DEALING WITH UNWANTED

BEHAVIOUR

DEFINITION
Behaviour that distracts a child
Behaviour that becomes an issue for parents
Behaviour that becomes an issue for teachers,
childs environment

Aggression, rebellious behaviour, social

withdrawal, difficulty with adapting to new
environment, moodiness, dealing with fear.

HOW TO RECOGNIZE?
the strenght of the behaviour
behaviour is dangerous,
behaviour causes a lot of stress to a child
(parents, teachers, environment)
behaviour disturbs others,
behaviour influences on quality of life,
behaviour blocks the possibilty of developing new
skills,
behaviour infringes common rules

3 TYPES OF CHALLENGING
BEHAVIOR

Disruptive. Anger outbursts, spitting, hawking,

avoiding working on a task. EDUCATION
Autodestructive. Bitting/hitting oneself, not
respecting rules. HEALTH
Aggressive. Bitting, hitting, kicking. The aim is
to hurt others (parents, siblings, peers).

THE CONSEQUENCES OF THE

BEHAVIOR:
Disturbs daily routine
Causes a lot of stress
Causes difficulties with communication,
Causes difficulties with expressing emotions,
Provokes sensory processing disorder,
Forces the teacher to make great demand (but
the child can be unable to satisfy)

HOW TO DEAL WITH THEM?

Daily routine/Weekly routine
Explain when changes are to be implemented.
Try to do it gradually and gently.
Do a short break during the lesson.
Be aware of the fact that sicknesses can escalate
unwanted behaviour.
Focus on paying attention to correct behaviour.
Keep ONLY one responding strategy at the
beggining (Be consistent).

OBSERVATION=HOW TO DESCRIBE?
Define a problem.
Describe ones behaviour.
Avoid labeling.
Describe what

you SEE.
Answer the question: What is he/she doing?

(present situation)

sitting on a chair vs not nodding in her chair

Its worth recording:

Duration

The intensity of the behaviour

What happened before?

What are the consequences?

HOW TO AVOID UNWANTED

BEHAVIOUR?
oEnvironment

(order, stimulus)

oWork

organization (safety, clear structure, verbalised

expectation)
oClass

atmosphere (calm,)

ANTECEDENTS BEHAVIOUR CONSEQUENCES

A- Antecedents
(place, stimulus, background)
B- Behaviour

(what is he/she doing?)

C- Consequences
(positive and negative consequences)

AUTOCORRECTION

A child has to give sth back or repair sth.

EXAMPLE: Clean-up time: Anna is still playing with her toy.

Autocorrection: Tell her to tidy up and inform her calmly that

if it happens next time she will clean the whole classroom.

HIPERCORRECTION

A child has to make up to somebody.

Hipercorrection helps when childs behaviour is:

INTENTIONAL, OFTEN, SEVERE/BAD, INFURIATING.

POSITIVE PRACTICE

Learning through experience.

A child has to experience correct behaviour several times to

remember.

Problem
Dziecko uderzyo koleg tak mocno
,e a leci mu krew z nosa

Dziecko jest niecierpliwe i wpycha si

do kolejki

hiperkorekcja
a) Jeli byo to zamierzone zachowanie
, agresywne dziecko moe pomaga
poszkodowanemu w tamowaniu
krwawienia, stara si o ponowne
zaufanie oraz podarowanie
poszkodowanemu czego specjalnego.
a)
b)

Zwyka korekcja: odesanie na

koniec kolejki
Hiperkorekcja: czekanie a
wszyscy pozostali skocz np.
zjeda, rzuca woreczkami do
celu.