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|
Adult attention |
Escape/avoidance |
Power/control |
Peer affiliation |
Justice/revenge |
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Teacher: Instructional strategies to
promote desired alternative behavior And/or Instructional
strategies to reduce the target behavior [Note: when alternate behavior is incompatible
with target behavior, the same strategy may work both to promote & to
reduce] |
-
-
Build
relationship with the student -
Greet
student when he/she enters room or is in other school setting -
Have
the student “work” in a school job (library, with computers) -
Review
expectations with student -
Student
has input on appropriate expectations -
Token
economy -
Use
lots of little “hooks” – ways for students to get involved & get
attention -
See note at left |
-
-
Set
clear expectations -
Social
skill instruction on group participation, asking questions -
Work
on improving academic skill deficits -
Set
realistic expectations, meet the student where he/she is “at” -
When
student works for “x” amount of time, he/she earns that amount of free time -
Review
expectations with student -
Student
has input -
Token
economy for participation -
Break
time -
Give
students choices
|
-
Set
clear expectations -
Give
the student choices when possible (example:
use extra credit points on test scores or on daily work; options for
homework) -
Make
the student a leader -
Give
the student some responsibility or a “job” at school -
Flexible
schedule (e.g., do math first or spelling first) -
Set
goals with student -
Student(s)
brainstorm, have input on appropriate expectations -
When
student works for “x” amount of time, he/she earns that amount of free time
|
-
Use
small group counseling or interest groups -
Cue
other students to engage the target student -
Give
the target student opportunities to be the leader, to do classroom or school
“jobs” -
Encourage
peers to compliment each other -
Use
peer modeling
|
-
Acknowledge
that emotions are okay; actions are the problem (e.g., it’s okay to be angry
– how can you better express that) -
Peer
mediation -
Third
party meet with teacher and student to try to work it out -
Counseling
to address issues and redirect anger away from teacher
|
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Student: Instructional consequences for
alternative appropriate behavior And/or Instructional
consequences for inappropriate target behavior |
-
Praise
for effort -
Special
reward or recognition for engagement -
Note
home and/or to other key adults -
Grade
on improvement and effort (primary goal is to get the student involved) -
Have student identify appropriate ways to get adult attention |
-
Positive
reward for work and engagement -
Grade
on improvement and effort (primary goal is to get the student involved) -
Make up lost time -
Homework Club -
Have to complete essential task to earn grade -
Have the student identify appropriate ways to escape |
-
-
Grade
on improvement and effort (primary goal is to get the student involved) -
Teach student when being “passive” is okay – when is it appropriate
to be more reserved -
Have student identify appropriate ways to get power and control |
-
Group
reward -
Peer modeling -
Reward other students who are engaged -
Have student identify appropriate ways to get power and control |
-
Involve
the student in being a peer mediator -
Teach students when being “passive” is okay
– when is it appropriate to be more reserved. -
Have student identify
appropriate ways to get justice |
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|
Avoid the use of |
-
Power struggles -
Arguing,
cajoling -
Going overboard
with praise |
-
Overwhelming
the student -
Expectations
that change (set expectations & stick to them) |
- Power struggles - Going overboard with praise |
- Buddies or group work if that is punishing for the student |
- Power struggles |
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|
Special considerations |
From “Managing Passive-Aggressive Behavior”, pages
75-84: Know the characteristics of this type of
behavior so that you can work to avoid responding in kind and/or becoming
visibly upset with the student (that’s what he/she often wants); Avoid using group pressure to get the
student to conform(e.g., “we can’t go out for recess until Mary does her
work”); Use benign confrontation (back off quietly from confrontation and
leave the student with the point you wanted to make); Respond differently to
“temporary deafness”, feigned misunderstanding, delay tactics (e.g., set
clear expectations, time limits and consequences for non-compliance and then
do not argue about it). Are there issues at home – not enough sleep, responsibility for younger siblings, etc.? Are there medical issues? Depression? Is there a need to involve pupil services staff (counselor, school nurse, school psychologist, school social worker) and/or outside agencies? |
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