Its all about the behavior management of young children.

1. Effective Behavior ManagementEffective Behavior Management
Strategies for the Childcare Setting
Presented by: Karen Headlee kheadlee@leegov.com Allie Munch
Lee County Extension Dr. Heidi Liss Radunovich

2. Welcome!
Introductions
Meet the Instructor
Meet the Participantsp

3. What we will cover
Why do children misbehave?
Components of behavior management
Practicing behavior management
T h i f b h i tTechniques for behavior management
Common behavior problemsp

4. Pre-test
Please complete this brief pre-test and return
it t r instr ct r hen are finishedit to your instructor when you are finished.

5. Why do Children Misbehave?

6. Why Children Misbehavey
One of the most common reasons a childOne of the most common reasons a child
misbehaves is because he or she is not getting
a need meta need met.
Can you think of some unmet needs that might
cause children to behave badly?
Nelson & Erwin, 2002

7. 4 Reasons for Misbehavior
1. Undue Attention
2. Misguided Power
3. Revenge
4. Assumed Inadequacy (giving up)
Nelson & Erwin, 2002

8. 4 Reasons for Misbehavior
Undue Attention-
Children often seek undue attention because
they equate attention from adults with caringthey equate attention from adults with caring
and love.
How might you fix this problem?
Look at me!Look at me!
Nelson & Erwin, 2002

9. 4 Reasons for Misbehavior
Misguided Power-
Children need to feel secure; like they are in
control of themselves.When control is takencontrol of themselves.When control is taken
away, they may seek to regain power by
purposefully disobeying directives.pu pos u y sob y g ct v s.
How might you fix this problem?How might you fix this problem?
Nelson & Erwin, 2002

10. 4 Reasons for Misbehavior
Revenge-
If a child believes that he or she has been
treated unfairly, revenge will likely be a result.treated unfairly, revenge will likely be a result.
How might you fix this problem?How might you fix this problem?
Nelson & Erwin, 2002

11. 4 Reasons for Misbehavior
Assumed inadequacy-
This is the child that supposedly needs help
with everything.with everything.
How might you fix this problem?How might you fix this problem?
Nelson & Erwin, 2002

12. Other Causes of Misbehavior
Health Problems Emotional Disturbances
Poor Nutrition
Sleep Disturbances
Poor Attachment
ChangeSleep Disturbances
Mental Delays
Change
Natural Skill Deficits
Developmental
Disabilities
Inappropriate expectations
for age/developmental levelDisabilities
Stress
for age/developmental level
Family
dysfunction/problems
Essa, 2003

13. Components of Behavior
ManagementManagement

14. What is Behavior Management?g
B h i “ ll f hBehavior management is “all of the actions
and conscious inactions to enhance the
b bili l i di id ll d iprobability people, individually and in groups,
choose behaviors which are personally fulfilling,
d i d i ll bl ” (Sh &productive, and socially acceptable” (Shea &
Bauer, 1987).

15. What is Behavior Management?g
B h l dBehavior management includes
Behavior modification through:
Discipline/Instruction
Rewards/Reinforcers
Negative Consequences

16. What is Behavior Modification?
B h i difi iBehavior modification is a treatment
approach, based on the principles of operant
di i i h l d i blconditioning, that replaces undesirable
behaviors with more desirable ones through
i i i i fpositive or negative reinforcement.

17. What is Behavior Modification?
Behavior modification includesBehavior modification includes
Rewards
Social and Tangible reinforcers
Negative Consequences
Time-out
Loss of rewards/reinforcers

18. What is Discipline?p
Di i li h f h dDiscipline is the practice of teaching and
enforcing appropriate behavior through
i d idcorrection and guidance.

19. 3 Criteria for Effective
DisciplineDiscipline
Is it respectful?Is it respectful?
Is it effective long-term?
Does it teach valuable life skills for good
character?
Nelson & Erwin, 2002

20. What is Encouragement?g
E dEncouragement is rewarding appropriate
child behaviors through words, expressions,
i d iactions, and reactions.
A form of positive reinforcement, used as a
reward/reinforcer
Nelson & Erwin, 2002; Sigler & Aamidor, 2005

21. 3 Goals of Encouragementg
1 To create a sense of belonging1. To create a sense of belonging.
2. To create a sense of capability through the
development of life skills.
3. To instill a sense of social interest.
Nelson & Erwin, 2002

22. Practicing Behavior
ManagementManagement

23. Behavior Managementg
Communicating Rules & Expectations
A id i i i d l iAvoid criticism and lecturing
Avoid yelling
Be respectful
Explain the reasoning behind the rule
Fields & Boesser, 1998; Essa, 2003

24. Behavior Managementg
Understanding Rules & Expectations
Utilizing natural consequences
Utilizing related consequences
Exclusion
Deprivation
Restitution
Fields & Boesser, 1998

25. Behavior Managementg
Exclusion-
Removing a child from the rest of the group.g g p
Deprivation-
Removing the source of misbehavior from theRemoving the source of misbehavior from the
child
Removing a reward/reinforcer from the child.
Restitution-
Allowing a child to make amends for his or herAllowing a child to make amends for his or her
behavior.
Fields & Boesser, 1998

26. Behavior Managementg
Understanding Rules & Expectations
H l hi lHave clear teaching goals
Have a clear relationship between action and
consequence
Action Consequence
Fields & Boesser, 1998

27. Behavior Managementg
What are appropriate consequences?
Complete “Selecting Consequences”
worksheet.

28. Behavior Managementg
Consistency
L i i b h i k iLearning appropriate behavior takes time
Apply the same technique each time
Apply the same technique to each child
Essa, 2003

29. Behavior Managementg
Routines
C l f di i iControl for disorganization
Create a sense of security and order
Can be teaching tools
Nelsen & Erwin, 2002

30. Behavior Managementg
Leading by example- be a role model
Di l i i i iDisplay positive interaction
Express your feelings appropriately
Promote acceptance and kindness
Take responsibility for your actions
Find similarities between you and the children
Remember- they are always watching!
Fields & Boesser, 1998

31. Working with Parentsg
Parent-teacher communication and
c erati ncooperation
Communicate often about everything
EEncourage two-way communication
Build your relationship on trust and respect
Be clear about rules and expectations
Involve parents in the goal-making and discipline
process
Nelsen & Erwin, 2002

32. Techniques for Managing
BehaviorsBehaviors

33. Developmental Considerationsp
Babies and Toddlers (0-2 years old)
Limited communication skills
Lower level reasoning
Benefit from redirection and reinforcement
Time out only for 2 year olds and above (unless
there are developmental delays or disabilities)

34. Developmental Considerationsp
Young Children (3-5 years old)
Can understand rules and expectations
Can better reason between appropriate and
i i b h iinappropriate behaviors
Benefit from behavior modification, discipline,
d tand encouragement
Time out for 3-5 year olds

35. Rewards: Consequences for
Appropriate BehaviorAppropriate Behavior
Dos:Dos:
Make sure that every child knows how to receive a
rewardreward
Make sure that rewards offered are appropriate for
the behavior exemplifiedthe behavior exemplified
Make sure that rewards reinforce specific behaviors
and not just intangible notions like “being good”and not just intangible notions like being good
Make sure the reward is actually rewarding to the
child!child!
Essa, 2003; Porter, 1999

36. Rewards: Consequences for Appropriate
Behavior
Rewards: Consequences for
Appropriate BehaviorBehavior
Don’ts:
Appropriate Behavior
Don’t use food or candy as a reward
Don’t substitute necessary activities for rewardsy
(such as toileting privileges or meals/snacks)
Essa, 2003; Porter, 1999

37. Discussion Point: Rewards
Post rewards (positive consequences) just like
st r les and ne ati e c nse encesyou post rules and negative consequences.
What sorts of rewards do you use?
Essa, 2003; Porter, 1999

38. Consequences for Inappropriate
BehaviorBehavior
Dos:Dos:
Make sure that consequences are as immediate as
possiblepossible
Make sure that consequences are directly related to
the inappropriate behaviorthe inappropriate behavior
Make sure that children understand the reason they
are receiving the negative consequenceare receiving the negative consequence
Make sure that consequences are appropriate for the
age and skill level of the childage and skill level of the child
Essa, 2003; Porter, 1999

39. Consequences for Inappropriate Behavior
Consequences for Inappropriate
BehaviorConsequences for Inappropriate Behavior
D ’
Behavior
Don’ts:
Don’t use unrelated/ inappropriate punishment
as a consequence
Don’t take away necessary activities (such as a
meal or entire outdoor time) as a form of)
consequences
Essa, 2003; Porter, 1999

40. Time-Out
Dos:
Give a warning before time out is usedGive a warning before time-out is used
Give a clear request
Use a normal tone of voice and be respectfulUse a normal tone of voice and be respectful
Explain your reasoning
Have a specific place for time-outHave a specific place for time-out
Usually 1 minute per 1 year of age
Use a timerUse a timer
Have a more secluded backup area in case of
refusal
Eyberg, 1988

41. Time-Out
Don’ts:
D ’ h h iDon’t over-use the technique
Don’t use an excessive amount of time
Don’t forget to let the child redeem himself/herself
(restitution)
Don’t add extra consequences on top of time-out
Eyberg, 1988

42. Encouragementg
Stop or prevent misbehavior through the
encouragement/reinforcement of appropriateencouragement/reinforcement of appropriate
behavior.
Encouragement should inspire the child- giving
them the courage to do the right thingthem the courage to do the right thing.
E i b h hEncouragement is more about the process than
the result: praise effort, even if not successful.
Nelsen & Erwin, 2002; Sigler & Aamidor, 2005

43. Encouragementg
Dos:
D b ifi b h b h iDo be specific about the behavior you are
encouraging
D d i d i l iDo use words, attention, and special time
together to encourage
Don’ts:
Don’t withhold encouragement from a child
because he or she previously misbehaved
Nelsen & Erwin, 2002; Sigler & Aamidor, 2005

44. Instruction
Children are not born knowing how to behave.
Appropriate behaviors must be taught-
Through example
Through explanationg p
Through praise/encouragement
Negative consequences forg q
inappropriate behavior
Manners
Nelsen & Erwin, 2002

45. Instruction
Look at the rules and repeat them routinely.
Give special lessons on appropriate behaviors
not listed in the rules.
Every correction is an opportunity for
instruction.
Nelsen & Erwin, 2002

46. Discussion
What are the behavior management
techni es m st ften sed in r facilit ?techniques most often used in your facility?
How effective have they been?
Complete “Behavior Techniques” worksheet.
How would you handle these scenarios?

47. Common Behavior
ProblemsProblems

48. Aggressive Problemsgg
Hitting
BBiting
Throwing Objects
Hurting Others
What are some likely causes?
Essa, 2003

49. Aggressive Problemsgg
What might be appropriate steps?
R d i di lRespond immediately
Take care of the victim first
R h f hRemove the aggressor from the area
Make sure the aggressor is calm
Consider the cause
Explain the appropriate form of behavior (Rules)
Utilize a consequence
Allow restitution
Szarkowitz, 2004

50. Antisocial Problems
Using Inappropriate Language
N C llName-Calling
What are some likely causes?
Essa, 2003

51. Antisocial Problems
What might be appropriate steps?
Gi h hild i i l lGive the child a warning, cite class rules
Ignore the child who exhibited the bad behavior
R h h ld f h h l hRemove other children from the area, help them
ignore the words too
F h i i i i h h hFocus on another topic or activity with the other
children
E /R i f h th t t d tEncourage/Reinforce when the perpetrator does not
use foul language/name calling
Only use a consequence when offense is extremeOnly use a consequence when offense is extreme
Essa, 2003

52. Antisocial Problems
Non-sharing
Wh l k l ?What are likely causes?
What might be appropriate steps?
Make the environment conducive to sharingg
Teach sharing skills often
Encourage/Reinforce sharing behaviorsg g
Mediate non-sharing situations: give options, do
not scold, do not force
Essa, 2003

53. Disruptive Problemsp
Disrupting Group Time
R A l l A d h ClRunning Aimlessly Around the Classroom
Shouting in the Classroom
Dropping Objects to Create Noise
What are likely causes?
Essa, 2003

54. Disruptive Problemsp
What might be appropriate steps?
Gi iGive one warning
Remove the child from the group
E l h b h (R l )Explain the appropriate group time behavior (Rules)
Use time-out or another appropriate consequence
Encourage/reinforce proper group time behavior
Essa, 2003Essa, 2003

55. Destructive Problems
Tearing Books
B k TBreaking Toys
Flushing Objects Down the Toilet
Wasting Paper
Destroying the Work of Othersy g
What are likely causes?What are likely causes?
Essa, 2003

56. Destructive Problems
What might be appropriate steps?
P d i bl h iblPrevent destructive problems as much as possible
through organization and vigilance
E /R i f i t f t i lEncourage/Reinforce appropriate use of materials
Teach impulse control
Wh d i h l hild fiWhen destruction happens, calm child first
Explain appropriate use of materials (Rules)
U hUse time-out or another appropriate
consequence
Essa, 2003

57. Inappropriate Expressionpp p p
Excessive Crying
PPouting
Whining
What are some likely causes?y
Essa, 2003

58. Inappropriate Expressionpp p p
What might be appropriate steps?
I h hild h hibi d h b d b h iIgnore the child who exhibited the bad behavior
Remove other children from the area, help them
i th b h i tignore the behavior too
Focus on another topic or activity with the other
childrenchildren
Encourage/Reinforce when the child does not cry,
pout or whinepout, or whine
Teach the child how to better express his or her
needsneeds
Essa, 2003Essa, 2003

59. Things to Rememberg
Every behavior has a motivation/cause- find it
t!out!
Use discipline to teach appropriate behaviors-
j i h b dnot just to point out the bad ones.
Always explain why the behavior is
inappropriate and express your expectations
for the appropriate behavior.
Match the consequences with the crime.
Allow restitution when possible.p

60. Conclusion

61. Closing Remarksg
Summary
Questions?

62. Post-test
Please take this brief post-test and return it to
r instr ct r hen are finishedyour instructor when you are finished.

63. References
Essa, E. (2003). A practical guide to solving preschool behavior problems, 5th edition. Australia:Thomas/Delmar Learning:.
Eyberg, S. (1988). Parent-Child Interaction Therapy: Integration of traditional and behavioral concerns. Child & Family BehaviorTherapy, 10(1),
33 4633-46.
Fields, M. ,& Boesser, C. (1998). Constructive guidance and discipline: Preschool and primary education, 2nd edition. New Jersey: Prentice Hall.
Filcheck, H.A., McNeil, C.B., Greco, L.A., & Bernard, R. S. (2004). Using a whole-class token economy and coaching of teacher skills in a
preschool classroom to manage disruptive behavior. Psychology in the Schools, 41,351-361.
Nelsen, J. , & Erwin, C. (2002). Positive discipline for childcare providers:A practical and effective plan for every preschool and daycare program.
Roseville CA: Prima PublishingRoseville, CA: Prima Publishing.
Porter, L. (1999). Young children’s behavior: Practical approaches for caregivers and teachers. Sydney,Australia: Maclennan & Petty.
Si l E & A id S (2005) F i i i f i i b h i A d id f h i i E l Childh dSigler, E. ,& Aamidor, S. (2005). From positive reinforcement to positive behaviors: An everyday guide for the practitioner. Early Childhood
Education Journal, 32(4), 249-253.
Stewart, B. ,&Vargas, J. (1990). Teaching behaviors to infants and toddlers:A manual for caregivers and parents. Springfield, IL: Charles C.Thomas,.
Szarkowitz, D. L. (2004). Aggression and young children. Canberra,Australia: National Capital Printing.