MODIFICATIONS
Many inappropriate antecedent behaviors can be redirected in their beginning stages by naturally occurring social interactions between staff members and students. The following techniques and strategies are suggested for use in redirecting the student to more appropriate behaviors. It is important to remember that all interventions must be tailored to the developmental level of the student. The following suggestions are not intended to be the sole intervention to increase a positive behavior but rather are to be used to de escalate or redirect inappropriate behaviors, thus avoiding the need for further emergency interventions as behaviors go further out of control:
Planned ignoring
This is more successful if planned before the behavior occurs. It is most effective when a student is trying to get attention or to provoke staff members, as long as other students are not involved. Not calling on the student to run an errand or ignoring the student while telling several other students what a good job they are doing are examples. It is important to provide a positive re-enforcer as soon as a correct behavior is exhibited. Caution: Be ready to reinforce the correct behavior the moment it appears. Do not use for severe behavior problems when the maladaptive behavior has begun.
Signal interference
These include nonverbal indications to signal to the student when behavior is beginning to be inappropriate, (e.g., snapping fingers, furrowing eyebrows, holding hand up to show "stop." This is most useful for behaviors that are mild in nature when they have just begun to escalate.
Proximity control
When a student's behavior begins to be disruptive or distracting, the staff member moves close to the student while carrying on the activity with the whole group. No punishment or undue attention needs to be given to the student at the time. Generally, the adult' s presence at close range is enough to subdue mild inappropriate behaviors.
Interest boosting
When a student's behavior indicates that he or she is drifting away from attending to the task or activity, some additional information related to the student' s interests or experiences is helpful to pique the student's attention and interest in the activity. For example, when leading a discussion about music, the staff member might ask the student about his or her personal stereo equipment to boost the child's interest in the discussion.
Tension reduction through humor
Frequently, a problem or potential problem may be defused with a joke, or a light‑hearten comment. Many times anxiety, fear, or a challenge will make the student feel obligated or forced to react negatively. Humor can act as a pressure release valve to allow the student to laugh it off without a negative response. This works well when the student has responded instinctively in a negative fashion or appears to be wanting to retaliate but is indecisive of whether or how to do so. Caution: Satire and ridicule are not appropriate at anytime. The child must correctly read the affectionate aspect of the interaction. Beware of the unintentional reading of an attempt at humor as "ridicule" and plan your humor attempts accordingly.
Hurdle help
The staff member must provide immediate instruction at the very moment the student gets into trouble, to help the student over the hurdle of dealing appropriately with others. A timely comment at the onset of the problem helps the student to follow the correct course o action. For example, a student who has just bunched up a piece of paper and raised his or her arm to throw it is seen by the staff member, who reminds the student to walk to the trash can to throw it away. Timing is essential to intervene before the misbehavior occurs.
Restructuring routine
Routine has a stabilizing effect on everyone. It is important to have a clear understanding of all that we are expected to do and to feel secure that our schedule or routine will allow it. Young people depend on a routine so they can plan their day in their own minds. However, sometimes it becomes clear that the students tire of the routine. Adjusting to energy level provides an opportunity for the student to be refreshed. This should be an occasional shift in routine so as not to disrupt the orderliness of a planned, sequenced routine. For example, rescheduling TV time to allow students to watch a special program after the group has done chores. Caution: Many children with severe behavior problems require visual reminders of routines, such as personal schedules oftheir activities on their desks. Changes should be explained and integrated to any visual tracking system the child is using.
Direct appeal to values
The student is encouraged to make a decision as to whether his or her behavior is helping the situation. One‑on‑one conferencing to elicit an understanding of how this behavior may be making matters worse and to discover alternate behaviors that can help the student tofocus attention on the problem at hand and his or her part in it. A questioning format is most helpful here, beginning with questions that require a "yes" answer (to develop a positive attitude) and phasing in questions that require a more involved answer (e.g., Where did this happen? Wha tdid you do then? How do you feel about that? Why do you think he responded tha tway?).Finally, seek some sort of commitment for continuing a behavior or stopping a behavior next time the problem occurs.
The antiseptic bounce
When a student's behavior indicates a buildup of stress or restlessness, it is a good idea to remove the student in such a way that attention is not focused on the negative behavior. A pass to the office to run an errand is often enough to defuse a potential problem and allow the student to return fresh to the activity. This allows a few minutes away from the problem area without confrontation about behavior and provides enough of a release and a distraction to enable the student to return to the program in a new frame of mind.
Distraction
When a confrontation or a negative behavior is creating a disturbance, focusing the group's attention and/or the individual's attention on something different can reduce or eliminate the problem. A student who is screaming may stop to listen if the staff member begins discussing a topic of interest to the student (e.g., what's for lunch, special events coming up) or if the staff member begins an activity with the other students that the misbehaving student would enjoy. This helps the student to give up the negative behavior by providing an opportunity for the student to make the choice to do so and prevents the staff member from having to use more restrictive intervention models.
Infusion with affection
Often a very positive, supportive, and appreciative approach may help a student to respond more appropriately .A warm, open, caring response from a staff member may help the student to talk about the problems he or she is experiencing before the problems build into a significant incident. An example might be, "I think you probably feel very sad now, and that makes me feel badly, too. Do you think we might walk and be able to talk about what happened?"
Interpretation as interference
A student may not understand or be aware of a behavior that is occurring. Sometimes it is helpful to describe to the student what the or she is doing by commenting on observable behavior. This serves as a reminder and as a warning that the behavior is unwanted. For example, "When you talk while I am talking, not only is it hard for you to listen, but you make it hard for the others to listen, too."
Regrouping
When a student is having trouble within the group, it is often advantageous to move him or her to another group or space (e.g., classroom, living unit, or subgroup within the unit) to avoid continuing problems. This is not a punishing "kick out" but an attempt to offer the student an environment that will help the student maintain control of his or her own behavior .For example, "Ithink this new location will be better for you and allow you to be in control of yourself better. I can see you're trying."
Limitation of supplies and tools
When a student begins to misuse, abuse, or otherwise cause a problem with tools or supplies, it is advisable to limit continuing access to the material at this time. This requires a calm voice and a supportive stance if de-escalation is desired.
Role-modeling
The most significant management tool available to staff members is conducting themselves in the manner in which the students are expected to behave. Staff members who maintain self‑control, respect for others, good manners and courtesy, honesty, fairness, and good judgment teach by example. Students look to adults for models and for guidance, and they learn everyday by watching and listening to every word. Students with serious behavior attend to the emotional tone of the speaker often with more concentration than actual words Clear, calm words are often modeled by other students and immediately diffuse a tense situation (e.g., "Mrs. Walsh says it's not my job to worry about Johnny. My job is right now.").
Pacing indicator
Some students, especially severely handicapped students, lose the ability to use language when protesting an activity choice. Shifting the student to "break time" and asking the student to rejoin the instructional activity when ready can diffuse escalating behaviors .Giving the student an object that signifies break time to that individual and asking for the object (e.g., a felt heart, puppet, small stuffed animal, magazine) to be returned when the student is ready can be useful to de‑escalate behavior and provide for choice making.
Relaxing activity
Sometimes severe behaviors can be avoided by training the individual to choose another behavior to express the same purpose as the maladaptive behavior (e.g., stating "I need to lie down" rather than screaming in protest).At first, the student may need modeling, prompting, or guidance to select the alternate relaxing activity. The student should return to the regular routine when he or she determines readiness. Examples include: music, rhythmic movement in a rocking chair, covering up with a blanket, and flipping through a magazine.