Understanding Your Child’s

Behavior

Presented by Pupil Services and

Attendance
Local District 4

Isabel Villalobos, Coordinator

District Counselors
Jaime Ducreux, Alicia Garoupa, Dorothy Owens
 Definition of Behavior
 The manner of conducting oneself
 Behavior refers to the actions or
reactions of an individual in relation to
the environment
 What Does This Mean?
Behavior is:
 Observable
 Specific
 What your child does and NOT who your
child is
 Changeable!!
 Developmental Stage:
Ages 6 to 12
 Developmental Goal: To develop
industry
 A child begins to learn the capacity to
work; develops imagination, creativity,
self-care skills, a conscience, the ability
to cooperate, play fairly, and follow
social rules.
 Potential Problem Areas
 Stress on family system
 Changes in or chaotic environment
 Undetected developmental lags or
disabilities
 Peer pressure
 Lack of discipline or limit setting
 Too rigid or too permissive parenting
 “NORMAL” Difficult Behavior
 Fears
 Tantrums
 Inappropriate language or jokes
 Poor hygiene
 Fighting with opposite sex peers
 Cries for Help:
Ages 6-12
 Underachievement at school
 Inability to concentrate
 Lying
 Stealing
 Eating/sleeping too much or too little
 Frequent nightmares or night terrors
 Learning problems
 Developmental Stage :
Ages 13 to 18
 Developmental Goal: To develop identity
 The child develops self-identity and the
capacity for intimacy.
 Potential Problem Areas
 Stress on family system
 Assumption by parents that hormonal
changes are cause of behavior & mood
difficulties
 Peer pressure/gang influence
 Experimentation with drugs
 Sexual promiscuity
 Overly rigid or overly permissive parents
 Involvement with criminal justice system
 “NORMAL” Difficult Behavior
 Moodiness
 Less affection shown to parents
 Greatly influenced by peers
 Preoccupation with sex
 Extremely self-involved
 Cries for Help:
Ages 13-18
 Regular use of alcohol and/or other drugs
 Sexual promiscuity
 Lying
 Stealing
 Destructive behavior
 Delinquent behavior
 Poor school behavior
 Cries for Help:
Ages 13-18 (continued)
 Underachievement in school
 Change in eating and/or sleeping habits
 Difficulty concentrating
 Inability to cope with everyday problems and
activities
 Persistent negative mood and attitude
 Influences on Behavior
 Acknowledge the Whole Child
 Physical
 Emotional
 Social

 Environmental Factors
 Home
 School
 Community
 Causes of Behavior
 Physiology
 Motivation
 Anxiety
 Academic / Social Skills Deficits
Key Concepts for Changing Behavior
 Identify target behavior(s)
 Negative, as well as positive “desired” behavior
 Identify a variety of meaningful reinforcers
(motivators)
 Reinforce immediately, whenever possible
 Reinforce every response initially
 Specify the conditions for delivery of the
reinforcer
 Eliminate, Reduce, or Override Reinforcers
for Problem Behavior
Key Concepts for Changing Behavior
 Create clear, simple, positive expectations
 Be firm, fair, consistent and persistent
 “Catch them being good”
 Emphasize/acknowledge strengths
 “Remove your filter”
 TRY not to personalize negative behavior
 Model appropriate behavior
 Hang in there and get help when you need
it!
Understanding Your Child in School

 Attendance
 Academics
 Behavior
 Attendance
Good Attendance: Consistent and on time

 The Compulsory Education Law (EC 48200) in

the United States says that it is the responsibility
of every parent to assure that every child between
the ages of 6-18 attends school every day and on
time.

What does this mean?

In school every day, every period, and on
time.
 Factors Impacting Your Child’s
Attendance
 Motivation and expectations
 Proper rest and nutrition
 Your child’s relationship with:
 The School (3 positive adults)
 Peers
 Your relationship with:
 The School
 Community
Practical Ways to Help Your Student
with Attendance
 Morning routine for your child
 Monitor your child’s attendance
 Communicate with school
 If your child has serious health concerns that affect
attendance, contact the Nurse and/or Pupil Services
and Attendance Counselor at your child’s school.
 Follow through with school recommendations
 Academics
Academic Success:
 Comes to school ready to learn (materials,
uniform, positive mindset)
 Completes all homework and projects
 Participates in class
 Utilize school resources (tutoring,
intersession, Saturday school)
 Factors Impacting Your Child’s
Academics
 Attendance
 Study Habits
 Daily homework
 Structured time and location
 Value of Education
 Parent Participation in School Meetings
 Review Report Card
Practical Ways to Help Your Student
with Academics
Tips at Report Card Time
 SIT DOWN with your child and look over the report card.
 PRAISE YOUR CHILD. Find at least one good thing.
 BE CALM! Let your child tell you about his/her grades
(good or bad).
 ASK how you can help your child to maintain good
grades or do better.
 ASK what your child can do to maintain good grades or
make better grades.
 MAKE A PLAN with your child’s teacher and your child
continual success or improvement.
 School Behavior
Appropriate School Behavior:
 Follows classroom and school-wide rules
 Factors Impacting School Behavior

 Adults vs. Peers

 Learning Difficulties
 Support System
 Community
Practical Ways to Help Your Student
with School Behavior
Appropriate school behavior can start at home
through:
 Rules
 Enforce consequences at home for behavior at
school
 Boundaries
 Modeling
 Monitoring
 Communicate with school staff
 How to Help Your Child be
Successful in School
 Focus on your child’s strengths and target their
weaknesses
 Use positive talk and praise
 See handout: 101 Ways to Praise a Child
 Make education a priority in your home
 Reward your child for completed tasks
 Reinforce your child’s school success at home
Parent Involvement is Key to Your
Child’s Success!
 Research shows that the most accurate
predictor of a student’s achievement in
school is not income or social status, but
the extent to which that student’s family
becomes involved in their children’s
education at school and in the community.
 LAUSD recognizes that, when schools and
parents form strong partnerships, our
children’s potential for educational success
improves significantly.