The purpose of this lesson is to examine strategies for encouraging students to display positive behaviors. As a paraeducator, it is necessary to meet with the supervising teacher to discuss and decide what behaviors are desired. Paraeducators often assist supervising teachers in the classroom by working with small groups or one-on-one with students. The following lesson discusses techniques that may be used to increase students' positive behavior.

Guidelines for Effective Praise

One of the most powerful strategies is providing praise for appropriate behavior. Although the planning of how and when to use praise rests with the teacher, this is a strategy that either the teacher or paraeducator may implement.

1. Define the appropriate behavior while giving praise.
   • Praise should be specific for the positive behavior that the student displays. This means any comments about behavior should focus on what the student did right. The praise should include exactly what part of the student's behavior is acceptable. This serves to clearly communicate to the student what was good. The probability of any misunderstanding of what behavior meets with approval is lessened.

   Situation: The teacher would like to see seatwork done quietly.

   Example: "That is great that you did your seat work so quietly today."

   Nonexample: "You didn't disturb others today."

2. Praise should be given immediately.
   • The sooner an approving comment is made about appropriate behavior, the more likely the student will repeat the desired behavior.

3. The statements used as praise should vary.
   • Individual statements that one uses should be varied. When student's hear the same praise statement used over and over, it looses it's value for the student.

4. Praise should not be given continuously or without reason.
   • If praise is given too frequently or without stating what the student is doing that is "good", then praise looses its value to the student.

5. Be sincere with your praise.
   • Students will notice if you do not mean what you say. Nonverbal cues like facial expressions and posture will alert the students that your praise is not sincere. The praise will not be effective if the student perceives that it is not sincere. Smiles communicate that the praise given is genuine.

6. Be consistent when praising the target.
   • It is important to be consistent with the behaviors that you praise. Students learn more quickly when they are always praised for desirable behaviors.
   • Consistency between paraeducators and teachers is important in order to avoid confusion about behavioral expectations.

7. Praise should be developmentally appropriate.
   • Statements to younger or developmentally delayed students should be in language that is at their level so they clearly understand what behavior is seen as appropriate. However, if older students perceive they are being "talked down to", it is likely that the praise will be discounted.

Why Praise Works

1. Praise is readily available as reinforcement for positive behaviors.
2. Praise can be administered immediately after the desired behavior.
3. Praise can be used over and over again if praise statements are varied.
4. Praise may be used in combination with other strategies to increase behaviors.
5. Praise can be tailored to a variety of behaviors by being specific about the activity.
6. Praise works if the relationship between the student and the person giving the praise is a positive relationship.

Why Punishment Does Not Work

Punishment is a less effective means of dealing with unacceptable student behavior. Punishment gives attention to the wrong behavior. When attention is given to innappropriate behaviors by the paraeducator or the teacher, frequently the behavior increases. The student may repeat the behavior just to get attention. For some students, attention of any kind is desirable.

Punishment can damage the student's relationship with the teacher or the paraeducator. If a student is punished for behavior that is unacceptable, he or she may become uncooperative at other times. The student may not try or work for the paraeducator or teacher when requested to do so.

A student's self-esteem can suffer if the only attention from teachers or paraeducators is in the form of punishment. The negative feelings that come from only experiencing punishment can result in an attitude that he or she can do nothing right. With the use of punishment, there is not an opportunity for the student to be recognized for the behavior that is acceptable.

Punishment can discourage both unacceptable and acceptable behaviors. If a student is frequently met with negative responses for behavior, the student may decrease both positive and negative behaviors. If positive behaviors decrease, the student will not have the opportunity to learn or practice acceptable behaviors. Punishment does not encourage a student to take social risks.

Non Verbal Social Approval used to Increase Positive Behaviors

Praise is one form of social approval. Other social means of communicating that the behavior is appropriate may include nods, smiles or a "thumbs up" sign. Where developmentally appropriate, a pat on the back or a "high five" can be used to signal the student that their behavior is appropriate. Just as with praise, these other forms of social approval should be given as soon as possible after the positive behavior is observed.

Rules and Instructions as a Means of Increasing Positive Behaviors

Rules and instructions can help the student increase positive behaviors in a number of ways.

1. Rules and instructions can provide a guideline for what behaviors are appropriate. Students may not know what is expected of them. Learning what positive behaviors are can help speed up the identification of acceptable behaviors.

2. Communication about expected behavior is enhanced by giving clearly stated instructions or having rules displayed.

3. Rules and instructions can be used effectively with praise or other strategies to increase positive behaviors.

4. Restating the rules or instructions just prior to an activity will remind or cue the student about the behavior that is expected.

Example: It is the first day of school and you have playground duty for 5th and 6th graders. You and the teachers arrange a time to meet with the students in their classrooms to go over the school rules on playground behavior.

Modeling

For some students an explanation of desirable behaviors is not enough. Demonstration is another way of making expectations clear.

Example: The students you are working with become unacceptably loud. You start talking to them in a very low voice. This would demonstrate to them what voice level you want them to use.

Build a Positive Relationship with the Student

Working to establish a relationship with students is an important strategy in effective behavior management. Investing time to get to know students is a good first step in establishing a positive relationship with them. A positive relationship sets the groundwork for all the other strategies. Students are more likely to listen and respond to rules, requests and reinforcement if they know their interactions with the paraeducator or teacher will be positive. Ways to be positive include:

1. Demonstrating to students their importance (i.e., by learning their names, actively listening to them, remembering things said by them.)
2. Praising continuation of appropriate behaviors.
3. Showing interest in helping students.
4. Explaining the reasons for having rules.
5. Encouraging students to participate in activities.

Students respond better to adults who take a personal interest in them. Paraeducators are encouraged to develop positive relationships with all students. Personal knowledge of each student is one way to strengthen and improve these relationships. It provides the opportunity to model interpersonal behaviors.

Materials adapted from: Baldwin J.D. and Baldwinn J.I. (1986). Behavior principals in everyday life ( 2nd Edition), Engle Wood Cliffs, New Jersey: Prentice Hall. and Martin, G. and Pear, J. (1992). Behavior Modification: What it is and how to do it. Engle Wood Cliffs, New Jersey: Prentice Hall.

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