The Rosemond Behavior Modification Plan

Psychologist John Rosemond Proposes Simple Behavior Management Plan

Oct 9, 2008

John Rosemond has proposed a simple plan to aid classroom teachers in extinguishing inappropriate behaviors like blurting out and keepings hands to self.

Every classroom teacher has had students with little annoyances that disrupt the classroom just enough to affect other students. These students don't destroy property or assault other students. But, bothering others with noise and other behaviors does prevent a good learning environment. John Rosemond has something that is likely to help.

Book By John Rosemond

In January of 1989 John Rosemond's book, Six-Point Plan For Raising Happy Healthy Children [Andrews McMeel Publishing,1989], hit the bookshelves. Like other Rosemond's books, this book was filled with common sense solutions. One of the classroom management ideas was a simple behavior grid that begins at school and is followed through by parents at home. This plan requires that the school and home work together for the benefit of the child.

Target Unacceptable Behaviors

Prior to talking to the student, a teacher must isolate one behavior that is most distracting. Two behaviors could be targeted but it is simpler to just target one. Once the behavior is selected, i.e. blurting out, the teacher meets with the parents to discuss the plan and three consequences that could be given at home. Parents are asked to select three consequences that can be consistently administered nightly. Consequences often selected are

Consequences that can not be administered daily don't work. For example, taking the snowmobile away when there is no snow on the ground is not effective. The student won't be snowmobiling anyway.

The teacher also meets with the child and explains the program. The child is told that the chart will be kept in a folder on the teacher's desk. The teacher will merely have eye contact with the child, open the folder, make the mark. No words will be spoken. No one else in the classroom will know there is a behavior plan in place.

The 6 Box Grid

The teacher will begin each day with a grid with six squares. Three squares are on the top tier and three on the lower tier. Each square represents an infraction of the behavior bound for extinction. The top squares are numbers 6, 5, and 4. The lower squares are numbered 3, 2, and 1. Squares 6, 5, 4 are freebies. The child is allowed three warnings for blurting out. If the child blurts out, the teacher opens the folder, puts an X in square 6, says nothing to the child, and continues teaching. Eye contact will signal the child that the behavior was unacceptable and will be recorded. When the child blurts out a second time, an X goes in square 5, etc.

The consequences sit in squares 3, 2, and 1. They are placed from less severe to most severe. Square 3 could have washing dishes. Square 2 could hold going to bed 30 minutes early. Square 3 could hold no television. Parents would know which would be more disliked by the child.

As the day progresses, the child continues to earn an X. If the child ends up with 5 Xs, the consequences will be washing dishes and going to bed early.

The Child's Responsibility

In the morning or at bedtime, the child is to remember to take the behavior plan with a parent signature noting it has been received, and put in his bookbag to return to teacher. What if he forgets? That is an automatic X in square 6 for the new day.

Will the child test this program? Absolutely. The child will be watching to see if the adults really mean it. This is why it is so important to be consistent and united.

Decreasing Dependency

After a few weeks of success, the teacher will give the child only 2 free squares. After another week, the child will have only one free square. In other words, he will have only one chance to blurt out before consequences set in.

Finally, the teacher will place an X through squares 6, 5, 4 and the child will receive a consequence for the first infraction. By this time, the behavior is often under control.

The teacher may now select a second behavior and start from the beginning with six squares. The major component to this plan is consistency from the key players: the school and parents. This plan works well if the teacher and parents are consistent and supportive of each other.

This plan may be modified for school-based consequences. And, some parents opt to give perks daily or on weekends to children who have had a good days or weeks on the plan.

Source: Rosemond, John. Six-Point Plan For Raising Happy, Healthy Children. Andrews McMeel Publishing, 1989.

The copyright of the article The Rosemond Behavior Modification Plan in Educational Issues is owned by Barbara Pytel. Permission to republish The Rosemond Behavior Modification Plan in print or online must be granted by the author in writing.

Oct 9, 2008 11:15 AM

Guest :

I used something almost identical to this prior to my retirement. It worked as long as the parents supported it. As soon as the parents didn't follow through, it fell apart. I'm glad the writer added the school component so that the program can continue in spite of parents that don't follow through. It is very easy and the dated grid can be kept in a file for data collection.

Oct 10, 2008 7:32 AM

Guest :

This almost seems too easy. I suppose the child learns to control impulsive behaviors. It certainly takes the onus off the teacher's back as the constant nagger.

Oct 14, 2008 7:44 AM

Guest :

I have used this and it does work. The first week usually goes pretty well but in week two the child will test both the teacher and parents to see if they are serious about this foolishness. When the child sees that both are serious, behavior will improve. If the teacher or parent are a weak link, the child wins and continues in the inappropriate behaviors. It is sort of like a tennis match with eyes going back and forth to see who slips up. The child is hoping the adults mess up.

Oct 15, 2008 5:21 AM

Guest :

I am a recently retired teacher after 35 years of teaching. In my working with children and parents I found the Rosmond to be the most effective behavior modification for children. It also helped the parents to have a better understanding and means of helping their child have success in school and in life. For this to be successful it was important for the parents to really understand the benefits for them and their child and that their follow through and involvement was needed. I have recently learned that if the Rosmond plan is not effective and not due to lack of teacher or parent follow through RAD modifications may need to be considered.
Carolyn

Oct 16, 2008 8:45 AM

Guest :

I have been a fan of John Rosemond for many years. 25 years ago I went to several of his common sense seminars and have several autographed books. He used to write a popular syndicated newspaper column in which he gave advise to parents about raising children in a Dear Abby format. I was so excited to read this and see that people are still benefitting from his wisdom and stating that children need to be responsible for their behaviors.