Positive Behavior Interventions

Research has shown that positive behavioral interventions strategies are effective in changing behavior in schools. When a school environment is positive and predictable, students feel safer, have better academic performance and higher test results and make better behavior choices. Schools also show a gain in instructional time, a reduction in out of school suspensions and discipline referrals and a decrease in referrals to Special Education.

Pre-arranged signals can be used to let a child know when he or she is doing something that is not acceptable. A hand motion, a shake of the head or a colored card placed on a desk as the teacher moves through the room could alert the child without drawing attention to the child or the behavior. It is important to develop a signal that the child and teacher agree on using and for what purpose. Then practice it together.

Positive phrasing lets children know the positive results for using appropriate behaviors. As simple as it sounds, this can be difficult. Teachers and parents are used to focusing on misbehavior. Warning children about a negative response to problem behaviors often seems easier than describing the positive impact of positive behaviors. Compare the difference between positive phrasing and negative phrasing: Positive phrasing: “If you finish your reading by recess, we can all go outside together and play a game.” Negative phrasing: “If you do not finish your reading by recess, you will have to stay inside until it’s done.”

The next one I’m going to discuss is Stop, Relax, and Think strategy which teaches children how to think about a problem and find a solution. Children learn the following steps:

• Define the problem.
• Decide who “owns” the problem.
• Think of as many solutions as possible to solve the problem.
• Select a solution to try.
• Use the solution.
• Evaluate its success.

After children understand the steps, role-play and practice can help the process become habit. Helping children to recognize their own response to stress (clenched hands, voice tone, etc.) may become part of the instruction needed to use this strategy effectively. Practicing and being successful with these steps can take time for children. Therefore, it is important to consider what kind of support a child may need that will help reinforce progress.