Steps of the Catch Them Being Good Technique

Educators can teach students to self-regulate or self-manage their behavior by teaching them to use the skills of self-management: self-instruction, self-recording, or self-monitoring, self-reinforcement, self-evaluation, and self-punishment. These self-management techniques can be creatively constructed into an ongoing routine that the children independently take upon themselves when they feel it is the right time.

This technique provides a certain number of opportunities for children in the class to earn praise. The beeper system works best when a tape recorder is used to present beeps at random intervals for designated periods of time (e.g., 15 minutes, 20 minutes, 30 minutes, 45 minutes, etc.). The tape is an efficient way of cueing the teacher, so that the teacher does not have to rely on memory alone to cue praise.

This sort of behavior analysis is essential in order to make a professional judgment of what caused the behavior in the first place. Redl and Wattenberg (cited in Charles, 1996) suggested that teachers employ a procedure of "diagnostic thinking" when faced with incidents of student misbehavior. These procedures include forming a first hunch, gathering facts, exploring hidden factors, taking action, and remaining flexible. While such a task is not easy, having the knowledge of the general characteristics (e.g., academic, behavioral, social/emotional, learning, physical) of students with disabilities and the associated causes can be helpful.

Notice that in the above scenario the teacher's attention often follows the disruptive behavior. Every time Mrs. Rutherford makes a comment about William's disruptive behavior, this only seems to reinforce such behavior. William and his friends think it is funny to win the "motor mouth" contest of the day. Mrs. Rutherford may be unintentionally encouraging a contest that others may wish to enter as well.

When an individual child is being disruptive, attentions should be withheld from that child. Instead, praise the appropriate behavior of children who are close by to the child. For example, "I like the way Johnny and Susan are doing their work. Ashley, you are sitting so nicely." Notice that your attention is focused on the behavior that is appropriate and not to the specific incident of disruptive behavior. However, if the child is severely disruptive, remove him or her to a time out away from the general area for a short period of time so that the disruption does not continue to disturb other students.

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