IMPACT On Behavior: CORRECT MISBEHAVIOR EFFECTIVELY

Within the IMPACT approach, there are six broad variables to implement and manipulate to prevent inappropriate behavior and promote positive, proactive behavior:

Interact positively with students

Monitor behavior

Prepare effective instruction

Arrange the environment

Correct effectively

Teach expectations (like a great coach!)

C   Correct Misbehavior Effectively

Remind student(s) about expectations

·      For example, “Joey, the expectation in this class is to be safe. That means keeping your hands and feet to yourself.”

Offer a Choice.  Use choice when there is a display of non-compliance and when behaviors are disruptive or involve more than one student.

·      Instead of using threats and anger, stay calm and neutral when talking to students. Take some deep breaths.

·      Maintain the flow of instruction


·      Try not to draw attention to the students who are being disruptive.

·      If students continue to engage in the disruptive behavior, offer them a choice. For example, “Joey, you have a choice. You can keep your hands and feet to yourself or you can sit in a seat that I choose for you.”

·      Use a mild but irritating consequence. 


·      After offering a choice, give students time to consider the options. For example, “I’ll give you both a moment to decide what you want to do.”

·      If students comply, give positive reinforcement

·      If students decide to get back to work, praise them for their good choice.

·      If not, deliver the consequences in a calm, neutral way

·      If students continue the misbehavior, deliver the consequence

Establish consequences that fit the nature of the problem, but are as mild as   possible.  

Pre-discuss consequences with students.

·      Delivering the correction in a business like fashion.

(e.g., “Mary, when you talk out, you lose a point. Now, back to what we were reading…”)

Sample Consequences: 

What if?  Chart (Taken form the Tough Kid Book)

Gentle verbal reprimand

Keep a record of the behavior

Behavior Improvement Form

Parental contacts

Restitution

Time owed

Timeout — Four possible levels include:

-Removal from small group instruction

-Isolation area in class

-Sent to another class

-Sent to the office

Reduction of points earned

Lunch/after-school detention

Student is required to devise a plan for own behavior

Restriction from privileges

·      Correct consistently, calmly, immediately, briefly and respectfully

·      Collect data…Are rules being followed? If not, Who is making errors? Where are the errors occurring? What kind of errors are being made?

Resources and References

Dr. Anita Archer www.ExplicitInstruction.org

Dr. Laura Riffel www.BehaviorDoctor.org

Dr. Randy Sprick www.SafeAndCivilSchools.com