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:
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.
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.
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