Avoiding inappropriate student behaviors

This summary of how to control the antecedents to inappropriate student behaviors is from the article "Management of Antecedents to Escalating Behaviors" in the handbook Dealing Effectively with Escalating Misbehavior by Terry J. Tibbetts, Ph.D. Published by the SELPA of Monterey County. The handbook is part of the Positive Behavioral Intervention Handbook.

Inappropriate student behaviors many times occur through natural interactions while at school. The interventions listed are supposed to redirect those behaviors. I categorized the interventions.

General
Role modeling: staff member shows self control, respect, and fairness to all students.

• Use calm and clear words.

Planned ignoring: staff member does not acknowledge student behaviors.

• Effective when the student wants attention.
• Positively reinforce the student when he shows appropriate behavior.
• Note: Do not ignore unsafe behaviors.

Gaining student attention

Hurdle help: staff member helps student with a problem at the moment a negative situation occurs.

Signal interference: staff member gives a predetermined signal to student that he shows inappropriate behavior.

• Effective at the beginning of inappropriate behavior.

Proximity control: staff member moves toward student with inappropriate behavior while working with a group.

• Effective for mild inappropriate behaviors.

Interest boosting: staff member gives information or offers experiences that interest the student.

• Effective when the student's attention drifts.

Distraction: staff member focuses group or student attention on something else while an inappropriate behavior occurs.

• Staff member talks about something of interest or changes activities.
• Student chooses to stop inappropriate behavior on own.

Student removal
Antiseptic bounce: staff member allows student to take a walk or run an errand.

• Effective when a student is under stress or is restless.

Pacing indicator: staff member gives the student "break time" but student stays in group.

• Staff member gives the student something soothing to signify "break time."
• Student sits quietly.
• Student chooses when to engage in work and when to return the object if needed.

Relaxation activity: staff member trains student to ask for an activity to relax instead of engaging in inappropriate behaviors.

• Student chooses alternate activities.
• Student chooses when to return to activity.

Regrouping: staff member moves student into a "time out" group or space.

• Gives the student a chance to control his own behavior.

Talk to the student about behavior


Humor: staff member tells a joke to relax a student.

• Effective when a student is indecisive on what to do in a situation he perceives as negative.
• Note: Do not use ridicule.

Direct appeal to values: staff member has a one-on-one conference with the student to discuss inappropriate behaviors and how to handle situations differently next time.

• Staff member asks open-ended questions such as "what did you want?" "Did you get what you wanted?" "What should you do?"

Affectionate response: staff member supportively asks questions to a student.

• Effective at the beginning of inappropriate behavior.

Interpretation as interference: staff member tells student about his inappropriate behavior and what it causes.

• Effective if the student is unaware that the behavior occurs.

Change in classroom environment

Restructuring routine: staff member changes the routine of the day so the day progresses normally but something interesting or novel happens as well.

• Note: Explain changes to students with inappropriate behaviors ahead of time.
• Note: Also adjust visual schedules of students who need the visuals.

Limitation of supplies and tools: staff member removes tools or supplies to a student who misuses then.