ALTERNATIVE TO PUNISHMENT
TEACHING REPLACEMENT SKILLS
______
Consequences should ultimately minimize the efficiency of a target behavior while establishing conditions for learning replacement skills. Consequences may fall into the following categories:
O Ownership (i.e., to successfully process, the child needs to assume some ownership)
O Processing the event (i.e., what happened, how could it have avoided, etc.)
O Problem solving (i.e., finding a solution, choosing a better way, resolving conflict with a peer or staff)
O Restoration (i.e., making things right with the victim, the community, and the environment)
O Letting go and moving forward (i.e., diffusing, de-escalating and getting back under control)
O Making a commitment for change (i.e., making a promise to try to choose a different path)
O Receiving support and forgiveness from the teacher and peers
In addition to these general categories, the focus needs to be on specific behavior difficulties and alternatives to punishment for treating those offenses. Regardless of the consequence that is utilized, the effectiveness needs to be assessed.
Traditional Behavior ManagementO Views the person as the problem
O Attempts to “fix” the person
O Emphasizes reducing the problematic behavior
O Relies on punishment
O “Quick fix” expectations
O Designed by “expert” / Positive Behavior Support
O Views the system, settings or skill deficiency as the problem
O Adjusts systems and setting and improves skills
O Identifies and teaches replacement skills and builds relationships
O Primarily relies on positive approaches and restoration
O Goal of sustained results over time
O Developed by a collaborative team
CONSEQUENCES THAT TEACH
When behaviors occur staff will consider the motivation, and provide a consequence which minimizes the efficiency of the target behavior, and suggest or train a replacement skill.
O Attention Seeking – provide the child with strategies to obtain attention in an appropriate manner (i.e., raising his/her hand, leading an activity)
O Power and Control – provide the child with opportunities to make choices and indicate preferences using appropriate strategies
O Escape Avoidance – teach the child ways to take leave appropriately, increase the child’s tolerance for non-preferred or challenging tasks
O Tangible – teach the child how to obtain desired items and activities using appropriate strategies (i.e., requesting, waiting his/her turn, “saving up”, delaying gratification)
O Anger/Frustration – teach the child anger management skills such as verbal de-escalation, conflict resolution, muscle relaxation, reminders, reducers, peaceful imagery, body language, personal space)
O Status/Acceptance – provide opportunities for the child to gain status through appropriate or desired behavior
O Sensory – provide the child with the means to integrate or modulate sensory input in a more acceptable manner (i.e., sensory balls, adaptive seats, weighted items, heavy work activities, movement, etc.)
CONSEQUENCES THAT RESTORE
When behavioral offenses occur, staff will provide consequences that restore.
O Bullying – meet with the victim and the bully and allow victim to relate how it feels to be victimized, have bullying student do a report on bullying for the class, or act as a leader of a bully prevention team
O Teasing/Taunting – meet with the victim and the offender and have the offender describe how it feels to be teased, role-play with the offender allowing him to play the victim, provide opportunities for the offender to gain attention and status through community service
O Vandalism – meet with student and develop restitution plan, if money is a problem develop a plan to repair the item through community service activities, have the student apologize to owner
O Disrespect/Defiant Behavior – have student meet with staff person he/she has been disrespectful to; discuss more appropriate conflict resolution strategies, brain storm on how to improve relationship and communication, write letter of apology
O Harassment/Put Downs – meet with student and victims; have victims share how it feels to be teased or put down, have victim and offender provide input into a plan of restoration, apologize to victims
O Disruptive Behavior – meet with student and school staff; have victim explain how disruption affected them; have student and victim develop a plan of restoration
O Stealing (witnessed) – have student meet with victim; allow victim to respond to the offense, have victim and offender agree on restitution plan and/or community service
O Threats – meet with the student and discuss more appropriate conflict resolution strategies, have victim describe how it feels to be threatened, work on plan to facilitate a better relationship attempt to resolve conflict rationally
O Fighting – meet with students who were fighting; discuss more appropriate conflict resolution strategies; develop a plan for future conflicts; develop a peace keeping plan
Restorative Justice in School Communities
TraditionalO Misconduct defined as breaking the rules
O Focus on establishing blame
O Conflict represented as impersonal and abstract
O Attention given to rules broken
O School represented by member of staff dealing with situation
O Accountability defined as receiving punishment / Restorative
O Misconduct defined as behavior affecting others
O Focus on problem solving
O Conflict recognized as interpersonal with value for learning
O Attention given to broken relationships
O Total school community involved in facilitation restoration – empowerment
O Accountability
TREATING SPECIFIC BEHAVIORS IN THE CLASSROOM
Consequences that Teach and Restore
AGGRESSION
Fighting with peers may be physical:
O Hitting
O Biting
O Kicking
O Spitting
O Pushing/Shoving
O Throwing objects
Verbal
O Name calling
O Teasing
O Profanity
O Threatening
O Bullying
O Engaging in excessive rough play
O Property destruction
POSSIBLE MOTIVATIONS
O Learned through modeling parents and older siblings
O Has been rewarded for aggressive acts
O The glamorization of violence or novels, mass media, music, videos, movies
O A subculture that espouses such violent oriented norms as “an eye for an eye” and “end justifies that means”
O An inability to separate fantasy from reality or to distinguish play from fighting
O Homes where the father is missing or the father is battering the mother
O A home where parents are abusing substances
O Children with fetal alcohol syndrome
CONSEQUENCES THAT RESTORE
1. Use De-Escalation and Diffusion Strategies
Verbal Aggression:
O Honor personal space
O Avoid ultimatums
O Provide clear choices
O Remove triggering stimuli, when possible provide cool down area
O Use verbal diffusion strategies (i.e., empathic listening, reflection)
O Set clear limits through clear choices
O Use “I” statements
O Use anger replacement relaxation strategies for yourself and the child
O De-brief with crisis intervention support team
Physical Aggression – Staff need to remain calm and supportive:
O Use inter-positioning, remove weapons of opportunity
O Use only reasonable force only for protection of self, others, and property
O Use only approved restraint techniques
O Provide detailed documentation
O Use a team approach whenever possible
2. Provide Physical and Sensory Calming Outlets
O Encourage more appropriate outlets (walking, running, going to a quiet place)
O Reducing sensory overload (lights, sound, crowding, sensory triggers)
O For the autistic child consider use of weighted blanket
O Consider use of swimming, whirlpool, or Jacuzzi therapy
3. Use Processing and Problem Solving Strategies Instead of Suspension and Exclusion
O If suspension is necessary assure that it is process oriented and that a condition assessment takes place before the child returns to school
O Processing should entail trying to find out what happened or what triggered the aggressive response? Why did the student respond the way they did? Who was involved? Why do they think it happened? An adult should use active and empathic listening
O Problem solving should entail talking about what other choices or responses that could have been made. What would have been some other choices? Which better choice does the child think he/she could make the next time? Is the child willing to change the present manner of reaction? How hard will it be to do something different that what has been used to? How can we support the child in making better choices?
O When two students are together for processing, use conflict resolution strategies
o Focus on the problem not each other
o Use “I” messages
o Let each person tell their side without interruption
o Discuss compromises or Win-Win options
o Is there a solution they can agree upon?
o Create an agreement and a commitment to try
o Encourage an activity or game that an adult can supervise to release tension (for younger children)
O For processing, give student the option about how their input or anger might be more appropriate expressed
o Talking
o Writing it down
o Drawing a picture
4. Undermine Aggressive Mentors
O Many children learn aggressive behavior from an aggressive mentor at home or in the community. To undermine this, they have to trust you and know you care for them. Be willing to listen and watch when you show them a better way
O The child needs to know that you are caring for them goes beyond the school day that you will be there for them if they need you. Remember the aggressive mentor may be fulfilling this child’s primary needs for food, clothing, and shelter. Who do we think has the “impact” advantage?
5. Consider Limiting Exposure to Violent Media
O Talk to the child and parents. Is the child preoccupied with violent media?
O Can the child distinguish fact from fantasy?
O Would the parents agree to support better media choices for the child
O Can we provide a balance of media that promotes caring for others and peaceful solutions?
6. Reinforce Getting Along in the Classroom Meetings and Community Building Activities
7. Consider Community Therapy or Counseling if Behavior is Becoming Chronic
8. Assure That the Child Knows You Care About Them
O Give the child a hug
O Spend some extra time with the child
O Increase your proximity to them. Try to positively influence their mood
O Find out who the child’s role models are
O Consider the idea of a mentor or a character building activity (i.e., scouts, sports, martial arts)
9. Take Steps to Help the Child Feel Safe at School
O Reinforce caring and vulnerability
O Try to protect the child from known triggers
O Frame the child as strong and as a leader for being able to talk things out or walk away
10. For Chronic Aggression Consider the Following
O Perform and individualized Functional Assessment
O Consider using a lifestyle assessment
O Perform environment assessment
O Write a Behavioral Support Plan
11. Use Calming Strategies. Do Not Worry About Reinforcing Inappropriate Behavior At This Time
O Some staff will express a concern that if you show empathy or caring at this time that you are going to reinforce inappropriate behavior. “You are rewarding him/her.”
O Remember the definition of Positive Reinforcement and ask:
o Is this the only time the child gets this type of attention?
o Is the behavior increasing in frequency when people react with caring and support?
O Is the child out of control? Is your goal to provide a response that will assist in calming to the child?
Note: Always take the time to debrief after an episode in which staff has to had use team management or restraint
NONCOMPLIANCE
The refusal to comply or follow staff directions. There are three basic forms of noncompliance:
1) Failure to follow group or individual instructional directions
2) Failure to follow known procedures, protocols, agreements, or routines
3) Failure to respond to inhibitory directives to stop an unwanted behavior or rule violation. All forms of noncompliance may be passive or reactive
POSSIBLE MOTIVATIONS:
O Noncompliance may function as an escape or avoidance
o When a child fears failure
o Afraid to try something new
o When a child’s resistance relates to certain tasks/activities or challenging or novel tasks
o A difficult day or tasks
O Attention seeking – the child waits for the adult to come help
O Oppositional Defiance Disorder – this could be a deeper emotional disorder or may be a function of emotional problems related to a significant loss or childhood trauma.
Note: “Amounts of noncompliance should be seen as a healthy expression of developing ego seeking independence and self direction.”
CONSEQUENCES THAT RESTORE
1. Establish a Close Relationship with the Individual that is Based on Mutual Respect – a child will be much more likely to be responsive if he cares about you and knows you care about them.
2. Provide Time for the Child to Process and Respond – give the child some time to process, walk away, and allow the child to respond without standing over him
3. Consider Providing the Direction or Task in a Different Manner
O For the Oppositional Child it may be helpful to have cue cards or agenda cards which signal a transition
O Consider the use of a passport item, a readying song or outline
O Consider allowing the child to choose a task or task material
4. Ignore Oppositional Verbal Behavior and Avoid Arguing
O Restate the directive
O Ask the child for another way that they can show you what they have learned
O Do not try to force the child. The ultimate goal is for them to develop self-control and enjoy learning; forcing the child will compromise both goals
5. Consider the Use of a Behavioral Contract – developed by the student and yourself, outlining expectations and agreements, and incentives
6. Consider the Use of Premacking for Short Term Engagement – letting the child, if he makes the effort, do something they want
7. Avoid Giving Ineffective Demands
O Directives which are vague that proper action for compliance cannot be determined
O Directives that are interrupted by future talk or explanations before the child has had a chance to respond
O Directives that are too complex or have too many steps
O Directives that fail to allow the child to problem solve and be creative
8. Allow Opportunities for the Child to Make Choices and Have Input into the Daily Agenda
O Provide the child with an agenda card or a copy of daily procedures
9. For Chronic or Atypical Noncompliance or Shut Down, Investigate History, Find Out if Something Has Happened at Home – it may be helpful to meet with mom and dad, is the child dealing with depression or loss?