Behavior Intervention Strategies, by Jane Bluestein, Ph.D.

Behavior Management:
Intervention Strategies

Different types of student behavior require different interventions. We can compound problems by applying the incorrect strategies to any student behavior—positive or negative. The information below can help reinforce positive behavior (without using conditional approval, or reinforcing dependence or people-pleasing behaviors), can help motivate desirable behaviors (without nagging or threatening), and can help intervene negative behavior effectively and non-punitively.

Productive Student Behavior

Description: Cooperative, positive or desirable student behavior which a student is currently exhibiting or has already demonstrated.

Goal: Maintaining existing behavior, improving likelihood of behavior recurring independently.

Step 1: Describe the positive behavior: “You put the science materials away.”

Step 2: Connect the behavior to the positive outcome to the student: “Now you can go on to the next activity.”

Connection to Boundary: Relates to boundary expressed before behavior occurred. For example, if you promised dismissal after students line up quietly, once they do as you’ve asked, you allow the positive consequence promised in the boundary to occur. Experiencing the privilege or positive outcome as a result of their cooperation strengthens (reinforces) the students’ cooperative behavior. (If no boundary was used–or necessary–to elicit the cooperation, you can still reinforce the behavior by connecting it to a positive outcome. This action communicates conditions in implicit or unexpressed boundaries and helps your kids make the connection between the choices they’ve made and the positive outcomes of those choices.)

Caution: Avoid praise that connects the student’s worth to his or her choice or those that reinforce people-pleasing: “I like the way . . .,” “I really like you when . . .,” “You’re so good when . . .” or “You make me happy when . . .” Focus on the student’s behavior and how the cooperative choice benefits the student, not you!

Non-Productive Student Behavior

Description: Neutral or non-disruptive student behavior that is nevertheless off task (that is, student is not doing what you’ve asked or assigned, but is not preventing teaching or learning from occurring elsewhere).

Intervention Strategy: Motivating with meaningful positive outcomes; offering choices to accommodate students’ needs for power and autonomy (within limits that protect their need for safety and security).

Process: Connecting low-probability behavior (what you want) to high-probability behavior (what the student wants):

Examples: “If your work is done by noon, you can help out in the kindergarten.” “As soon as you clear your desks and we can watch the video.” “You may work together as long as you don’t disturb anyone.”

Note: To be effective, motivator (outcome) must be meaningful and need fulfilling to the child.

Connection to Boundary: The motivating statement is the boundary, connecting what the students want to what you want and expressing the conditions, terms or limits under which they can have or do what they want.

Counter-Productive Student Behavior

Description: Negative or disruptive student behavior that is interfering, in some way, with the teaching or learning process.

Intervention Strategy: Removing or withholding privileges or positive consequences; holding students accountable for their behavior.

Goal: Stopping the negative behavior and encouraging more cooperative choices; building responsibility, accountability and self-management.

Process (dealing with misbehavior due to uncooperative choices, lack of self-control): Interrupting disruptive or destructive behavior. Withdrawing positive consequences until students change their behavior (or until another time when the students have another chance to behave more cooperatively), or until students correct, repair, restore or replace materials or areas damaged or disarranged. Insisting or requiring that the students change their behavior in order to gain (or regain) access to meaningful outcomes or privileges. Accepting the students even though you do not accept their behavior. Leaving the door open for the student to stop and replace negative behaviors: “You can have the book back as soon as you both agree on how you’ll share it.”

Note: Many misbehaviors can be avoided by getting students attention before giving clear directions or instructions ahead of time, by making sure adequate materials and resources are available, practicing transitions and building independent work habits, making sure that assignments challenge students and yet allow for achievement and success for everyone, and by physical proximity and eye contact. Further, minimizing reactions whenever possible, validating students’ feelings or reality, and maintaining a sense of humor can avert many problems.

Note: If a misbehavior or potential misbehavior is due to lack or misunderstanding of directions, interrupt the behavior: “Stop” or “Freeze.” Give additional information or directions, or suggest more acceptable options, especially if the desired behavior hasn’t been requested, clarified or practiced beforehand: “Stop. We don’t pour paint in the trash can. Pour the paint in the sink and run the water until you can’t see the paint anymore.”

Connection to Boundary: Boundaries offer conditional access to positive outcomes (privileges, meaningful activities, for example). As long as students behave in ways that respect the conditions of the boundary, they retain the privilege the boundary promises. As soon as those conditions are violated, the privilege is removed. Keep in mind that removal of positive consequence depends on availability of positive consequence, which is why a reward-oriented, win-win environment makes this process possible and effective.

Caution: Follow-through requires constructive action. Once previously-announced limits have been violated, withdraw privileges immediately. Avoid warnings and reminders after the fact. Do not ask for excuses (“why”); instead, simply restate the boundary (or ask what the student plans to do to correct the situation). Avoid punishing or taking responsibility for the student’s problem.

Guidelines for Offering Choices
Guidelines for Reinforcing Positive Behavior
Self-Assessment
Dealing Successfully with your Students’ Parents
Getting Away with Success
Rules and Boundaries
Behavior Management: Intervention Strategies

Also, for Administrators:
Creating a 21st Century Discipline School