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.