Ever been in a situation where a student has exhibited less than desirable behaviours, and after the dust settles, they are very remorseful and never want to do it again… but the very next day, the exact same thing happens?
Maybe they’re a fighter. Perhaps they just freeze and say, ‘No, I’m not leaving the classroom.’ Meaning, the next step is the dreaded evacuation.
It’s understandable to think that a student should just do better next time. But it’s not that easy. The ways that behaviours are formed, maintained and changed is complex. It’s far too complex for a Term 3 blog, but there are a couple of simple explanations for this.
First of all, there will be an antecedent or a trigger for the behaviour. This could be something like stress, a certain acquaintance or a specific environment such as the gym or the yard. Identify that, and eliminating it if you can, and you’re on your way.
Secondly, there will be a meaning or function behind the behaviour. The meaning is to get, avoid or achieve something. Examples of this include relieving the stress, seeking attention or avoiding the task.
It’s important to know that these principles aren’t limited to high-level behaviours like fighting and refusal to follow instructions. It’s evident when we’re dealing with the little things that grind our gears, too. And it doesn’t just apply to schools or kids. It applies to adults in everyday life too.
So, when it comes to changing behaviour, it will never change by accident. It requires a deliberate process. It’s just like learning a new skill. Take algebra; we achieve the best outcomes when we scaffold the learning, explicitly teach it, provide multiple exposures and then practice. Effort is important, but effort alone is not enough.
Changing behaviour is hard, but to make it a little easier (if you’re like me and fancy a framework), we can use the Behaviour Replacement Theory (BRT) to guide us.
I’ve found this approach to be a simple way of identifying undesirable behaviours or bad habits and replacing them with more desirable ones. It involves consciously choosing the new behaviour over the old one repeatedly until it becomes automatic and ingrained.
What I like about this frame is that it’s simple, it’s a visual cue, and the student and their family can co-design it with you, which increases the likelihood of them owning it.
Start by filling out the left column, and then plan how to flip the behaviour in the right-hand column.
Undesirable Behaviour
Target behaviour – what do/did you see?
How frequently does it happen?
How intense is it?
Where did it occur?
How long did it last for?
Desired Behaviour
Target behaviour – what do you want to see?
How frequently do you want it to happen?
How intense do you want it to be?
Where do you want to see the behaviour?
How long do you want to see it last for?
Once you build the plan, set short-term goals and don’t expect perfection. You’re aiming for a decrease in the frequency and severity of the behaviour.
Outside of school, this approach can be really helpful if you find yourself scrolling mindlessly on social media, unable to exercise or have an after-school drink more frequently than you plan.
What we’re aiming for is when the impulse arises, it is complimented with the ability, tools and distractive behaviour to choose a better action than the previous one.
