Negative Consequences
Negative consequences are necessary even in a SWPBIS model. Students need to understand where the limits are in regard to their behavior. However in a SWPBIS model negative consequences need to be paired with a replacement behavior to teach the student how to meet their needs in a more appropriate fashion. Simply employing negative consequences without teaching a "better way" to behave only sets the student up to keep trying behaviors until their needs are met. Taking this path is a potential lose-lose for the educator and the student.
Regardless of the situation negative consequences should always be:
- Non-emotional
- Close in time proximity to violation
- Instructional in nature
Some reasonable consequences:
- Time Owed (time held back in class) - student is held back from passing time in hallway or from a desired activity (recess)
- Loss of Privileges - Student loses opportunity to participate in a desired activity altogether or for substantial amount of time
- Restitution/Compensation - Student is required to repair the damage done by misbehavior or sacrifice time or privilege to the person or environment harmed from misbehavior
- Positive Practice - Student is taught and required to demonstrate that they have learned appropriate behavior
- Response Cost - Student loses points from a predetermined system (token economy)
- Detention - Student is required to come to school early or stay after or attend a Saturday for an extended period of time
- Calls or Notes to home - Teacher or administrator calls or sends a note to the home objectively stating the misbehavior of the student
- Office Referral- Student is sent to the school office to meet with administrator about misbehavior
Do not expect negative consequences to change behavior patterns.
Negative consequences are a way to “keep the lid on”
Teaching changes behavior.
We are not trying to do something TO the child, but something FOR the child.
Negative consequences are a way to “keep the lid on”
Teaching changes behavior.
We are not trying to do something TO the child, but something FOR the child.
Setting up your negative consequences:
- Develop a list of currently used consequences for behavior infractions
- Discuss if they are used consistently and if they are relative to the infractions
- Do you have evidence that they are effective for MOST students?
- Finally develop at list of natural consequences for your most frequent infractions and what procedures or interventions that are instructive that can be added as a component of the consequence.
