Avoid Behavior Management

Despite a very strong classroom management plan that is highly structured and complete with a contingency contract, I learned very quickly that with even the best planned classroom suffers at the hand of behavior management. I left my class in the care of my two very competent assistants for one hour and my students took control! The manner in which behaviors hinder academic ability is yet one more defense for developing an online learning environment for Exceptional Student Education (ESE). The students in my program are easily distracted, often off task and exhibit inappropriate behaviors in a domino effect with their classmates. I will be using the following article in my proposal for a distance education program for the ESE students of my school.
Managing behavior in a classroom is a vital part of the education process. In order to teach our students, we need their attention and they need to know our expectations. There are many methods for managing behavior; it is up to us to find and implement the methods that work best with our students. In the article Using Video Self-Modeling to Decrease Inappropriate Behavior, three educators test and report on one approach to behavior management.
This article was written based on the observations of one of the authors, Janet Graetz. In her situation, the student whose behavior needed managing, Peter, had autism. The article accounts for how allowing Peter to watch himself model the desired behavior decreased his aggressive tendencies. The authors also describe the method of using social stories in order to help the students understand proper behavior under various circumstances, and discuss the effectiveness of social stories with this particular student. They stress the importance of visual aides such as pictures, especially with students like Peter who are occipital learners.
The three authors introduce video modeling is and explain how it works. Video modeling allows a student to see others demonstrating a target behavior and then see themselves demonstrating the same behavior. The approach is strengthened by allowing the student to observe role-play of the behavior, known as “In-Vivo Modeling”. They discuss success stories and stories of failure using video modeling. Modeling the appropriate behavior has proven successful in many situations. This article considers with which students and in what situations video modeling would be helpful.
If you are interested in this approach to behavior management, the article advises that there are five steps to successful video self-modeling. After you have identified which students you wish to use this method on, you need to identify each student’s target behavior. This can be a behavior that you want to decrease or increase. The target behavior must be videotaped. The tape may have to be edited, but then you want the student to watch the video. Allow the student to observe the video of himself performing the desired or undesired behavior, and then discuss the video with the student. This approach may be used more than once and it is encouraged that the student observes more than one taped setting in which he and others perform the target behavior. Also the student may need to watch and discuss the video several times and may even need to review it, even after the target behavior has be achieved or diminished.
This article was encouraging. It made video self-modeling seem like a favorable approach, especially because it was successful with Peter. Peter seemed to be proud to recognize himself on the video and was excited to get to watch the tape. One personal bit of advise though, make sure you get the parents consent before you video their child. Also, be mindful that the child whose behavior is being targeted is not the only person on the video. If you are interested in reading the complete article, it can be found in the most recent edition of Teaching Exceptional Children. Also check out the website http://www.alaskachd.org/video/index.html for further information and links to supporting documentation. On a personal note, I would like the opportunity to try this approach with one of my own students.

References:


Graetz, Janet E., Mastropieri, Margo A., Scruggs, Thomas E. (May/June 2006). Show Time: Using Video Self-Modeling to Decrease Inappropriate Behavior. Teaching Exceptional Children, Vol. 38 No. 5.

University of Anchorage Alaska Center for Human Development. Retrieved June 1, 2006, from Video Futures Project Web site: http://www.alaskachd.org/video/index.html.

Zirpoli, Thomas J. (2005). Behavior Management Applications for Teachers. Columbus, OH: Pearson Merrill Prentice Hall.