Lect 23
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7/5/2009
HELPING STUDENTS DEVELOP NEW BEHAVIOURAL SKILLS
CLASSROOM MANAGEMENT EST 213 (LECTURE 23)
Earlier sessions presented you with a wide range of interventions you might use to create a positive, successful experience for a student who demonstrates behaviour problems.
This session will present several specific methods for helping students become more aware of their behaviours and replacing irresponsible, unproductive behaviours with behaviours more likely to facilitate their learning and be accepted by educators and peers.
The first method is to help them count and record their own behaviour.
A second approach is to teach students new social skills for meeting their needs.
The third approach involves working with students to develop some form of agreement or contract to help motivate them to use skills that are in their repertoire but which they are finding difficult to use. This section presents specific procedures for implementing these three strategies.
SELF MANAGEMENT
The approach that is most beneficial in helping students change their behaviour is one that provides the greatest amount of student involvement, enhances students’ dignity, and helps students to develop new skills that can be transferred to other settings The behaviouristic strategies that best fulfill these criteria involve students in monitoring their own behaviour. In addition to the problem solving strategies discussed earlier there are three basic approaches to helping students monitor and control behaviour.
SELF MONITORING
Students have a basic need to be viewed positively and to demonstrate their competence and power by controlling their own behaviour. Often, however, students are not aware of the extent of their unproductive behaviour.
Procedure: - When instructing students in counting their own behaviour, the first step is to ensure that the students can accurately describe the behaviour. Teach the skill by asking them to demonstrate the desirable and undesirable behaviours.
Self-monitoring involves assisting a student or group of students in establishing a system for monitoring and recording their own behaviours and is reported as effective for changing a wide range of specific unproductive behaviours with a diverse population of students.
The second step is to develop a method for tallying the data. Especially when working with young children, it is helpful to start with visual displays of the behaviour being counted. A countoon can serve this purpose.
1
7/5/2009
SELF-INSTRUCTION
A countoon can include a picture of the behaviour being tallied and a place for the student to mark a tally each time the behaviour occurs (eg: Fig 10.1 for younger students and Fig 10.2 for older students).
The third step involves implementing the selfmonitoring. Selecting a short period of time is suggested.
Read through: Case Study: Junior High (P353 -354)
Although self-monitoring can provide excellent results by itself, it is often combined with strategies such as self-instruction, self-evaluation, and selfreinforcement.
Students who act out in a school setting are often characterized by their inability to express or control their emotions productively.
One approach to helping students involve teaching them to give themselves verbal instructions that cue them to behave more appropriately when confronted with frustration and stress.
SOCIAL SKILLS TRAINING
The basic procedure involves teaching students to use silent statements to control their behaviour more effectively.
Any student who has persistent or serious behaviour problems (including non aggressive behaviours such as infrequent contact with peers and infrequent participation in class discussions) is demonstrating a lack of certain social skills.
Similarly, a student who fails to obey reasonable adult requests may lack skills in accepting corrections or directions.
It is not possible to use social skills training to change a student’s bad attitude. The student may, however, be taught more positive and productive methods for responding to corrections from adults.
Eg: “I can do this if I slow down and relax. What I have to do is first add the two numbers on the right …” Similarly a student who becomes aggressive when losing a game can be taught to say, “Okay, I didn’t win this time, but that’s alright. The other students will like me better if I give the ball back and go to the end of the line.”
IMPLEMENTING A SOCIAL SKILLS LESSON
The first step in implementing a social skills lesson is to determine what skills the student(s) need to develop. This is best determined by completing a functional assessment.
Eg: A student who becomes angry and hits others when rejected at joining a game may be lacking skills in how to ask to be involved in the game or how to play the game in a way that does not alienate the peers.
2
7/5/2009
DEVELOPING CONTRACTS
A behaviour contract is an agreement between two or more parties that indicates the manner in which one or more of the parties will behave in a given situation.
Behaviour contracts frequently indicate the specific reinforcement or punishment associated with performing or failing to perform the behaviours listed in the contract.
Behaviour contracts provide a specific, often written, agreement designating the exact behaviour(s) each individual will emit.
Therefore, behaviour contracting is a more structured intervention than either problem solving or self-management.
ACTIVITY:
Think of a student who appears to lack skill in one or more social skills such as accepting critical feedback, following directions, or responding to comments from peers.
Read through: Case Study: A Contract with a High-school Band class
Required Readings: Jones & Jones (1998) chapter 10
3
HELPING STUDENTS DEVELOP NEW BEHAVIOURAL SKILLS
CLASSROOM MANAGEMENT EST 213 (LECTURE 23)
Earlier sessions presented you with a wide range of interventions you might use to create a positive, successful experience for a student who demonstrates behaviour problems.
This session will present several specific methods for helping students become more aware of their behaviours and replacing irresponsible, unproductive behaviours with behaviours more likely to facilitate their learning and be accepted by educators and peers.
The first method is to help them count and record their own behaviour.
A second approach is to teach students new social skills for meeting their needs.
The third approach involves working with students to develop some form of agreement or contract to help motivate them to use skills that are in their repertoire but which they are finding difficult to use. This section presents specific procedures for implementing these three strategies.
SELF MANAGEMENT
The approach that is most beneficial in helping students change their behaviour is one that provides the greatest amount of student involvement, enhances students’ dignity, and helps students to develop new skills that can be transferred to other settings The behaviouristic strategies that best fulfill these criteria involve students in monitoring their own behaviour. In addition to the problem solving strategies discussed earlier there are three basic approaches to helping students monitor and control behaviour.
SELF MONITORING
Students have a basic need to be viewed positively and to demonstrate their competence and power by controlling their own behaviour. Often, however, students are not aware of the extent of their unproductive behaviour.
Procedure: - When instructing students in counting their own behaviour, the first step is to ensure that the students can accurately describe the behaviour. Teach the skill by asking them to demonstrate the desirable and undesirable behaviours.
Self-monitoring involves assisting a student or group of students in establishing a system for monitoring and recording their own behaviours and is reported as effective for changing a wide range of specific unproductive behaviours with a diverse population of students.
The second step is to develop a method for tallying the data. Especially when working with young children, it is helpful to start with visual displays of the behaviour being counted. A countoon can serve this purpose.
1
7/5/2009
SELF-INSTRUCTION
A countoon can include a picture of the behaviour being tallied and a place for the student to mark a tally each time the behaviour occurs (eg: Fig 10.1 for younger students and Fig 10.2 for older students).
The third step involves implementing the selfmonitoring. Selecting a short period of time is suggested.
Read through: Case Study: Junior High (P353 -354)
Although self-monitoring can provide excellent results by itself, it is often combined with strategies such as self-instruction, self-evaluation, and selfreinforcement.
Students who act out in a school setting are often characterized by their inability to express or control their emotions productively.
One approach to helping students involve teaching them to give themselves verbal instructions that cue them to behave more appropriately when confronted with frustration and stress.
SOCIAL SKILLS TRAINING
The basic procedure involves teaching students to use silent statements to control their behaviour more effectively.
Any student who has persistent or serious behaviour problems (including non aggressive behaviours such as infrequent contact with peers and infrequent participation in class discussions) is demonstrating a lack of certain social skills.
Similarly, a student who fails to obey reasonable adult requests may lack skills in accepting corrections or directions.
It is not possible to use social skills training to change a student’s bad attitude. The student may, however, be taught more positive and productive methods for responding to corrections from adults.
Eg: “I can do this if I slow down and relax. What I have to do is first add the two numbers on the right …” Similarly a student who becomes aggressive when losing a game can be taught to say, “Okay, I didn’t win this time, but that’s alright. The other students will like me better if I give the ball back and go to the end of the line.”
IMPLEMENTING A SOCIAL SKILLS LESSON
The first step in implementing a social skills lesson is to determine what skills the student(s) need to develop. This is best determined by completing a functional assessment.
Eg: A student who becomes angry and hits others when rejected at joining a game may be lacking skills in how to ask to be involved in the game or how to play the game in a way that does not alienate the peers.
2
7/5/2009
DEVELOPING CONTRACTS
A behaviour contract is an agreement between two or more parties that indicates the manner in which one or more of the parties will behave in a given situation.
Behaviour contracts frequently indicate the specific reinforcement or punishment associated with performing or failing to perform the behaviours listed in the contract.
Behaviour contracts provide a specific, often written, agreement designating the exact behaviour(s) each individual will emit.
Therefore, behaviour contracting is a more structured intervention than either problem solving or self-management.
ACTIVITY:
Think of a student who appears to lack skill in one or more social skills such as accepting critical feedback, following directions, or responding to comments from peers.
Read through: Case Study: A Contract with a High-school Band class
Required Readings: Jones & Jones (1998) chapter 10
3
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