BEHAVIOR MANAGEMENT STRATEGIES
Before you can begin trying to change a child's behavior, you have to properly identify that
behavior. The identification must be specific—for example, The Talker, The Cheater, or The
Bully.
We are labeling behaviors, not children! For the sake of convenience, we will describe
behaviors with terms such as The Whiner or The Interrupter.
Never use such labels when talking to—or about—children! Doing so could cause many new
problems and seriously damage the teacher-student or parent-child relationship.
Many behaviors—or changes in behavior—can signal an underlying emotional or mental health
issue. Don't hesitate to contact your student's school social worker for any concerns you may
have.
**Information taken from “You Can Handle Them All” – A resource for handling 124 behaviors at school and at home www.disciplinehelp.com**
BEHAVIOR: Specific attitudes and actions of this child at home and/or at school.
The Agitator
The Alibier
The Angel
The Angry
The Animal
The Apathetic
The Apple Polisher
The Arrogant
The Attention Demander
The Authority Pusher
The Blabbermouth
The Blurter
The Boss
The Bully
The Cheater
The Chiseler
The Class Clown
The Clique
The Complainer
The Con Artist
The Crier (Who Claims Foul)
The Crier (Who Sheds Tears)
The Defier
The Destroyer
The Disengaged
The Disorganized
The Disrespectful
The Disrupter
The Distracter
The Do-Nothing
The Dreamer
The Exaggerator
The Excuse Maker
The Exploder
The Failer
The Fighter
The Follower
The Forgetter
The Foulmouth
The Fun Seeker
The Goer
The Goldbrick
The Gossip
The Grade Gubber
The Greedy
The Griper
The Habitual Absentee
The Hater
The Hider
The Hyperactive
"I Can't"
"I Don't Care"
"I Won't Do It"
The "Idiot" Syndrome
The Immature
The Indifferent
The Influencer
The Intellectual Show-Off
The Interrupter
The Irresponsible
The Jealous
The Know-It-All
The Last Worder
The Late Arriver
The Lazy
The Lewd
The Liar
The Loner
The Loudmouth
The Lover
The Malcontent
The Manipulator
The Name Caller
The Negative Group
The Noisemaker
The Noncompleter with Grand Plans
The Nonparticipator
"Not My Fault"
The Objector
The Overly Aggressive
The Pest
The Petty Rules Breaker
The Pouter
The Procrastinator
The Questioner
The Rabble Rouser
The Rebel
The Repeater
The Rude
Satisfied with Second Place
The Scrapper
The Selfish
The Sexuality Broadcaster
The Shadow
The Show-Off
The Shy
The Sidetracker
The Skeptic
The Skipper
The Sleeper
The Smart Aleck
The Smartmouth
The Sneak
The Snob
The Snoop
The Snotty
The Spoiled
The Stewer
The Swearer
The Talker
Talks Back
The Tardy
The Tattletale
The Teaser
The Test Challenger
The Thief
The Troublemaker
The Truant
The Underachiever
The Unprepared
The Victim
The Vindictive
The Wanderer
The Whiner
EFFECTS: How behavior affects teachers and classmates in the school environment.
•
•
•
•
•
•
•
•
•
•
•
•
•
Crisis is created everywhere – at home, at school, and in public places.
People who don’t even know the child, but have “heard about” him/her adopt judgmental attitudes.
Many students are frightened.
A climate of fear exists in the climate – a negative atmosphere is created.
Time is wasted – lectures and discussions are interrupted and perhaps attention is lost – time is diverted
from the rest of the class.
Many students wish they had the nerve to act the very same way because power gives them a great deal
of attention.
Occasionally, the teacher may be afraid of the student.
Teacher must spend disproportionate amounts of time dealing with the behavior.
Peers may not be able to identify with behavior; thus student may be alienated from peers.
Teacher may find it impossible to get to the real issue because of the behavior.
Simply starting class is difficult.
Everyone’s attention is distracted.
Serious learning cannot continue for any length of time.
ACTION: Identify causes of misbehaviors. Pinpoint student needs being revealed. Employ
specific methods, procedures, and techniques at school and at home for getting the child to
modify or change his/her behaviors.
•
Primary Causes of Behavior:
o Attention – the act or power of carefully thinking about, listening to, or watching someone or
something.
o Power – the ability or right to control people or things.
o Revenge – the act of doing something to hurt someone because that person did something that
hurt you.
o Self-Confidence – confidence in oneself and in one’s powers and abilities.
•
Primary Needs Being Revealed:
o Hunger/Thirst – this behavior may be a carry-over of behavior the student is forced to adopt at
home in order to satisfy hunger and thirst.
o Sex/Sexuality – this person’s interactions with people are very negative.
o Rest – hunger, thirst, or inadequate rest can cause a great deal of internal anger and lead to
disruption.
o Air – empty space, nothingness.
o Escape from Pain – this student is feeling a lot of pain and his/her behavior demonstrates this
pain.
o Elimination of Waste – primary needs should be checked very carefully because this student may
be experiencing problems at home, such as not eating well, not getting enough rest, or poor
family relationships. Any of these could be a cause for many of the excuses at school.
•
Secondary Needs Being Revealed:
o Gregariousness – this student needs to belong to a group of some kind. Such a membership
increases motivation.
o Aggression – this person needs to be recognized for something other than his/her present
behavior.
o Affiliation – this student needs to belong to a group and/or have a close friend.
o Inquisitiveness – this student may question because he/she really has a need to know.
o Achievement – he/she needs to experience various levels of success.
o Power – this student may be attempting to demonstrate authority or even a desire for more
responsibility.
o Status – he/she needs to improve self-esteem and develop a sense of being a worthwhile person,
important to someone.
o Autonomy – this student needs to understand that he/she is in control of his/her success or
failure as a person.
MISTAKES: Common misjudgments and errors in managing the child which may perpetuate or
intensify the problem.
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Showing anger and frustration. This does nothing to help the situation. In fact, it may make the student
anxious and nervous – and cause him/her to act out behavior even more.
Saying things like “shut up” or “keep your mouth shut.”
Interrupting class to reprimand.
Punishing the entire class or creating peer pressure.
Making rules and regulations for the entire class because of this one student.
Assuming classmates are disturbed by the behavior – or acting on such an assumption. Classmates might
not even notice the behavior.
Reacting inconsistently – and punishing irrationally.
Becoming so frustrated that we say and do things we’ll wish we hadn’t.
Trying to humiliate the student, calling attention to the behavior, or trying to get the student to stop the
behavior by placing emphasis on the behavior.
Failing to teach acceptable behavior.
Failing to show feelings of kindness.
Fighting for power or dominance in an attempt to change behavior.
Failing to create opportunities for this student to succeed.
Ignoring the student altogether, or assuming he/she doesn’t want to learn.
Requiring less from the student than we do from other students.
Confronting the student in front of the class.
Not trying to find out what’s really important for this child.
Failing to ask what really motivates or would motivate this student, what he/she would be interested in
and would like to do, and how he/she would like to approach it.
Giving up on the student.
Failing to look for tiny improvements in the student’s behavior or attempts to complete tasks.
Assuming that the student can control his/her behavior, and that the behavior is a conscious choice.
BEHAVIORS COMMONLY FOUND WITHIN THE DEFENSIVE LEVEL
1. Questioning:
a. Information-seeking: A rational question seeking a rational response.
b. Challenging: Questioning authority or being evasive; attempting to draw staff into a
power struggle.
Interventions:
a. Give a rational response.
b. Stick to the topic (redirect), ignore the challenge (not the person), or set limits if the
individual persists.
2. Refusal: Noncompliance; slight loss of rationalization.
Intervention: Set limits (Refer to handout – KEYS TO SETTING LIMITS)
3. Release: Emotional outburst, loss of rationalization, blowing off steam, screaming, swearing,
high-energy output.
Interventions: Allow the individual to let off steam, if possible. Remove any audience or the
acting-out individual from the area. When the individual begins to quiet down, state directives
that are nonthreatening. Use an understanding, reasonable approach. Be prepared to enforce
any limits you set.
4. Intimidation: The individual is verbally and/or nonverbally threatening staff in some manner. A
hands-on approach at this time may trigger physical acting-out behavior.
Interventions: Seek assistance and wait for the appropriate people to intervene, if possible. Try
to avoid individual intervention, as this is more likely to jeopardize the safety and welfare of
both staff and the acting-out individual.
5. Tension Reduction: A drop in energy, which occurs after every crisis situation, whether it is after
low-level defensive behavior or intimidation.
Intervention: Establish Therapeutic Rapport – re-establish communication with the individual.
CORRECTLY USING OUR NONVERBAL COMMUNICATION
(PERSONAL SPACE – BODY POSTURE – MOTION)
Personal Space (Proxemics)
-An area surrounding the body, approximately 1.5 to 3 feet in range, which is considered an
extension of self.
•
•
•
Personal space varies depending on who is approaching and what the context of the situation
happens to be. On average, an individual’s personal space is 1.5 to 3 feet.
Factors that may affect the amount of personal space and individual will need; e.g., gender, size,
or cultural background.
AN INVASION OF AN INDIVIDUAL’S PERSONAL SPACE WILL INCREASE THAT PERSON’S
ANXIETY!!!
Body Posture & Motion (Kinesics)
-The nonverbal message transmitted by the motion and posture of the body.
•
•
This includes facial expressions, gestures, posture, and movements.
Staff member’s kinesic behavior can serve to escalate or de-escalate a given situation.
NOTE: A body position that appears challenging or confrontational may increase anxiety when
approaching an individual. This may decrease the chance of defusing a potentially disruptive, assaultive,
or out-of-control person.
CORRECTLY USING OUR VERBAL COMMUNICATION
(TONE – VOLUME – CADENCE)
NOTE: It is essential to be aware of not only what we say to an individual, but how we say it. Only a
small percentage of the message we deliver to a person is delivered through words. Two sentences
containing identical works can convey completely different meanings. How we deliver a verbal
intervention to defuse a situation is equally, if not more, important than the words we use.
Paraverbal Communication
-The vocal part of speech, excluding the actual words one uses.
•
•
•
Tone: try to avoid inflections of impatience, condescension, inattention, etc.
Volume: keep the volume appropriate for the distance and the situation.
Cadence: deliver your message using an even rate and rhythm.
STRATEGIES FOR WORKING WITH EMOTIONALLY UNPREDICTABLE STUDENTS
**Information taken from www.interventioncentral.org**
Stage 1: Frustration
Warning Signs: The student may…
•
•
•
•
•
bite nails or lips
grimace
mutter or grumble
appear flushed or tense
seem ‘stuck’ on a topic or issue
Strategies to prevent or reduce the intensity of student frustration:
•
•
•
•
•
•
•
•
Antiseptic bounce: Send the student from the room on an errand or task.
Permit student to go to quiet spot within or outside of classroom on ‘respite break’ (brief cool-down
period).
Teach the student appropriate ways to seek help when stuck on academic assignment.
Spend 5 minutes talking through issue with student (or send student to another caring adult).
Give student an ‘IOU’ to meet with adult to talk over issue at more convenient time.
Teach student to recognize signs of emotional upset and to use ‘self-calming’ strategies.
Teach the student how to negotiate with instructors about assignments or work expectations.
Use motivation strategies to make learning more inviting.
Stage 2: Defensiveness
Warning Signs: The student may…
•
•
•
•
•
Lash out verbally at others.
Withdraw (emotionally or physically).
Challenge the authority of the instructor or other adult.
Refuse to comply with adult requests or to follow classroom routines.
Project blame onto others.
Strategies to prevent or reduce the intensity of student defensiveness:
•
•
•
•
•
•
•
Avoid discussions of “who is right” or “who is in control”.
Approach the student privately, make eye contact, address the student in a quiet voice about his or her
behavior.
Use humor to ‘defuse’ conflict situation.
Consider an apology if you have inadvertently wronged or offended the student.
Impose appropriate consequences on peers if they are provoking the student through teasing, taunts,
verbal challenges, or physical horseplay.
Help the student to identify appropriate range of responses for the situation and to select one.
Permit student some ‘leeway’ on assignment or classroom expectations (as an acknowledgement of the
life – or situational stress that they might be experiencing).
•
•
•
•
Teach the student non-stigmatizing ways to get academic help, support in the classroom.
Direct the student to write down the main points of his or her concerns. Promise that you will read
through the student’s account and meet individually to discuss the problem.
Use effective ‘teacher commands’ to direct the student: (1) keep each command brief, (2) state command
directly rather than in “Could you please…” format, (3) use businesslike tone, avoiding anger and sarcasm,
(4) avoid lengthy explanations for why you are making the request, (5) repeat command once if student
fails to comply, then follow up with pre-determined consequences.
Use planned ignoring (NOTE: This strategy works best when the student lacks an audience).
Stage 3: Aggression
Warning Signs: The student may…
•
•
•
•
Make verbal threats.
Use abusive language.
Assume threatening posture (e.g., with fists raised).
Physically strike out at peers or adults.
Strategies to react to, prepare for or respond to student verbal or physical aggression:
•
•
•
•
•
•
Remove other students or adults from the immediate vicinity of student (to protect their safety, eliminate
an audience).
Adopt a ‘supportive stance’: step slightly to the side of the student and orient your body so that you face
the student obliquely at a 45- to 90-degree angle.
Respect the student’s ‘personal space.’ Most people interpret the distance extending outward from their
body to a distance of 2-1/2 to 3 feet as a bubble of ‘personal space.’ To both ensure your physical safety
and reduce the student’s sense of threat, always stand at least a leg’s length away from the student.
Use supportive ‘paraverbal’ and non-verbal communication. Children are adept at ‘reading’ our moods
and feelings through non-verbal signals such as facial expressions, and body language. Maintain a calm
tone of voice and body posture to project acceptance and support for the student.
Do not block the door. Unless you have a compelling reason to do so (e.g., with very young children), try
not to block the upset child’s access to the door as you approach the student. The student may interpret a
blocked exit as a threat and attempt to go around or even through you to escape.
Deliver a clear statement of choices. Here is a 3-step approach for making requests to upset students:
1. Give the student two clear choices with clear consequences. Order the choices so that the
student hears the teacher-preferred choice last e.g., “John, you can refuse to participate in the
math assignment and be written up for detention or you can start the math assignment now and
not be written up.” Make sure above all that you can enforce any consequences that you present
to the student.
2. If the student fails to comply in a reasonable amount of time to Step 1, state clearly and firmly
what you want the student to do. Include a time limit for student compliance and specify a
location if necessary. For example, a teacher may tell the student, “John, I want you to return to
your desk [location] now [time-frame] and begin your math assignment [requested behavior].”
3. If the student still fails to comply with your request, enforce alternative consequences that you
have selected in advance.
KEYS TO SETTING LIMITS
Definition: A verbal intervention technique in which a person is offered choices and consequences.
Limits should be clear, simple, reasonable, and enforceable.
Setting limits is the result of recognizing that you cannot force individuals to act appropriately. Trying to
force a person to act in a certain way often results in a nonproductive power struggle. When you set
limits, you are offering a person choices, as well as stating the consequences of those choices.
Limits are usually better received when the positive choice and consequence are stated first. Starting
with a negative consequence may be perceived as a challenge or an ultimatum, and the individual may
not even hear the positive choice.
Limits will be most effective when they are:
•
•
•
Simple and clear
Reasonable
Enforceable
NOTE: Stating positives first with “If…Then, When…Then, First…Then.”
STUDENT BEHAVIOR LEVELS
Stage 1
Student Behavior Level – Anxiety
-A noticeable increase or change in behavior; e.g., pacing, finger drumming, wringing of the
hands, or staring.
NOTE: It will be easier to identify anxious behavior in those individuals you know well because a change
from that person’s “normal” behavior will be more apparent to you. Building relationships with those in
your care will be a great asset in identifying anxiety and, therefore, intervening early.
Staff Attitude/Approach – Supportive
-An empathic, nonjudgmental approach attempting to alleviate anxiety.
Stage 2
Student Behavior Level – Defensive (Refer to handout – BEHAVIORS COMMONLY FOUND WITHIN THE
DEFENSIVE LEVEL)
-The beginning stage of loss of rationality. At this stage, an individual often becomes belligerent
and challenges authority.
Staff Attitude/Approach – Directive
-An approach in which a staff member takes control of a potentially escalating situation.
Stage 3
Student Behavior Level – Acting-Out Physically
-The total loss of control, which results in a physical acting-out episode.
Staff Attitude/Approach – GET HELP IMMEDIATELY!!!
-Call administration, social worker, psychologist, behavior interventionist, etc.
Stage 4
Student Behavior Level – Tension Reduction
-A decrease in physical and emotional energy that occurs after a person has acted out,
characterized by the regaining of rationality.
Staff Attitude/Approach – Therapeutic Rapport
-An approach used to re-establish communication with an individual who is experiencing
Tension Reduction. By going through the process of Therapeutic Rapport, we are better able to build
relationships with the individuals in our care.