First, an overview.

Children's behavior management can be divided into two parts: general behavior management and problem behavior management.

General behavior management process: find the problem-start management-end management (including: ① mandatory, manage the problem behavior, but unable to manage it, and the manager is forced to stop management; (3) reasonable management, prevent problem behavior, good management).

Problem behavior management process: problem behavior function analysis-intervention-feedback effect-end of intervention/continuation of intervention.

Second, what's the problem?

The problem is the subjective cognition of parents, which is vague and changeable. The specific content of the problem can vary from person to person, from time to time, and from thing to thing.

Third, see the problem, how to reasonably manage and prevent the problem behavior?

1. No matter:

Never mind what you can't manage (things that are too inefficient to manage)

Never mind what you can't accomplish (children's various small problems and tricks)

Don't worry about things that need to be managed slowly (things that need time to adapt to the school environment)

Third, whether it is to avoid the situation of management efficiency, the purpose is to save the management authority and reserve it for use when managing.

2. Active satisfaction: four criteria

Satisfy children's likes and force them to give them annoying and trouble-prone behaviors.

Satisfy children in time, delay will affect the effect, and even produce problem behavior.

Be generous and don't attach conditions to satisfy the children. This is a sign of love, not a deal.

Satisfying children can't be when children have problem behaviors, otherwise it is to strengthen problem behaviors. If you need to refuse or delay satisfaction for some reason, you need to stick to it politely.

3. Keep your promise:

Managers give instructions, not only to managers but also to children. For example, Beibei is playing with water, and her mother's instruction is "Play for another 5 minutes, I will turn off the tap, and you can go to see the baby bus". It's five minutes, and mom has to turn off the tap and show the baby bus. Children should not play with water, but watch the baby bus. Managers should be decisive, while children should help when necessary.

4. Principle of Behavior Momentum: When a behavior has been started or completed, there is a tendency to continue, not only a single behavior, but even a series of related behaviors have this tendency.

To put it bluntly, some things are difficult at first, but once they are started, they will continue to do it until they are completely finished, and they will feel very happy when they are finished. For example, adults write papers and articles, and children do their homework. Using the principle of behavioral momentum, managers need to help children reduce behavioral costs. Before entering the topic, that is, before the target behavior, managers need to give timely help to ensure that children are always on the track leading to the target behavior.

5. Establish routine: heteronomy becomes self-discipline.

The key to the establishment of routine is the determination of routine content, which requires careful consultation and decision by both managers and children. The content must be something that can be adhered to every day, month and year.

6. First manage small scale, then manage large scale:

Small ones can be managed well, which can ensure management efficiency and improve management authority. The big problem is not to give up, but to put it down for a while and observe the development of the big problem. See if the child's behavior has changed and the problem has progressed. Throw the problem back to the child, maybe the child will solve it himself, or take the initiative to ask the parents for help and let them participate. It's time to manage.

7. Decentralization: Only with certain management authority can decentralization be realized.

Within a certain range of rights, it is up to children to decide what to do and when to do it, so that children feel free and are conducive to long-term management. However, children's awareness needs to be based on parents' certain management authority, otherwise it will only produce more behaviors that parents can't stand and manage.

8. Take care of your children.

Fourth, what is problem behavior?

Problem behavior is recognized as an unacceptable behavior that affects personal and social development, and has specific and objectively observable characteristics. Including: aggressive behavior; Self-mutilation behavior; Destructive behavior; Escape behavior; Self-stimulation's behavior.

The basic function of problem behavior: sociality (given by others) is strengthening; Negative reinforcement of sociality; Automation (self-generation, self-sufficiency) is strengthening; Automatic negative reinforcement.

5. What is the functional analysis of problem behavior?

Using ABA principle, this paper analyzes the cause and effect of problem behavior and the influence of results on behavior, and puts forward clinically operable strategies and suggestions to dispel problem behavior and shape new behaviors recognized by society and beneficial to personal and social development.

Functional analysis method: indirect inquiry method; Direct observation method; Experimental verification method.

Sixth, the intervention of problem behavior.

First of all, we should understand the derivative process of a specific problem behavior. When the manager sees the problem and starts to manage it, the state of the manager and the managed is a tentative state in which you are strong and weak and fluctuate at any time. In the process of management, both the manager's behavior and the managed's behavior will strengthen and negatively strengthen each other's behavior. Every temptation and resistance will escalate the behavior. When the managed behavior reaches an extreme, the manager can't stand it and will stop the management behavior.

1. Behavioral intervention strategies for seeking attention problems:

Do not give any form of attention (including yelling, comfort, education, panic, even disappointment, depression and other behavioral, facial and emotional changes), and do not make any eye contact with children.

Don't let any potential reinforcement figures appear, including family members who don't understand and family members who can't implement intervention strategies.

2. Intervention strategies for avoiding/delaying task problem behavior:

Don't give any response.

Ensure that the child insists on completing the task. Including entering the state of starting the task in time, and always ensuring that the child is on the track to complete the task.

These intervention strategies need to be established on the basis that managers have certain management authority, and auxiliary strategies should be used in time.

3. The intervention strategy of problem behavior in obtaining physical objects/opportunities:

Don't satisfy him when there is a problem behavior, or let him continue an activity he wants.

Using the strategy of regression method combined with differentiation and reinforcement, we can help children return to problem behaviors, and at the same time shape new behaviors that are accepted by society and have the function of obtaining physical objects/opportunities.

If there is a red line behavior with particularly serious destructive power and attack power, it must be physically stopped immediately. The power to stop should be based on the fact that the problem behavior can not continue. If you have too much power without knowing the role of the problem behavior, it will be understood as a punishment. If the strength is insufficient, the damage will continue, which is not conducive to the control of problem behavior. Don't pay too much attention to the children when parking.

4. Intervention strategy of self-stimulation's problem behavior;

Use mutual inhibition strategy in the principle of differentiation and reinforcement. For example, if a child likes hand self-stimulation, let him do some manual work, such as building blocks or inserting snowflakes, that is, occupy his hand in time so that he can't self-stimulation.

It is not acceptable to give socially acceptable reasonable stimulation, such as touching other people's hair, but it is acceptable to give him some wigs and wool toys to touch.

Use differentiated training to let children know where they can go to self-stimulation and where they can't. Or self-stimulation may be performed in some time periods and self-stimulation may not be performed in some time periods.