. Sometimes, it will be done by simply removing the antecedent or helping the student cope with it in a more socially appropriate way. An antecedent can be removed if the problem is as simple as not being able to see the board or it is too distracting in the area where they are sitting.

An antecedent needs to be addressed on a deeper level when it is a problem that will transfer to multiple parts of their day and life. If the behavior is the frequent calling out of the answers (behavior) to teacher questions (antecedent), and the motivation attached to the antecedent is that s/he knows the answer and really wants to impress others, the student can be given an index card or small erasable white board on which s/he can write this information. If not called upon by the teacher, s/he can hold up the board after another student offers an answer.”

Thanks, C.H

Parents advocate for their children. Sometimes their ways make it difficult to communicate effectively and in the best interests of their child.
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Disagreeable parental actions are most likely to crop up when the guardians have been summoned to address misbehavior on the part of their child. This article, taken verbatim from the Marshall Memo #604, September 2015. Provides some guidance.

Addressing Various Parent Concerns

In this article in Principal Leadership, New Jersey social worker/family therapist Brett Novick lists some troublesome parent behaviors and suggests ways to deal with each one:

• My child is never at fault – “Stick to the facts,” advises Novick. “Document your conversations… Documentation can help clarify facts, reduce emotional exaggeration, and avoid legal disputes.” To prevent teachers, administrators, and other adults being played off against each other, he suggests including the student in meetings.

• The teacher or administrator must be wrong about what my child did – Let the parent have his or her say first, says Novick. “Encouraging parents to share their worries first enables you to remind them in a firm-yet-understanding tone that the rules of the school apply even if they don’t necessarily agree with all of them.” It’s helpful to have another educator present at the meeting.

• He’s your problem now – “Some parents are drowning in a world of financial despair and/or emotional, physical, or family issues,” says Novick. “First, see if these survival concerns are being met.” If the parent isn’t in a position to help with a child’s issues, work with the school counselor to find rewards, motivations, and consequences within the school.

• Second-guessing teachers and administrators – Don’t always assume the worst and avoid getting defensive, says Novick. The parent may be using questions about the curriculum and other matters to understand what’s going on and feel part of a child’s education. “The more information that these parents have on the front-end, the less apt they are to question how things were handled on the back-end,” he says.

• Harassing, intimidating, or bullying behaviors – When parents are in this mode, Novick advises against using e-mail (it can come across as confrontational) or picking up the phone while angry. Timeliness is also important – getting to the parent with the school’s side of the story before the child has a chance to stoke anger at home.

• My child will attend school when he or she chooses to – Look for patterns in children’s absence, advises Novick, as well as signs of abuse or neglect, and provide missed work for chronically absent children.

• Passive-aggressive behavior – Becoming too friendly with parents – accepting a daily cup of coffee or a bagel, chatting on social media or the soccer field, accepting a compliment that includes an invidious comparison with another educator – can come back to haunt you, says Novick. Maintain appropriate boundaries at all times.

• My child is being victimized by teachers (or other students) – Steer the conversation away from blaming or victimizing, says Novick. “Remind them that it is the behavior that you are addressing. You are not condemning their child’s character or, consequently, their parenting skills.” In addition, it’s important for the school to work toward consistent discipline policies from classroom to classroom.

• Helicoptering – Be proactive in contacting these parents and affirming their deep and passionate concern for their children’s well-being. “These parents are concerned that their child will not be able to handle the proverbial ‘real world’ without their intervention,” says Novick. “When you report successes to the parents, it helps them to realize that they do not have to do everything for their child.”

• Distrustful of public schools, administrators, and teachers – “Don’t focus on being right or wrong,” says Novick. “Focus on what is right for the student.” And look for face-saving “win-win” solutions.

“The 10 Most Challenging Types of Parents – and How to Work With Them” by Brett Novick in Principal Leadership, September 2015 (Vol. 15, #1, p. 44-48), no e-link available

IF THE PARENTS ARE LOOKING FOR SOME BEHAVIOR MANAGEMENT TIPS FOR THE HOME, SEND THEM TO MY PAGE AT:http://behavioradvisor.com/ParentStrategies.html

You can see 75 STRATEGIES FOR HELPING KIDS WITH ADHD right now!

Here’s the link to the free suggestions, courtesy of Dr. Mac: http://freespiritpublishingblog.com/…/supporting-students-…/

If you’d like 161 more, they’re available.  236 total!

Join the ranks of teachers and parents who possess effective practices for reducing impulsivity, distraction, and overactive behavior in the home and school.

DR. MAC’s WIFE EXACTS REVENGE: A couple of days ago, I posted a couple of photos of my daughter and me helping out at a Kids’ Fun Day Fair. I also helped them raise a few dollars by manning the “dunk tank”. My wife was determined to get her money’s worth. She did.  Ooh… the water was cold. Here’s the link: https://youtu.be/1pU4Ocbg3GQ

Did you miss the B-List Blast on Giving and Getting Respect in the classroom? If so, here’s the link: http://www.behavioradvisor.com/MeanTeacherB-ListMailing.html