Know Behaviors and the Strategies to Deal with Them

1. Know Behaviors and the Strategies to Deal with Them JHM

2. Expectations/Ground Rules Respect Each Other Everyone Participate Take Responsibility for your Own Learning Evaluate/Reflect to Improve

3. Our Goals • We will learn to identify behaviors (ours and students) that help a student be successful in school and those that prevent a student from being successful at school • We will learn strategies to create and implement in order to create a positive climate. • We will learn about self monitoring tools and daily feedback and how to collect data on specific behaviors throughout the school environment.

4. Schedule • Identifying Behavior • Rapport/Positive Communication • Goal setting • Schedules/Checksheets/Rule Boards • Rewards/Incentives • Restitution • MOVEMENT BREAK • Modification of the Environment • Modification of Events • Teaching Positive Behavior • Data Collection • Processing

5. Identifying Behaviors Behaviors are communicative and serve a purpose. Students use behaviors to get out of a task or to get something that they want or need or they serve a sensory purpose. WHAT IS THE FUNCTION? A-B-C

6. The most effective way to achieve right relations with any living thing is to look for the best in it, and then help that best into the fullest expression. (Quote by - Allen J. Boone) Studies show that the quality of a therapeutic relationship accounts for twice as much positive change as the specific therapeutic techniques that are used (Asay and Lambert, 1999).

7. Rapport - Our own behavior We can’t expect students to change if we are not willing to change! Be empathic and meet students where they are! Just because we think a student “should” be able to do something doesn’t mean they can! The One Sentence Intervention(from www.loveandlogic.com ) Know your students – Forced choice menu Strengths based – use multiple intelligence inventories to find out how they best learn and go with it!

8. Rapport - Perspective Once we get to know our students then we can look at things from a different perspective. Powerful research about the brain regarding: Trauma – Acute – single overwhelming event – Examples? Trauma – Complex – extended exposure to traumatizing situations – Examples? What we are learning about the brain! Survival Mode Adrenaline Cortisol Oxytocin

9. Use this knowledge to open up the lines of communication! Get real with your students, they know if you are faking it!!

10. Rapport - Collaboration • Be proactive! Don’t wait for a behavior to occur. Start talking WITH the student to solve problems. • Lost at School by Dr. Ross Greene • Collaborative Problem Solving • http://www.livesinthebalance.org

11. Rapport – Classroom Jobs Giving students meaningful jobs provide a sense of importance and belonging. “Islands of Competence” (Dr. Robert Brooks) Look for strengths, build on them! Recognize and respect a student’s special interest! Think of things in your classroom/school that you truly need help with… make it a job! Most students enjoy helping

12. Positive Communication is Key • Use Positive Communication • Clearly and simply state expectations • Model or Show a visual of the expectation/Practice it year round • Be enthusiastic with encouragement!!! • Call/text/email home with positive news! (Make yourself a log to help remind yourself to do it!)

13. Examples of Positive Communication Say/ModelAvoid Saying • We walk in the classroom. Don’t run • We sit in our chair. Don’t stand on the chair • We use our nice words. No whining!!!! • We keep our hands to Don’t hit! ourselves. WE HAVE TO PRACTICE THIS EVERYDAY TO GET GOOD AT IT!

14. Goals – Ours and theirs! Why do we set goals? ( to achieve something, to help staff stay consistent, ask yourself “what do I want to happen?”) Set individual goals that are positive and specific If we set classroom goals that are broad, break it down into examples Processing and feedback are important steps in goal setting Think Process Praise – effort & strategy, this will build self efficacy skills (grit & perseverance) Consistency is key

15. Setting and Writing Goals Students with behavioral difficulties need concrete statements of what is expected throughout the school environment. (expected as opposed to appropriate!) • Write positive goal statements, start with “I will..” • Focus on two to three areas of difficulty. It is important to include a more easily attainable goal so we can build success. • Write goals in student friendly language • Use pictures for goals for students who are not reading yet

16. TeachingGoals GOAL: I will be respectful to my teachers and peers. HOW TO BE RESPECTFUL: -I will use kind words. -I will work quietly at my seat. -I will raise my hand to talk. -I will keep my hands, feet, and objects to myself. -I will follow directions We must scaffold goals and model them. We have to show students how to reach these goals and give feedback on effort, strategies, and perseverance!

17. Agenda/Schedules We can use schedules with all types and all ages of students… Students with Autism, ADHD, other mental health diagnosis, etc. Why? Students/Staff know what is coming and what to expect. Relieves school anxiety, preferred activity is coming! Activity schedules Whole day schedules Block schedules Picture schedules Written schedules Schedules with goals

18. Schedule with Goals

19. Schedule with Breaks Writing BREAK for 5 minutes Lunch SpellingWork

20. Individual Schedules Unpack Bookbag Individual schedules are designed to meet the needs of the student. Picture, words or a combination might be used. Make Lunch Choice Sharpen 2 Pencils Pick 2 Books

21. A First/Then Schedule is used to break a student’s day into smaller sections. First/Then FIRST Reading THEN Blocks

22. Rule Boards are used to help a student focus on their classroom rules or goals. Rule Boards I will listen to my teacher’s directions. I will raise my hand before speaking. I will keep my hands and feet to myself.

24. Incentives/Rewards Preferred activity- look for interests Forced choice menu Choice boards/reward menu Students receive extrinsic rewards and we help them recognize what the intrinsic part feels like www.pbis.org/common/cms/.../freerewards4studentsnstaff.doc

25. Restitution *Restitution is defined as the act of making good or compensating for loss or damage. A return to or restoration of a previous state or position (The American Heritage Dictionary). *Restitution provides a student with the opportunity to “fix” their mistake. *Before implementing restitution make sure the consequence fits the action/behavior.

26. Working restitution contract What happened? What was wrong about my actions? How will I fix my mistake and make amends? I will have fixed my mistake by _______. Student Signature ________________ Teacher Signature ________________

27. MOVEMENT BREAK

28. SCHEDULE CHECK Check your goals as well. How are you doing?

29. Other Strategies to Address Behavior • Modification of the environment • Modification of events • Teaching skills

30. Modification of the Environment • Minimize time in unstructured locations such as hall, cafeteria, bus, etc.- “Down time” is tough for these students! (Think brain breaks here) • Be mindful of heat, light, room displays • Think about desk/table placement, well defined spaces, classroom organization • Safe and inviting space (plants, curtains, lamps) • Use visuals • Take 5 area • Timers

31. Use a matter of fact tone. Maintain this tone, even when your student does not. State the directive and walk away (use your visuals here) Get at eye level (when appropriate )to speak to a student. Change physical approach of teacher to student (standing versus kneeling, touch, personal space) Notice your body stance and facial expressions Be mindful of how you say things (It’s not what you say, it’s how you say it.) Change voice intonation and how we phrase things. Do students understand this concept? Voice and Body Language

32. Visuals can be used to teach and remind students of classroom rules Using visuals can reduce verbal redirection Visuals help reduce student anxiety by providing predictability and structure to the school day Using Visuals

33. Visuals Rule rings- use positive phrases Rules/goals posted First/then Wait time visuals Feeling cards/folder Take 5 area Schedules posted

34. Modification of Events • Decreasing length of assignments, number of problems assigned, give choices, highlight work • Allow for breaks (walking, head down, Take 5, preferred activity, venting) • State expectations prior to task engagement (coaching) • Provide time/outlet for physical activity or movement

35. TAKE 5 can be utilized in a quiet spot in the classroom ,throughout the school building or at the student’s desk. TAKE 5 provides an appropriate way to deal with frustration, over stimulation and/or disruptive behavior at school. Often it is an activity, not just a place to go. Take 5

36. Modification of Events • Reduce workload when student is upset, agitated, over tired, etc… (green folder day/red folder day) • Intersperse non-preferred tasks with preferred tasks • Use a timer • Offer choices (task order, tasks, activities, etc…) • Take 5/calm spot/start over spot, etc.

37. Modification of Events • Decreasing length of assignments, number of problems assigned, give choices, highlight work • Allow for breaks (walking, head down, Take 5, preferred activity, venting) • State expectations prior to task engagement (coaching) • Provide time/outlet for physical activity or movement

38. Teaching Positive Behavior Provide corrective feedback – Just like we teach academics in the moment, we can teach social skills and positive behavior skills in the moment! It’s not a big deal, just model and reteach. Respond promptly (and positively) when student exhibits positive goal behavior (replacement behavior) Have student self-monitor Use “I” statements Choose consequences that are feasible for students and staff Goal setting and process feedback

39. Teaching Positive Behavior • Zones of Regulation by Leah Kuypers • Social Thinking – Michelle Garcia Winner • The Incredible 5 Point Scale – Kari Dunn Buron

40. Data Collection Why? Who? What? When? Where? Frequency, Intensity, Duration The behavior that data is being collected on should be measurable and clear. THEN WHAT?

41. Processing

42. Processing Get the facts straight! One of the most important steps, it is often left out! Everyone needs to be back in control! Use your “detective skills” Hold the mirror up here! Be reflective! Look for patterns. DATA!!! Brainstorm new strategies with staff and students, agree to try the plan! This process builds RAPPORT!

43. Relationships come before anything else! Be consistent with everything! (routines, procedures, expectations, etc) Be a detective! (ask what the problem is, look for trends, research and try interventions, and then try some more) BIG 3!!

44. Additional resources • http://www.boardmakershare.com • www.disciplinehelp.com • http://do2learn.com/ • www.Knowbehavior.com • www.interventioncentral.org

45. Resources The One Sentence Intervention(from www.loveandlogic.com ) www.PBIS.org The Search for Islands of Competence: A Metaphor of Hope and StrengthDr. Robert Brooks Teaching with Poverty in Mind, Eric Jenson Mindset, Carol Dweck, Ph.D

46. Thanks for your participation! Have a great school year! Michelle Perry michelleperry@knowbehavior.com TGBG