Helping Kids Behave
Part Fourteen & Fifteen 

  One may interview teachers, parents, or others. One may also directly observe the student and record the behaviors. When this is done the Anticedent-Behavior-Consiquence (ABC) approach should be used.

An example form for this is included as appendix E.  The what did I want questionnaire and the emotions underlying anger may help in answering some of these questions. 

For problem students you should analyze each incident using the Behavior observation form(appendix E), What did I want form(appendix B), and the emotions underlying anger form(appendix C).

 Then use the behavior assessment matrix (appendix F) to look for patterns. You should also use the self-assessment (appendix A) to help determine any emotional reactions you may be having that may result in actions on your part which may inadvertently be maintaining the behavior.

Be sure to answer the question what did the student get out of the behavior. What did he escape, avoid, or obtain by behaving like he or she did.

Summary Action Plan

1. Determine ways to use all five love languages with your children or students and then begin using them.

2. Determine the primary languages for those children or students who have difficult behavior problems. Enlist the parent in this if possible. At the same time use a functional behavioral analysis to determine what is controlling the behavior.

3. Determine ways you react to your children/students. Especially those who have problem behaviors.

4. Use proactive teaching to teach appropriate behavior. You can use the intention questionnaire as a teaching tool. Also use the anger sheet to determine what is behind the anger for anger management.

5. Use corrective teaching and crisis teaching as needed for the anger management.

6. Give yourself feed back regarding how this is working towards the anger management.

 


Helping Kids Behave Part Sixteen
Helping Kids Behave Part Thirteen
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