3 Priorities to Behavior Reduction
These three priorities have shaped the way I practice and disseminate behavior analysis forever.
Once upon a time the state I work in put some new legislation in that forced (thankfully) the organization I worked for to make some changes to our programming. This gave me an opportunity to take a professional development course from FTF Behavioral Consulting with Greg Hanley. To say that this course changed my practice is an understatement. It has changed my entire approach to behavior analysis and made me a better practionor. It drives every part of my role as a behavior analyst, from the plans I write for students, the assessments I conduct, the training I give to staff, the way I behave in a classroom setting, to what I post on social media.
Behaviors in the classroom are a real thing and are a large factor in the overall environment of a classroom or school building. That’s where I get called in, and sometimes my approach is very different from the current operations in the school. This is because of my three priorities I have adopted from Dr. Hanley’s team. There are three main priorities I consider when it comes to behavior reduction: Televisibility, Safety, and Rapport. Let's dive into each one of these aspects to understand their significance and application in a classroom environment.
printable that describes each priority in detail
Televisibility
The term televisibility refers to the idea that every interaction you have with your students should be something you would be comfortable broadcasting to the world. It's a concept that encourages transparency and appropriateness in all aspects of classroom interactions.
Most often when schools are televised due to behavior it’s typically not for anything positive.
Imagine families sitting at home, watching your classroom on the news. Would they want their children to be in that class? Would you be proud of all your interactions being displayed on the news? This concept of televisibility includes all of your interaction with students, from your tone of voice, the words you say, your actions, your body language, to your responses to problem behavior.
In a televisible classroom, students and staff appear to be happy, relaxed, and engaged in learning in a safe and trustworthy environment.
Safety
The safety of students and staff is the most important in any educational setting. When it comes to behavior reduction, this means incorporating proactive and reactive strategies that prioritize physical and psychological safety. If we can "turn off" the behavior and prevent the risk of escalation to dangerous behavior, then it's our responsibility to do so.
Sometimes this means removing the demand that we placed, which can be pretty controversial in a school setting. It means listening to what the students are telling us through their behavior rather than continuing to follow our own agenda, which often escalates things to become unsafe.
When problem behavior happens, our responses must always have safety at the forefront. This includes not only the immediate reaction to the behavior but also the long-term strategies implemented to prevent its recurrence. It's crucial to ensure that the dignity of all involved in problem behaviors is kept intact. The safety-first approach ensures a secure environment where learning can thrive.
Rapport
Building rapport with students is another key aspect of behavior reduction. This means creating a relationship based on trust and mutual respect. Your students should genuinely enjoy being in your presence and want to be around you.
Rapport-building involves spending time without placing demands and creating an environment where students feel safe and in control. It's about showing the students that you see them, you hear them, and you are seeking to understand them. They should know you are on their team, you are there to help them, and you want what is best for them.
Basically, effective behavior reduction in a classroom should revolve around these three priorities - Televisibility, Safety, and Rapport. By ensuring that every interaction is appropriate for the world to see, prioritizing the safety of everyone involved, and building a strong rapport with the students, we can create a classroom environment where every individual feels valued, respected, and safe. This not only promotes positive behavior but also fosters a love for learning and mutual respect among students and staff.
My Free Handout explaining these priorities
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