Why do we get tougher when behavior does not improve? Because student’s we… Assume the student is inherently bad, and stubborn behaviors require much more intensive consequences. Assume the student to take responsibility for their own behavior, and must “learn” prove that they deserve to be part of the classroom or group. Assume aversive consequences the student to behave better. “teach” The behavior of some students does so, we get improve….albeit short-lived; temporary relief. Learn consequences remove the student with irritating behavior which “tougher” brings relief in the immediate environment, and the behavior will be student’s better “tomorrow.” Experience an initial improvement in problem behavior, when the student responds. So, with a get tough approach? The research is clear that if the what’s wrong only thing we do is get tough and tougher when students display problem behavior, Environments of control are fostered Antisocial behavior is triggered and reinforced Shared accountability is shifted away from school and to the student, family, and/or community Child/youth-adult relationships are devalued and put at risk Link between academic achievement and social behavior programming is weakened So, what should we do? The science on human behavior has taught us that students…. Are not born with bad (or good) behavior Do not learn through the sole use of “aversive” consequences Learn better ways of behaving by being taught social skills directly and receiving positive feedback about what they are doing correctly or appropriately.
Why do we get tougher when student’s behavior does not improve? Because we… Assume the student is inherently bad, and stubborn behaviors require much more intensive consequences. Assume the student must “learn” to take responsibility for their own behavior, and prove that they deserve to be part of the classroom or group. Assume aversive consequences “teach” the student to behave better. The behavior of some students does improve….albeit short-lived; so, we get temporary relief. Learn “tougher” consequences remove the student with irritating behavior which brings relief in the immediate environment, and the student’s behavior will be better “tomorrow.” Experience an initial improvement in problem behavior, when the student responds. So, what’s wrong with a get tough approach? The research is clear that if the only thing we do is get tough and tougher when students display problem behavior, Environments of control are fostered Antisocial behavior is triggered and reinforced Shared accountability is shifted away from school and to the student, family, and/or community Child/youth-adult relationships are devalued and put at risk Link between academic achievement and social behavior programming is weakened So, what should we do? The science on human behavior has taught us that students…. Are not born with bad (or good) behavior Do not learn through the sole use of “aversive” consequences Learn better ways of behaving by being taught social skills directly and receiving positive feedback about what they are doing correctly or appropriately.
SWPBS_team_workbook_ver_oct10_2012.docx