Behavior Basics for Classroom Management

Behavior Basics

for classroom management

Allison N. Vasinko, M.Ed., BCBA, LBS

+24K

Main Points

• Why should you care about behavior in your gen ed classroom?
• Behavior terminology and definitions
• Discussion of best practices for building rapport and promoting positive behavior

01

ABA is for Everyone

Applied Behavior Analysis

• The science of why we do what we do - humans, and even animals

• Often touted as an intervention, program, or curriculum for students with autism
• All of these labels are INCORRECT!

• Many interventions for students with autism are BASED in ABA principles - and they're absolutely super effective

• But...the same behavior science explains why we ALL react the way we do to specific stimuli

Why does this matter for your gen ed classroom?

• You will have students who display challenging behaviors
• You will have students with Positive Behavior Support Plans in their IEPs
• You will have students with a vast array of learning needs (inclusion)
• You will have students.

• Understanding how behavior works enables you to have some control over how students respond (and really, anyone else in your life)

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02

The Science

Behavior Terminology

• Behavior - pretty much anything a human does that can be observed by someone else

• Antecedent - what happens right before a behavior occurs (may be called a "trigger" or "stimulus"
• You can control so much of this just by structuring your environment

• Consequence - what happens right after a behavior occurs (good stuff too, not just punishment)

• 3-Term Contingency - Antecedent - Behavior - Consequence; important in understanding why a behavior might be occurring (the function). Common data collection for an FBA.

Behavior Terminology

• Reinforcement - consequence that follows a behavior that results in the behavior happening more often under the same conditions in the future
• Positive (something added) vs. Negative (something removed)
• Gaining attention and avoiding aversives (work) are most common in school, but access to tangibles is up there too!

• Punishment - consequence that follows a behavior that results in the behavior happening less often in the future
• Positive (something added) vs. Negative (something removed)

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Behavior Terminology

• Response effort - the more difficult it is, the less likely one is to do it (humans are inherently lazy)

• Behavioral momentum - when reinforcement is contacted quickly and easily, one is more likely to keep going
• Present simple, easy tasks first and build

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03

Make it Happen

Classroom Culture

• Tone of voice - spoken and written
• Neutral, pleasant, consistent
• Avoid condescension, frequent reprimands, focusing on the negatives

• Moderate your own reactions
• Resist the urge to return sarcasm
• Even if students are elevated, stay calm
• Model appropriate responses to stressors

• Model respect at all times - even if you feel disrespected
• "Culture of disrespect" has been fostered in current generation
• Read The Collapse of Parenting by Dr. Leonard Sax

Classroom Culture

• Own your mistakes
• Admit a mistake and apologize for it - most students will be first shocked, then appreciative
• Seek intentional feedback

• Tough love doesn't work
• Choose compliments and validation over reprimands
• Focus on positive behaviors and attributes
• How can strengths influence and build skills to prevent challenging behaviors?

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Classroom Culture

• Constant and consistent reinforcement
• Does not have to be a formal system!
• Praise, "surprise shorties," decreasing work requirements, showing gratitude
• The more you practice this, the more it becomes second nature
• Hint: try this with your family and friends too!

• Develop your skillset in perspective-taking and self-awareness
• In most cases, you have no idea what your students have already faced prior to entering your classroom
• Pay attention to how students respond to things you say - something you don't see as aversive may be aversive for them

Final Thoughts

Teaching is a genuinely rewarding profession, but it is also challenging and can be exhausting.

Help yourself by:

• Being observant of your students' (and parents'!) behavior
• Conveying understanding and compassion in every exchange
• Maintaining a consistent and safe classroom culture
• (Consistency is everything)
• Not joining their chaos
• Checking your pride
• Not taking things personally (it's never about you)!

"The task of the modern educator is not to cut down jungles, but to irrigate deserts."- C. S. Lewis

Resources

Quick Responses for Reducing Misbehavior and Suspensions

Preventive Classroom Management

Guide to Antecedent Interventions

Thank you!

anvasinko@gmail.com