Lesson 4- Behavior- Adult Roles with Behavior Situations

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Adult Role in the Process.

When supporting outcomes around childhood behaviors, the first step is to think about our own adult behavior and your connection to the antecedents that come before a situation.  We also think about our own adult behavior that serves as a  consequence or responses that happen after behavior. We’ve marked antecedents as A and consequences as C. 

Here are some general ways that adults can shift behaviors from STOP to GO…

To Increase GO Behaviors (Replacement Behaviors):

1. Provide Clear Expectations – Make sure students know exactly what is expected of them in different situations. (A)
2. Use Positive Reinforcement – Reward students for functional behavior, like giving praise or offering small incentives when they make these choices. (C)
3. Model Appropriate Behavior – Show students how to act by demonstrating the behavior you want to see. (A)
4. Provide Structured Routines – Having a clear and consistent routine can help students know what to expect and feel more secure. (A)
5. Set Realistic Goals – Break down bigger tasks into smaller, manageable steps (A) and celebrate achievements along the way (C).
6. Give Immediate Feedback – Let students know right away if they’re doing well or if they need to make changes. (C)
7. Offer Choices – Letting students choose from a few options helps them feel in control and more motivated to follow through. (A)
8. Create a Supportive Environment – A positive and welcoming classroom can encourage students to engage in appropriate behavior because they feel comfortable and safe. (A)
9. Use Visual Supports – Use charts, schedules, or pictures to help students understand expectations. (A) or (C)
10. Promote Social Skills – Encourage positive interactions with peers and practice social skills through activities or role-playing. (A)

To Decrease STOP Behaviors (Challenging Behaviors):

1. Stay Calm and Consistent – When students engage in non-functional behavior, remain calm and follow through with consistent consequences. (C)
2. Ignore Minor Misbehaviors – Sometimes, ignoring small, attention-seeking behaviors can help reduce them over time. (C)
3. Redirect Behavior – If a student starts to act out, redirect them to a more appropriate task or activity. (C)
4. Provide Clear and Fair Limits – Set clear boundaries (A) for what’s acceptable and follow through on next steps. (C)
5. Reduce Triggers – Identify things that lead to non-functional behavior and try to minimize them, like loud noises or disruptions. (A)
6. Teach Problem-Solving Skills – Help students learn how to manage frustration or conflicts in more constructive ways. (A)
7. Provide Breaks – Sometimes, students need a short break to calm down and reset, especially if they’re feeling overwhelmed so schedule these on purpose. (A) or (C)
8. Teach Self-Regulation – Teach students ways to monitor what they need to regulate, like using deep breathing or counting to calm down. (A)
9. Use Collaborative Problem-Solving – Work with the student to understand what led to the non-functional behavior and brainstorm better alternatives. (C)

By focusing on these strategies, adults can help students develop functional GO behaviors and reduce non-functional STOP behavior, creating a better learning environment for everyone.