Get With the Program, Part III

After devoting my last two posts to behavior programs, I recognized I should have stated at the very beginning that I seldom use behavior programs to address behavior problems with young children. In fact, hardly ever and typically only with individual children. If you are consistent in your efforts to recognize appropriate behavior, there is not usually a need to develop a structured program to guide your interactions with children. In addition, the attention and affection we provide children when appropriate is usually all that is needed to reward or reinforce behavior. Young children may also have a difficult time understanding how a behavior program operates or, simply, they lack the interest needed participate in a program successfully. Often I find that exceptionally bright or perceptive preschoolers respond best to individual behavior programs.

Like many things in life, the motto "Keep it simple, make it fun" applies to behavior programs. In addition, for any program to work, care-givers must be invested in the success of the program and diligent in their efforts to implement it consistently each and every day. If you don't think it is important, worthwhile or fun, neither will the children. Again, I suggest that care-givers follow their daily schedule and take the opportunity to reflect with children about their behavior during transitions from one activity to another (see Get With the Program, Part II). This doesn't take long and can easily become a part of your normal daily interactions with children. Identify the total number of transitions possible from activities listed your daily schedule (let's say 12) and determine a level of success (let's say 6) that a child can achieve daily in their target behavior (let's say Safe Hands). That is, we expect children in this instance to be able to use their safe hands during at least 6 of 12 scheduled activities. For some children the level of success may be set higher, for some, the level may actually be lower. Most importantly, caregivers need to determine a level where children will experience success. If we develop unrealistic goals for children's performance our behavior program is doomed to failure. We start at achievable levels and increase expectations over time. Before you start a behavior program, let children know how the program works and the expectations for success.

Caregivers can have children chart their success with the target behavior by placing a check mark next to the activity on their daily schedule. An alternative system utilizes "tokens", such as poker chips, that are awarded to children during transitions and then deposited in a "bank". At the end of the day, the parent or caregiver can check children's progress and determine whether they had met their goal regarding the target behavior. Again, we eliminate the issue of making arbitrary decisions whether children have been good or bad and focus instead on measurable performance regarding the target behavior. Finally, be careful not to use behavior programs to threaten children, such as "You won't get a token if you keep that up!" or to penalize children for inappropriate behavior by taking away check marks or tokens earned. If there's a problem engaging in the target behavior, children will fail to earn a check mark or a token but always have the opportunity to redeem themselves and earn more. If children successfully engage in the appropriate target behavior but experience other behavior problems, they still earn a check mark or token but may face a consequence for their other misbehavior. A behavior program is like a contract with children, we can't be changing our stated expectations in response to other problems.

Get With The Program, Part II

In my last post, I reviewed how caregivers typically use behavior programs to provide children with consequences for their misbehavior. However, I believe that behavior programs are most effective when used to provide a structure for caregivers to reinforce children's appropriate behavior.

I think it is important that subjective views regarding children's overall behavior be eliminated from behavior programs. My approach is to address one behavior at a time or to "target" a particular behavior. This helps to clarify the problem and move the focus from moral judgements regarding whether children have been good or bad, to particular actions or behaviors happening in real time. While there may be many behaviors that create problems, addressing one behavior at a time communicates to children that you place particular importance on that behavior and helps support a consistent approach in your efforts to address the behavior. Furthermore, if you believe a rising tide raises all boats, any improvement in the "target" behavior will be generalized to other behaviors.

Always define behavior, target or otherwise, in terms of a desired outcome. For example, if behavior is exhibited as hitting or pushing, "target" children's use of "safe hands". If the problem behaviors are running or screaming, "target" behaviors would include the use of "walking feet" and "quiet voices". In any event, whether you are using a behavior program or not, helping children focus in a positive way on their appropriate behavior will pay off in spades.

Even for children who experience significant problems in their preschool environment, the vast majority of time they are engaging in appropriate behavior or, at least, an absence of inappropriate behavior. Unfortunately, we often fail to recognize and reinforce this behavior when it occurs. A behavior program is used to provide a schedule for caregivers to interact with children regarding their appropriate behavior at regular intervals throughout the day. In the daycare environment, the classroom schedule can be used to guide this interaction. As children transition from one activity to another, have them assess whether they had engaged in the "target" behavior during the preceding activity. This is not a question of whether you have been good or bad, but whether you used your "safe hands" during, for example, circle time . Children are always given the first opportunity to determine whether they had engaged in the target behavior or not. In this way, we allow children ownership in the program, as well as control over behavioral outcomes.

In an earlier post, I addressed the difficulty children have being circumspect about their behavior. So, don't be surprised when they won't acknowledge that they weren't able to engage successfully in the target behavior during the time defined by the program. We can then provide a supportive "reality check" with children to determine whether they engaged in the target behavior or not. In my next post, I'll address scoring behavior programs and rewarding children for meeting behavioral goals.