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Behavior management
The document discusses methods for preventing problem behavior in children and methods for observing and recording children's behavior. It outlines 10 ways to prevent problem behavior, such as developing healthy relationships, making rules clear, and teaching impulse control. It then describes three methods for observing and recording behavior: anecdotal records, event sampling, and time sampling. Anecdotal records involve brief narrative accounts of specific incidents, while event sampling tracks a targeted behavior over time. Time sampling records behavior at regular intervals.
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Discusses ten strategies to prevent problem behaviors in children, focusing on relationships, clear rules, and proactive arrangements.
Outlines methods for observing and recording children's behaviors, emphasizing the importance of observation and documentation.
Describes three methods of informal observation: anecdotal records, event sampling, and time sampling to effectively manage children's behaviors.
Thanks the audience and provides references for further reading about behavior management and observation techniques.
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Behavior management
- 1. Methods of PreventingProblem Behavior & Methods of Observing and Recording Behavior By: Mary Alyssa G. Botin
- 2.
- 3. (10) ways toprevent behavior problems before they start
- 4. 1. Develop aHealthy Relationship If you don’t have a healthy relationship with your student, your student is much less likely to be motivated to behave.
- 5. Just like mostadults are usually motivated to work harder for a boss they like and respect, kids will be much more likely to follow your rules if they feel loved and respected.
- 6. • Provide plentyof positive attention and time in if you want time out to spend less time dealing with time out.
- 7. 2. Make theRules Clear Students can’t follow the rules if they aren’t sure what your expectations are. Create a written list of classroom rules
- 8. 3. Explain theConsequences Ahead of Time Once you’ve explained the rules, tell your child what will happen if he breaks the rules.
- 9. • Make theconsequences clear ahead of time • Your child will be less likely to challenge the rules or test limits if he knows how you’re going to respond.
- 10. 4. Provide Structureand a Schedule Create a schedule for your child that outlines when he should do his homework, when he needs to complete his chores, and when he can have free time.
- 11. • When kidsget used to the structure, they’re much more likely to respond positively.
- 12. 5. Praise GoodBehavior • Catch your child being good. • Offer praise liberally. • Praise your child’s efforts and offer praise whenever you see behaviors that you want to see repeated.
- 13. 6. Work asa Team with Other Caregivers/Teachers • Work together with your partner, your child’s babysitter, or teachers to discuss discipline strategies and behaviors that need to be addressed.
- 14. 7. Teach YourChild About Feelings • When kids have an understanding of their feelings, they’re much more likely to have control over their behaviors. • Teach your child anger management skills and strategies to deal with sadness, frustration, and disappointment.
- 15. 8. Teach ImpulseControl • When kids can control their impulses, they are less likely to react aggressively or defiantly.
- 16. • Teach yourchild impulse control skills with various games and discipline strategies. • When kids develop impulse control, their social lives improve and they tend to perform better academically.
- 17. 9. Create aReward System • Reward systems are a great way to prevent behavior problems before they start. • Identify a behavior you want to address and work with your child on establishing a reward system.
- 18. 10. Plan Ahead •Be proactive in preventing behavior problems by planning ahead. • Identify potential problems before they start.
- 19. METHODS OF OBSERVING ANDRECORDING BEHAVIOR
- 20. Differences • Observation - isthe process of watching a child at work or play without interfering in the activity. • Recording - is the process of documenting the observed activity or behavior.
- 21. Formal Observation includestandardized tests and research instruments. provide important information, they require specialized training for recording data on carefully designed forms.
- 22. Informal Observation observationmethods to collect data. easier to use and more appropriate for program planning. They include observing children in the classroom, collecting samples of their work, interviewing parents, and talking with children.
- 23. 1. Anecdotal Record oMethodof informal observation oThe simplest form of direct observation is a brief narrative account of a specific incident
- 24. oUsed to developan understanding of a child’s behavior. oThey can be recorded in any setting and require no special training. oHelps the teacher understand a child’s behavior in particular situations and settings.
- 25. Contents of AnecdotalRecords Identifies the child and gives the child’s age Includes the date, time of day, and setting Identifies the observer
- 26. Provides an accurateaccount of the child’s actions and direct quotes from the child’s conversations Includes responses of other children and/or adults, if any are involved in the situation
- 27. Sample of AnecdotalRecord Form
- 28. 2. Event Sampling •Is usually a series of short observations to confirm a child’s behavior pattern in order to provide suitable strategies to manage the child’s behavior effectively. It is like keeping a clearly focused diary of the child’s behavior.
- 29. A form couldbe developed that might include the following components: 1. Targeted behavior 2. Causes of misbehavior a. Antecedent events b. Consequences of behavior c. Interpretation information from observations 3. Behaviors to be encouraged 4. Strategies to be used in intervening 5. Follow-up – later observations to see if the problem is solved.
- 31. 3. Time Sampling •A quick way to study the behavior of one or two children is through the use of the “time-sampling” method (Hills,1992).
- 32. • In thismethod behavior is recorded at regular, preset interval. Ten minutes is probably too long an interval; two minutes may be too short. Three to five minutes is more workable. That gives the observer a minute to observe and two to three minutes to record.
- 34. • Time samplingshould be used when teachers are concerned about the behavior of a particular child or small group of children.
- 35.
- 36. References • https://www.verywell.com/ways-prevent-behavior-problems-before- start-1094761 • https://www.verywell.com/ways-to-teach-children-impulse-control- 1095035 •https://www.verywell.com/ways-to-teach-your-child-anger- management-skills-1095010 • https://www.verywell.com/establishing-house-rules-for-kids-1094872 • https://www.verywell.com/positive-attention-reduces-behavioral- problems-1094784 • http://www.slideshare.net/cutewheng/methods-for-recording- observation?qid=c7669707-e634-414a-8c53- 61ce7d503611&v=&b=&from_search=2