Beth has taught early childhood education, including students with special needs, for the past 11 years. She has a bachelor's degree in Elementary Education.
We have all had those students in our classrooms who have difficulty with their behavior. As a teacher, you rack your brain trying to figure out the perfect strategy or behavior modification plan to help control your student. You try positive reinforcement, token-economy, and even research some new strategies online but the child is still having difficulties. The problem sometimes lies deep inside the child and instead of the teacher finding a way to deal with the behavior, the teacher needs to help the child find a way to deal with the problem.
Cognitive Behavior Modification (CBM) focuses on teaching students how to be in control of their own behavior by changing their thought processes and self-talk. This process is derived from the well-known techniques of cognitive behavioral therapy and used in a therapeutic setting for patients suffering from anxiety, depression, and other mental health issues. CBM can be very effective when used in classroom, because it helps students become more aware of their behavior and what they need to do to change it.
An effective strategy when implementing CBM in the classroom is self-monitoring. Self-monitoring is the process of involving students with measuring and comparing their own behavior. For example, your student Ethan is struggling with being disruptive and interrupting classroom instruction. You first need to identify the specific behavior that needs to change. In this case, Ethan needs to be quiet during lessons so that his peers can focus on the lesson.
Once the target behavior has been identified, then you need to discuss it with Ethan and together start monitoring the behavior. This can be in the form of a checklist, a behavior log, or rating scale. You and Ethan will continue to monitor the behavior to determine the frequency and duration. You can then provide Ethan with a self-monitoring prompt or cue to help him self-monitor. For example, you can set a timer to go off every 10 minutes to signal Ethan to do a 'self-check' to make sure he is staying quiet and not interrupting the lesson. He can record the data and then continue with the lesson.
You will review the data with Ethan at a specified time and choose rewards that are appropriate for him. These rewards need to be motivating, so Ethan should choose them with your approval. For example, if he is not disruptive for three intervals in a row and successfully self-monitors his behavior, he can earn ten extra minutes at recess. You will continue to look at the self-monitoring data and check in with Ethan at scheduled times.
The goal of self-monitoring is to fade out the process of recording data and rewarding success, because the student is self-regulating his behavior without the teacher's help. In our example, Ethan would not be interrupting the lessons or his peers and will have attained his target behavior goal.
Sometimes when a student has a problem in the classroom, the student doesn't understand how to solve the problem or cope with it. For example, your student Ben has trouble getting along with others. This results in him being physical with other students when they make him mad. Ben gets in trouble frequently on the playground or in other social environments.
Problem solving therapy is a great way to help break down this issue with Ben. You should begin the process by discussing the issue to help Ben identify the problem. You can then help him brainstorm a plan for what to do if the problem occurs or find a solution to the problem. Breaking a problem down into smaller parts can make it much easier for a student to deal with.
Once a plan is set up, it is time to take action and make the student feel empowered. For example, you can talk specifically with Ben about why he is having difficulty. Then come up with a plan of what to do if Ben is faced with the problem. This helps him become more prepared when encountering the problem. Also, it gives Ben a 'rehearsal' or 'practice' so he will have more confidence in the specific situation.
CBM can also be used to help students who have difficulty managing their anger, or show aggressive behavior. Once you help the student identify the 'trigger' that causes the tantrum, you can then help 'break the cycle' of anger. First, prepare the student to recognize the trigger; then provide coping skills the student can use to handle the situation appropriately. Relaxation techniques, role playing, and 'self-talk' strategies are all effective ways to manage anger through CBM.
For example, your student Taylor has tantrums each time she doesn't get called on in class. Sit down with Taylor and discuss the cause or trigger of the tantrum. Then, brainstorm some strategies Taylor can use to handle the trigger appropriately and manage the anger before it gets to the boiling point.
Cognitive Behavior Modification helps empower students in the classroom. Helping students learn to self-monitor their behavior gives them the capability to help themselves. Providing your students with problem solving therapy gives them the opportunity to run through problems and collaborate with you, so they know what to do when faced with a common problem. Different anger management strategies can be used to help students prepare to handle their triggers. Teaching students to be more self-reliant helps to place accountability on the students, so they learn to deal with problems themselves instead of looking for you to deal with them.
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