Discipline without enough rewarding
When using discipline or punishment to reduce problem behaviors it is necessary to also reward positive behaviors. The frequency of rewarding a child should be at least fives times more than the frequency of discipline/punishment. Without enough rewarding, positive behavior will not increase and children may try other alternative negative behaviors to get what they want.
Dr. Vijai P. Sharmadiscusses the Power of Positive Attention: http://www.mindpub.com/art328.htm
Attempting to teach children during a problem behavior
Having long conversations with a child during or shortly after a problem behavior is providing them a lot of one-on-one attention. Adults should provide the least amount of attention during disruptive behaviors. Teaching should occur when the child is not exhibiting problem behavior and is interested and motivated to learn alternative behavior.
Use of time out (in some situations)
Time out allows children to escape the situation that is occurring, so it should not be used as a consequence when your child is trying to get out of something.
*Time out can, however, be effective as a consequence to behavior that is maintained by attention. Sending a child to time out in these situations can reduce problem behavior as long as the child is not spoken to or provided any attention while in time out.
Sending students to the office/suspension
This is very similiar to the time out situation. If a student does not like school, wants to escape going to a certain class or doing work suspension or referral to the office is not the answer. By sending a student to the office or suspending them from school, you are actually rewarding them by giving them what they ultimately want....to escape school or classwork.
Making threats
Threats create patterns of behavior where children learn to respond only to directives that are accompanied by strongly worded threat of a consequence …and ignore directives that are given in an ordinary, straightforward manner. Never mention a consequence that you would not actually be prepared to carry out or that would be inappropriate.
Inconsistency
If behavior modification strategies are used only at certain times and not others it is likely that problem behavior will continue and positive behavior will not increase much. Inconsistency teaches children that their negative behaviors still work sometimes and he/she will continue to perform those behaviors. Consequences (rather it be rewards or punishment must occur following EVERY instance of behavior when beginning a behavior modification strategy). When teaching new positive behaviors the child must be rewarded consistently and in a timely manner. The longer a behavior has been in a child’s history, the longer it takes to change.
Do not give up…ALL behavior can be changed!
When using discipline or punishment to reduce problem behaviors it is necessary to also reward positive behaviors. The frequency of rewarding a child should be at least fives times more than the frequency of discipline/punishment. Without enough rewarding, positive behavior will not increase and children may try other alternative negative behaviors to get what they want.
Dr. Vijai P. Sharmadiscusses the Power of Positive Attention: http://www.mindpub.com/art328.htm
Attempting to teach children during a problem behavior
Having long conversations with a child during or shortly after a problem behavior is providing them a lot of one-on-one attention. Adults should provide the least amount of attention during disruptive behaviors. Teaching should occur when the child is not exhibiting problem behavior and is interested and motivated to learn alternative behavior.
Use of time out (in some situations)
Time out allows children to escape the situation that is occurring, so it should not be used as a consequence when your child is trying to get out of something.
*Time out can, however, be effective as a consequence to behavior that is maintained by attention. Sending a child to time out in these situations can reduce problem behavior as long as the child is not spoken to or provided any attention while in time out.
Sending students to the office/suspension
This is very similiar to the time out situation. If a student does not like school, wants to escape going to a certain class or doing work suspension or referral to the office is not the answer. By sending a student to the office or suspending them from school, you are actually rewarding them by giving them what they ultimately want....to escape school or classwork.
Making threats
Threats create patterns of behavior where children learn to respond only to directives that are accompanied by strongly worded threat of a consequence …and ignore directives that are given in an ordinary, straightforward manner. Never mention a consequence that you would not actually be prepared to carry out or that would be inappropriate.
Inconsistency
If behavior modification strategies are used only at certain times and not others it is likely that problem behavior will continue and positive behavior will not increase much. Inconsistency teaches children that their negative behaviors still work sometimes and he/she will continue to perform those behaviors. Consequences (rather it be rewards or punishment must occur following EVERY instance of behavior when beginning a behavior modification strategy). When teaching new positive behaviors the child must be rewarded consistently and in a timely manner. The longer a behavior has been in a child’s history, the longer it takes to change.
Do not give up…ALL behavior can be changed!