Logical Consequences
Logical Consequences
Embedded Files
Using Logical Consequences...
Makes mistakes into learning opportunities so that they lead to long term improvements in the student’s behavior
Provides learning for harm caused
Supports restorative processing
Implementation
Implementation
Overview
A logical consequence is any response to a student misbehavior that is directly related to the misbehavior, and is intended to repair harm done and prevent future problems.
Guide students to reflect on the results of their choices, the harm they may have caused, and how they can attempt to prepare that harm
The key to coming up with an effective logical consequence is ensuring the student sees that the consequence is fair, sensible, and directly connected to their problematic behavior.
Core Components
Must not be punitive
Prompted and followed with conferencing to understand the why
Focused on the why
Connected directly to the behavior/choice
Break it you fix it
Positive time out
Loss of Privileges
Proactive Implementation
Teaching what logical consequences are and having student practice explicitly generating logical consequences for different scenarios (positive and negative) is a proactive way to later use them responsively.
Responsive Implementation
Responsively using logical consequences requires conferencing with a student, group, or class to further comprehend the why of the behavior and process through what the logical consequence of the action should be.
Bucket Fits
Bucket Fits
Connection
If the need is connection then the consequence should involve connecting with other students either as support or to repair harm.
Skills Training
If the need is skill building then the consequence should involve building of that skill. For example if the student used inappropriate language they then may research alternatives to the word choices they made.
Awareness
If the need is awareness then the student may decide to speak with the others impacted by their actions and work through a logical consequence with them together.
Emotional Regulation
If the need is regulation then the student may need to use or practice a regulation/coping strategy as part of the logical consequence.
Consider Factors Prior to Start
Student factors-
Gender, race, function, topography, family dynamics, interpersonal relationships
Contextual factors -
Resource availability, classroom instruction, physical space, time, technology
Intensifying or Fading During
Duration
Frequency
Feedback
Reinforcement
Goals
REMINDER
Make a note to document when you're starting this intervention.
After 10 consecutive school days of implementation, use collected data to determine the intervention's effectiveness.
Resource
Resource
“in control” temper tantrum(yelling and pounding on floor; no one is getting hurt)-- leave area of tantrum,
i.e., tantrum does not even get attention, which was the goal
leaves toys all over—toys get a timeout
misbehaves at dinner-- leaves the table
do not give choices when there are none: “It is time for bed” not “it is time for bed, OK?”
no dinner, no dessert (or late night snacks for that matter). It should be child’s choice to eat or not eat.
Child should eat reasonable dinner to get “treats.”
breaking curfew results in grounding
If your child refuses to eat, she’ll feel hungry.If your child fails to study for a test in a subject she struggles with, she’ll likely receive a low grade.
If your child insists on going outside without wearing a coat, she’ll feel cold.
If your child refuses to brush her teeth, she isn’t allowed to have dessert.If your child fails her math test, she’s required to spend more time studying after school.
If your child refuses to pick up her toys after being asked, the toys are taken away for a certain period of time.
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