replacement behaviors for power control

How do students get your attention? to Define, Ask, See & Hypothesize about Behavior; and DEFINING Behavior Module 2. Surround yourself with people who behave the way you want to behave and use the power … The replacement behavior should serve the samefunction as the challenging behavior. Tweet. 3. Aggressive behaviors do not mean that the children are bad or that either their parents or their teachers are incompetent. 2. When a student has a particular need or function fulfilled by an alternate means, the mal-adaptive or unacceptable behavior is less likely to reappear. Desired vs. Print Email Challenging Students; Some students misbehave because they are trying to attract teacher attention. National Center on Intensive Intervention Reinforcement … D.A.S.H. Replacement Behavior: An appropriate behavior that a student is taught to use to replace a challenging behavior. Breaking the Attention-Seeking Habit: The Power of Random Positive Teacher Attention. •What may seem like power and control may be attempts to –access peer attention –access adult attention –escape a task –feel good inside . Surprisingly, many students who value adult attention don't really care if it is positive (praise) or negative attention (reprimands)--they just want attention! Consequence Modification: Strategies to encouragestudents’ demonstration of an appropriate/expected behavior. Replacement Behavior . An Introduction to Functional Behavioral Assessment; Using D.A.S.H. Too often, people ignore out of control behavior as being normal until it escalates in a destructive way. Model non-aggressive behavior: (by maintaining self-control we invite students to do the same). Even though the best way to create the behavior you desire is reinforce the replacement behavior, extinguishing a behavior is often not possible in a classroom setting. 69. Avoid power struggles* Avoid long periods of desk work Avoid seating arrangements next to instigating peers Avoid negative language, such as ―no‖ or ―stop‖ Avoid reprimands Avoid talking about the student‘s problem behavior in their presence. Condemning a child who acts aggressively for being “bad” is also unhelpful. Tier 1 Prevention Strategies Requesting attention 1. For power and revenge behaviors at the initial “rumbling stage”, make a graceful exit: acknowledge the student’s power, calmly remind of choices and consequences, remove the audience, table the matter, make a date to talk, agree with the student, change the subject. The function of power/control… •Generally not supported in the research literature. When one successfully identifies the function of the behavior, one can reinforce an alternate, acceptable behavior that will replace it. ASKING about Behavior: Interviewing … Series of 12 Modules on FBA Module 1. 7. How do students get questions answered? You need to provide some negative consequences in order to avoid seeing peers adopt a problem behavior because they only see the positive results of the behavior, whether it is tantrums or work refusal. The ABCs of Understanding Behavior— Antecedents, Behavior, Consequence, Function & Setting Events Module 3.

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