In This Issue:

How to Provide Students with a Level Approach to Shape Behavior

How To Delay Display as a Discipline Tool

PURPOSE

The purpose of this issue is to teach your students to choose positive behaviors that will lead to classroom privileges.

EXAMPLES

John has been made aware by his teacher that certain behaviors will allow him classroom privileges while negative behaviors will prevent him from having classroom options. John has been clearly informed that in order to get extra time with the computer he must be able to sit in his seat for a specified period of time during a lesson. Once this behavior is successfully accomplished for a certain period of time John will have his right to use the computer during free periods of the day. However, John will also learn that negative behaviors will cause him to be denied such fun activities. It is hoped that John will learn to shape his behavior so that he receives positive rewards.

Mary is in a classroom where everyone starts out with privileges and can only lose them by acting inappropriately according to the teacher’s standards. As long as Mary maintains positive classroom behavior she will enjoy privileges.

WHAT MAY NOT WORK

When it comes to shaping behavior, teachers who wait until the behavior has occurred to develop rules are not helping the student determine or shape the outcome of their own behavior. A classroom where rules are not clear, or not posted, or where rewards and consequences are not clear creates a difficult environment for students who have a difficult time monitoring their own behavior. Hoping for internal controls on the parts of some children can be a costly mistake, While not all children may need external boundaries of rewards and consequences, it is not a bad idea to begin this process from the beginning of the school year since society works in the same manner. In society following laws and rules provides positive outcomes while negative behavior choices can lead to serious social and legal difficulties.

TRY THIS

With this system you have two possible choices. The first choice is called the Privileges for All Concept. With this concept all students start off the year with classroom privileges and are told they have them until they give you a reason to take it away. However, the reasons to lose privileges have to be posted i.e. running in the halls. In this way everyone has a vested interest in maintaining positive behavior.

The second option is called the Point and Level System. With this concept of shaping behavior all students begin at Level I and have the option of moving to Level II and then Level III. All levels are defined with both privileges and behaviors that must be maintained in order to stay at that level and behaviors that need to be accomplished to move to the next level. All behaviors have a point value and the teacher sets point goals to move to the next level. The behaviors listed can be designed to fit your class and the needs of the children.

According to Special Connections (2009) point and level systems are a behavioral management approach that have been commonly recommended by educators, used in programs for students that exhibit challenging behavior, and discussed in the literature. They are designed to be an organizational framework for managing student behavior where “students access greater independences and more privileges as they demonstrate increased behavioral control” (Heward, p. 306, 2003). Students learn appropriate behavior through clearly defined behavioral expectations and rewards, privileges, and consequences linked to those expectations. There are specific criteria for advancement to the next level where the student(s) enjoy more desirable contingencies. It is intended that students who proceed through the levels are more able to self-manage, capable of handling more responsibility and therefore enjoy greater independence. There are four main goals of point and level systems: 1) increasing appropriate behavior; 2) promoting academic achievement; 3) fostering a student’s improvement through self-management; and 4) developing personal responsibility for social emotional and academic performance (Farrell, Smith & Brownell, 1998).

There are many different examples of point and level systems that have been used to manage challenging student behavior in a variety of settings (Algozzine, 1990; Barbetta, 1990a, 1990b; Bauer & Shea, 1988; Bauer, Shea, & Keppler, 1986; Cruz & Cullinan, 2001; Kerr & Nelson, 1989). The example given here is one type of point and level system developed and used by the authors for over ten years in an elementary program for students with behavioral challenges in a public school setting. The system has been used and adapted in several other school districts at all grade levels with reported effectiveness.

This system is described in detail to provide one example of how point and level systems might be used and combined with other strategies (e.g. token economies, positive reinforcement, self-management). However, we recommend that teachers considering the use of a point and level system look at many examples and design a system that meets the needs of their specific group of students.

Click here to view an example of a point level system.
https://www.specialconnections.ku.edu/~specconn/page/behavior/classroom/pdf/tool2_example.pdf

What are the advantages and disadvantages of point and level systems?
The primary advantage of level systems is that it specifies a hierarchy of skills that are needed to be successful in the educational setting. Teachers generally have found point and level systems to be effective in increasing appropriate behavior and academic achievement. Our experience supports the conclusion that point and level systems can be effective. However, there is little empirical evidence that the use of these systems result in the generalization and maintenance of behavior changes independent of extrinsic teacher control. In addition, concern has been raised that level systems may violate the basic principles of the Individuals with Disabilities Education Act (IDEA) when implemented in a uniform, standardized fashion for all students in a give classroom or school. Although we do recommend the use of point and level systems as one tool of effective behavioral management, teachers should be careful to design the system to accommodate the specific goals of each student or each group of students with regards to initial level placement, use of rewards and consequences, and criteria for progressing through the system.

References/Recommended Resources

Algozzine, R. (1990). Problem behavior management: Educator’s resource
service. Rockville, MD: Aspen.

Barbetta, P. (1990a) GOALS: A group-oriented adapted levels systems for
children with behavior disorders. Academic Thearpy, 25, 645-656.

Barbetta, P. (1990b). Red-light-green-light: A classwide management
system for students with behavior disorders primary grades. Preventing
School Failure, 34(4), 14-19.

Bauer, A.M. & Shea, T.M. (1988). Structuring classrooms through level
systems. Focus on Exceptional Children, 21(3), 1-12.

Bauer, A.M., Shea, T.M., & Keppler, R. (1986). Level systems: A
framework for the individualization of behavior management. Behavioral
Disorders, 12, 28-35.

Cruz, L. & Cullinan, D. (2001). Awarding points, using levels to help
children improve behavior. Teaching Exceptional Children, 33(3), 16-23.

Farrell, D.T., Smith, S.W., & Brownell, M.T. (1998). Teacher perceptions of level
system effectiveness on the behavior of students with emotional or behavioral
disorders. The Journal of Special Education, 32(2), 89-98.

Heward, W.L. (2003). Exceptional children: An introduction to special education. Upper Saddle River, New Jersey: Pearson Education, Inc.

Kerr, M. & Nelson, C. M. (1989). Strategies for managing behavior problems in the classroom (2nd ed.). Columbus, OH: Merrill.

Additional Recommended Resources (Point and Level Systems)
Farrell, D.T., & Smith, S.W. (1993). Level system use in special education: Classroom intervention with prima facie appeal. Behavioral Disorders, 18(4), 251-264.

To top

Purpose

The purpose of this Classroom Management Series is to allow you time to make better decisions about the outcomes of inappropriate behaviors.

Examples

Mrs Carlos has had a very rough day with her students who are acting inappropriately in class. Besides that she is under stress because of other issues in her private life. As a result her patience is wearing thin and her energy is low.

Ramon, a student in her class violates a serious rule. Mrs. Carlos yells at him and punishes him with a very involved consequence that is not realistic.

Mr. Edwards has had a very difficult night and is not feeling well. He has come to class today with many things on his mind. A child acts up and he quickly responds with a very punitive consequence that is a definite overreaction to the incident.

What May Not Work

There is no doubt that teachers are human beings first and with that comes all the human frailties and issues that people struggle with on any given day. Consequently, these issues may be so draining that they pull away available energy from patience, a quality dependent on available energy. After all, the more energy we have, the more patience we have and vice-versa. What may not work in this situation is allowing yourself to not be aware of how drained you may be and how many issues you may be struggling with at this time. Believing that on these days you can handle things that may blind side you with good judgment is questionable.

Try This

Don’t be afraid to delay a consequence when you are very angry. The use of delay allows for a different perspective than that viewed at the height of anger. There is nothing wrong with saying, “I am so angry right now that I don’t want to deal with this situation. Go to your seat and I’ll deal with you in 15 minutes.” The use of delay will also reduce impractical consequences.

In conclusion, be aware that teaching is not a popularity contest but a responsibility. The opportunity to select from a variety of tools when confronted with a positive or negative situation can only enhance the difficult but rewarding job of teaching.

Download this Issue

Download a PDF file version of this issue of

NASET’s “How To” Provide Students a Level Approach to Shape Behavior –CLICK HERE

NASET’s “How To” Use Delay Display as a Discipline Tool –CLICK HERE