Lesson Title: Behavior Chains

Counselor: Adam Hanson

Objectives: Increase awareness of how external factors influence feelings and decrease reactive
behaviors by teaching about behavior chains and determining better choices.
ASCA Standard: PS:B1.3 - Identify alternative solutions to a problem.
VA Standard: MP4. Use appropriate decision making and problem solving skills.
Grade: 8
Developmental Appropriateness: Middle school is a time of dramatic developmental changes for
teenagers, during which time adolescents struggle for the first time with hormones and emotions.
Eighth graders are attempting to learn to manage these feelings along with anxiety regarding the
transition to high school. Additionally, some research has suggested that it may be more effective
to mitigate the reasons for high school dropouts during middle school, when students arent yet
able to easily skip school. Reinforcing concepts like internal locus of control and improving
emotional self-regulation can help students to better cope with the transition, and hopefully
reduce the likelihood of dropping out of high school.
Time: 30 minutes
Materials: Board and Marker, index cards.
1)

Discussion of how sometimes we get caught up in our feelings (i.e. anger, sadness,
shame) and as a result we have trouble keeping our reactions reasonable.
2)
Give an example, like Tim wanted to go to the mall to buy a new video game but his dad
wouldnt take him until next weekend. He kept begging and his dad finally yelled at him and
sent him to his room. In his room he started getting even more mad, punching a hole in the
wall and screaming into his pillow. He was so angry that his eyes started to water. He was sick
and tired of not having control over his life, and thought about how much he wanted to live
with a friend instead of his dad.
3)
Explain what a behavior chain is, and how it can help you choose better actions and keep
you from over-reacting to situations.
4)
On the board, translate the example into a behavior chain. asked to go to mall - denied kept asking - got yelled at and sent to room - felt out of control of life - got furious contemplated leaving home.
5)
Ask the class to talk about when in the behavior chain Tim could have done something to
change the outcome of his anger. Use their suggestions to write a new behavior chain.
6)
Hand out two index cards to each student. Ask everyone to first think of a time recently in
which they got angry or sad and write out all of the details on the lined side of one of the
cards. After that, have them turn over the card and write out a behavior chain based on their
example. Finally, have the class rewrite their own behavior chain under the original one using
a more effective action (10 minutes).
7)
Ask if any student would like to share their example and behavior chain. If someone is
willing to share, write their behavior chain on the board and have the class collaborate on a
new behavior chain.
8)
After the collaboration (or if no one is willing to share), have the class take an additional
5 minutes to write either a second example or copy their first example onto the second index
card.

Evaluation Instrument: Collect 1 index card from each student to evaluate understanding of
behavior chain concept. Comprehension is determined by whether or not student was
appropriately capable of identifying a more productive action somewhere in the behavior chain.
Good performance on activity should indicate relatively low levels of classroom disturbance
behaviors.
Follow Up: Those students who are identified as having low understanding of the activity will be
followed up with individually and asked to participate in a special project in which they are
asked to complete one behavior chain card each day for 2 weeks and share them with the
counselor. Completion in this special project will result in a reward (i.e. a piece of candy).
Cultural Factors: Behavior chains have been found to be effective with multiple populations, and
would therefore be appropriate for use in a multi-cultural classroom.
Accessibility Considerations: This lesson is limited in scope, requires no mandatory public
speaking, and the follow up provides a built in benefit of being able to identify any student regardless of disability - who is in need of additional assistance.