Stay On Your Toes
A proactive approach to supporting positive behavior
Kristen Clatos Riggins and Taylor Singleton
Photos Courtesy Of : Cincinnati Recreation Commission
In addressing negative behaviors, the ability to set limits is an important skill for recreation leaders. It is equally important to understand how planning and preparation can minimize the amount of behavior management and support needed. Here is a proactive approach to supporting positive behavior:
Knowing your participants is essential.
Your greatest advantage in managing behavior is knowing participants on an individual basis, and having a positive relationship with them. What are their interests? What are their dislikes? What motivates them? What is their energy level when they come to the center? What social dynamics exist? What skills do they have or lack? How do they communicate? What are their fears, anxieties, and issues?
Building a positive environment reinforces positive behavior.
A positive environment results from a culture that values interpersonal interactions and cooperation. Respect for others, encouragement, and helpfulness are attributes that must be promoted and reinforced. All staff members must work together to eliminate disrespect, bullying, threats, and inappropriate touching. Clearly posted “Center Code of Conduct” signs—along with staff exemplifying and role modeling appropriate interactions—will help build this positive environment. Establish a few easily understood rules for behavior, and review them with participants daily. Provide frequent reminders of rules, especially at transitions, and clarify expectations before beginning an activity. Set and keep a predictable routine and give forewarning of changes whenever possible.
Proper activity selection is imperative.
It is important to plan activities that match participant interests, skills, and energy levels to maximize participation. Activities that involve waiting in line, being “put out,” or enduring periods of inactivity create unnecessary opportunities for negative behavior. Activities that are too difficult may cause frustration, while activities that are too easy may lead to boredom. Competitive activities can bring out the best or worst in kids. Multiple activities may be needed for each activity period due to the wide range in skills and interests. It may be necessary to change activities more frequently to maintain interest.
Program structure is extremely helpful.
Many (most) of the behavioral issues encountered in recreation settings can be blamed on the lack of structure before and after program activities. Introduction, endings, and transition times between activities need to be streamlined in order to fill in any unavoidable “down time.” Periods of inactivity need to be planned, as well as the actual program activities. Prepare participants for transitions; tell them how much time is left, what is next, etc. Use visual schedules to help develop this understanding and to provide a prompt for the expected behavior.
Active leadership is key.
The most important element of proactive behavior management is a leader who is tuned in to the participants. The leader must be alert to potential problems and be ready to intervene before a situation escalates. The effective leader closely monitors an activity and makes adjustments to balance competition, increase participation, or modify an activity to maintain interest. Having good back-up plans with alternate activities allows the leader to adapt to the participants’ energy levels and keep them engaged. A good leader always remembers to keep the emphasis on having fun and doesn’t let non-essential elements detract from an activity’s purpose. Provide attention for positive participation. Take every opportunity to give praise for positive interactions.
Keep directions short and simple. Check for understanding by asking simple questions. When necessary, redirect inappropriate behavior in a matter-of-fact tone. Remember to be consistent, and always follow through. Lack of follow-through teaches non-compliance. Prevent minor behavioral issues from becoming major issues through close supervision and early intervention.
Be sure to address negative behavior in a consistent (firm and fair) manner.
Behavior is reinforced by the action that occurs immediately following the behavior. Positive behavior is encouraged by positive reinforcement (praise, recognition, reward). Negative behavior is discouraged by negative reinforcement (consequences). Staff members who provide positive reinforcement, such as verbal praise for positive behavior, spend less time dealing with negative behaviors. Staff members must not unintentionally reward negative behavior.
The process of applying consequences can be thought of as setting limits, that is, clarifying behavior expectations and explaining the results (consequences) of non-compliance. Setting limits by giving choices helps participants understand they are responsible for their behavior and the resulting consequences. Staff members must be aware (in advance) of their consequence options. Get to know participants and what is meaningful to them.
Consequences should be used in a progression (least severe to more severe). Staff members should have a more severe option to use if participants are non-responsive to a first consequence. Don’t leave participants with nothing to work for by removing the entire reward. For example, rather than taking away an entire free swim, begin by taking away five minutes. Use “natural consequences” whenever possible. Misbehavior during swim lessons may result in the loss of some “free” swim time. Staff members must be consistent with each other, enforcing rules in the same way and applying consequences in the same manner. Staff must be consistent with participants (rules apply the same way, every day).
The process for setting limits follows:
1. Explain clearly and briefly which behavior is inappropriate.
2. Explain clearly why the behavior is inappropriate.
3. Give participants a reasonable choice (do what I ask, or … specific consequence).
4. Allow some time to think over a decision (encourage making the right choice).
5. Enforce consequences (follow through every time).
Determine the cause of behavior using the ABC’s.
The “A, B, C” process is used to determine what may be driving the behavior and how it may be reduced, eliminated, or replaced.
A: Behavior rarely occurs as a separate, isolated incident. Most behavior occurs as a response to some prior stimulus. Recognizing the prior stimulus is critical in determining how to respond to an individual. In addition to helping determine the root causes for the behavior, recognizing an antecedent allows for pro-active behavior management. Being aware of these behavioral “triggers” allows staff to intervene early and minimize behavior-causing factors.
Consider:
• What was the participant doing (or not doing) before the behavior?
• Was someone interacting with the participant?
• What was going on around the participant?
• Did something upset the participant?
B: Behavior refers to any action (or non-action) by a participant determined to be detrimental to the program or individual(s).
C: The immediate response of a staff member (and others) to the participant’s behavior is either a positive or negative reinforcement for the behavior. Negative reinforcement, also known as a consequence, is meant to eliminate the behavior.
With this knowledge, this will not only make the program more enjoyable for the participants, but also enable staff members to manage any behaviors in a safe, appropriate, and effective manner.
Kristen Clatos Riggins, MA, CTRS, ATRIC, is the Therapeutic Recreation Program Coordinator for the Division of Therapeutic Recreation at the LeBlond Recreation Center in Cincinnati, Ohio. Reach her at (513) 352-4055, or Kristen.Riggins@cincinnati-oh.gov.
Taylor Singleton, CTRS, is the TR Program and Inclusion Specialist at the Cincinnati Recreation Commission. Reach her at (513) 535-4739, or Taylor.Singleton@cincinnati-oh.gov.