An Effective Time-Out Process

          When creating your classroom procedures, a first priority should be creating a Behavioral Matrix. The educative time-out process should be an intervention component within that behavioral matrix. The Behavioral matrix is designed to guide the students to making good choices and do appropriate behaviors. Along with these guidelines, there needs to be a proper reinforcement that is either a praise or punishment. The educative time out process sets an organized and procedure approach to a student’s misbehaviors and just as Dr. Knoff has continued to reinforce, they do not simply consequate but they also educate. (n.d.) “Time-out is a powerful, strategic, scientifically-based educative intervention” that is best used at a primary education level. (Knoff, n.d.) It is a positive intervention that is organized according to the four levels of inappropriate behavior. It helps keep students accountable by correcting inappropriate behaviors and forcing student to practice the appropriate behavior once the time-out is over.

References:

Knoff, H. (Lecturer). (n.d.). The Educative Time-Out Process. (Video recorded guest lecture number 1, part 1: Implementing the Educative Time-Out Process, p.pt. slide, Course CI 5523: Developing Student Self-Management Skills).  Chicago, IL: American College of Education.

An Intervention for all Students

          Although behaviorally challenging students can make you feel like there is no solution to the problem at hand. We must remember that we teachers can make a difference with all students. Choosing an intervention for each student needs to be strategically selected and developed according to the needs of each individual. Choosing a reinforcer is especially important in that it must be something that “meaningful and powerful to the student” (Koff, n.d.).  We want to capture the student so that they value the importance of proper behavior and procedures. “The goal of the intervention is to increase the duration and intensity of the desired behavior over time and have the student start to self-reinforce and then move to a level of automaticity such that the student is able to demonstrate the appropriate behavior as a self-managed type of process” (Knoff, n.d).  In response to an improvement in social, emotional and behavioral skills, the students will then be able to master the academic skills at hand.

References

Knoff, H. (Lecturer). (n.d.). Interventions to Increase Appropriate Student Behavior. (Video recorded guest lecture number 1, part 1: Skill Instruction and Emotional Control, p.pt. slide, Course CI 5523: Developing Student Self-Management Skills).  Chicago, IL: American College of Education.

 

Seven Primary Reasons for Challenging Student Behavior

Dr. Knoff has identified seven high hit reasons when trying to identify the reason behind a challenging student’s behavior. The first is a skill deficit where the student never truly learned nor mastered the behavior skill. The second is where the student is indeed learning the actual behavioral skill, but not as quickly as the other students are. In the third situation, the student knows the behavior skill and what the correct action to take is but has not learned to transfer them to real life scenarios. The fourth reason is when the student knows the skills and can apply them but is unable to apply them under conditions of emotionality, such as fear, anger or anxiety. In the fifth situation the student knows the correct behavior to display and how to display it but chooses not to because of a lack of motivation. The sixth reason could be an inconsistency somewhere in the students setting. The last reason is the influence of a Special Situation accruing in a common area of the school, with their peers, or an individual experiences. (Koff, n.d.)

References:

Knoff, H. (Lecturer). (n.d.). Identifying and Explaining Challenging Behavior. (Video recorded guest lecture number 1, part 1: Seven Primary Reasons for Challenging Student Behavior, p.pt. slide, Course CI 5523: Developing Student Self-Management Skills).  Chicago, IL: American College of Education.