Implementing Consequences

Strategies for Addressing Undesirable Behavior

When addressing undesirable behavior, some mild forms of punishment include ignoring the behavior, reprimands, time-outs, and response costs. Let’s consider each of these strategies with some examples.

Ignoring the Behavior

Ignoring means refusing to acknowledge or intentionally disregarding infrequent and nondisruptive minor behaviors. A nondisruptive behavior is one a student does quietly without engaging others or disturbing classroom instruction. 

Depending on the reason a student engages in a particular behavior, ignoring may be interpreted as nonreinforcing (such as when a student is seeking attention) or as punishment (such as withholding or removing attention, something the student wants).

This involves simply ignoring a minor off-task behavior such as a student doodling, fidgeting, sighing, or playing with an observed object. These behaviors, which may offer the student momentary relief from attentional or other cognitive demands, may be infrequent and often discontinue without intervention. However, it may be necessary to non-verbally communicate to the student that you are aware of the behavior and are monitoring it.

Reprimand

A reprimand is a brief and firm (but not harsh or personally-attacking) verbal statement of disapproval about a specific behavior. A reprimand may be considered a mild form of positive punishment. 

If a minor, nondisruptive behavior continues or a more serious, disruptive behavior occurs, a teacher may firmly and explicitly state what they have observed and remind the student of the classroom agreements and rationale for the rule.

For example, if a student is talking when a teacher is delivering instructions or when the student is meant to work silently, then a teacher may say something like “John, I hear you talking right now [an observation]. Our classroom agreements state no talking during instructions. I ask that students listen carefully, raise their hands if they have a question, and wait for me to call on them before speaking [a reminder]. This respects the teacher who is trying to explain, and other students who are trying to listen to the instructions [a rationale].” 

Instead of calling out a particular student, which can be embarrassing, a teacher may simply state the behavior they want rather than express disapproval about the behavior they do not want. This might be accomplished by briefly interjecting with a pithy reminder “ears open, mouths closed, please” before continuing with instruction. Or “If you focus now, you may be able to finish your work in class and not have homework.” At times, even a “silent” reprimand (i.e., a disapproving glance) may be effective. 

Finally, any reprimand, no matter how brief, in front of others may be an opportunity for students to argue and escalate a disruption. Whenever possible, a private reprimand may work best with some students. This is why knowing your students and developing a strong rapport with them is so important.

Time-out

Time-out is often described as a mild form of punishment in which a student is moved for a brief (1-2 minute) period to a less reinforcing environment or area of the classroom. 

However, there can be difficulties with framing time-out in this way. First, time-out will likely be ineffective if a student repeatedly misbehaves to escape from work. Second, there are times when momentarily removing oneself from a situation is a useful and healthy way to regulate one’s emotions (this is referred to as situation selection or situation modification). 

Therefore, it may not be a good idea to associate this practice with punishment. It is sometimes recommended to positively reframe time-out as time-away, an opportunity for students to voluntarily briefly remove themselves from a stressful situation in order to self-regulate. As always, the better a teacher knows a student, the better the teacher can tailor interventions to that student’s needs.

For example, when a student misbehaves during an activity they enjoy, a teacher may ask the student to briefly sit in a seat in the corner of the classroom that is absent reinforcing stimuli, such as colorful images and objects. This can be contrasted with time-away, in which a teacher may suggest that an upset student take a moment to compose themself, perhaps also using a breathing exercise previously learned, before rejoining the group.

Response Cost

Response cost, a form of negative punishment in which something desirable is taken away whenever a problem behavior occurs, can be a logical consequence of engaging in a prohibited behavior.

For example, a student may lose the privilege of accessing certain desired classroom materials for a period of time because of improper use of those materials.

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