Behavior Strategies Day 2 Workshop: Planning and Implementation Process

1. Welcome!! • Please sit with your teams at the table labeled for your school. • Staff from CLEC- Please take one of the chairs that are lined up on the outer perimeter, and join a table of your choice. • We’ll get started at about 8:30.

2. Behavior Strategies Day 2 Becca Aadalan & Hanna Rodenbaugh

3. Outcomes/Goals For Today... Teams will plan for the school year: • Review the federal setting placement process used within SCRED districts • Review/modify/improve program processes, procedures, and routines and the implementation of these • Practice de-escalation • Time for team planning • Opportunities for networking with other teams

4. Schedule- • We will spend the morning reviewing, learning, and practicing together • There will be a break around 10:00 • We will break for lunch at 11:30 • After lunch you will have the afternoon to work in your teams. This time can be used to: • Work on processes and routines and how they will be implemented within your setting • If your team needs additional practice with specific Boys Town strategies, this time can be used to do more role playing and coaching. • Work on manuals • Determine roles and responsibilities of team members • Lesson planning- with a focus on intentionally teaching procedures and routines that will be followed

5. Placement Guidelines

6. Placement Guidelines Below is a checklist the IEP team should follow when programming for individual student services and supports: Note: Student placement should not be discussed with parents outside of IEP meetings. Specific student incidents or behavioral concerns may be discussed with parents. Step 1: Contact relevant parties to discuss the student’s behavior and needs. • Contact parents to discuss concerns • Contact school psychologist • Get consent for FBA if additional FBA data are needed Step 2: Gather current Functional Behavioral Assessment (FBA) data within 30 school days. • Ensure consent (or passive consent) for FBA is received • Review office referrals and other current information • Interview parent, teachers, student • Observe the student (gather ABC data) in multiple settings • Other information gathered as appropriate • Summarize information to identify hypothesized function and replacement behaviors • Communicate summary of FBA with parents, and other team members

7. Step 3: If the team needs further assistance in instructional programming, contact the Social Behavior Collaborative Planner. • Review FBA summary with Collaborative Planner • Ask for input in developing a BSP aligned with the FBA information Step 4: Members of the IEP team will create and implement a BSP that is based on the current FBA data. • Develop BSP and document all BSP paperwork • Include BSP and corresponding behavior goal(s) in IEP • Send Prior Written Notice (PWN) and amendment paperwork after meeting to amend the IEP to include the BSP • Do not implement until consent (or passive consent) is received Step 5: If a student’s behaviors continue to maintain or escalate in frequency or intensity, the case manager will contact the Social Behavior Collaborative Planner. • Ensure the BSP has been implemented consistently in its entirety for 4-6 weeks • Meet with the school psychologist and collaborative planner to discuss possible modifications to the plan • Call an IEP team meeting as needed to discuss changes to the BSP (amend IEP as needed) • Consider if paraprofessional services are warranted • Consider if referrals to outside agency services are appropriate • Implement revised BSP once consent is received or passive consent timeline has passed • Contact collaborative planner if student data continues to suggest the plan is not working

8. Step 6: The case manager will schedule an IEP meeting to discuss a change in placement. • Ensure collaborative planner's schedule is considered when setting meeting time as they are required to attend when placement is discussed • Invite member from prospective placement to the meeting Step 7: After the IEP meeting, a new IEP will be drafted reflecting the change in placement. • New IEP drafted by sending placement • New placement cannot begin until consent (or passive consent timeline) is received Throughout the entire process • Document all instances of restrictive procedures • Collect ongoing progress monitoring information on each behavior goal. Visually display and review the data on a regular basis.

9. Creating Positive, Predictable Environments

10. Rules are expectations for obtaining appropriate behavior Rules should be: • Stated positively and behaviorally • Developmentally appropriate • Consistent with building and district policies • Limited to 3-5 • Manageable and enforceable • Prominently posted and reviewed as necessary with students

11. Procedures provide answers to routine questions for students Decide what you want students to accomplish Determine specific behavioral steps Teach and review procedures Post procedures

12. Verbal De-Escalation Strategies

13. Activity!!

14. Verbal Escalation Continuum Release Intimidation Refusal Tension Reduction Questioning

15. Questioning Staff Response: Information Seeking: give a rational response to the question Challenging: set limits, downplay the challenge, stick to the topic

16. Refusal Staff Response: Set limits

17. Empathy Statements It can be helpful to begin corrective interactions by showing empathy. • “I know it is hard to accept a correction” • “I can see how important this is to you.” • “I know this process can be confusing.” • “I’m sorry to see that you’re in this situation.” • “I’d like to help you if I can.” • “Let’s see if we can solve this together.”

18. Coupling Statements • “You’re talking, please be quiet.” • “You’re pacing; a better choice would be to stand still.” • “Instead of yelling, try lowering your voice.”

19. Types of Praise General: “Good job.” Specific: “Nice job of raising your hand to share.” Effective: “Awesome job following directions during that activity.. When you follow directions, things get finished faster. For following directions you have earned five minutes of preferred activity time. Effective: “Nice job of accepting criticism. You looked at me, said, ‘Okay,’ and stayed calm. When you accept criticism that way, little things don’t become more serious. For accepting criticism, you have earned 1000 points.”

20. Prompt a Self-Control Strategy • Deep breathing • Saying ABC’s • Positive self-talk • Counting • Muscle relaxation • Anger diary/journal

21. Reality Statements • “The sooner you get quiet, the sooner we can finish this.” • “Why don’t you lower your voice. That will keep this conversation between us.” • “I’ll know you are ready to talk when you come out from under the table.” • “Why don’t you take a deep breath… this doesn’t have to get any bigger.”

22. Intimidation Staff Response: Take all threats seriously, seek assistance, avoid hands-on approach

23. Round Robin Activity! Role Play! Practice!

24. Corrective Teaching • Use initial praise or empathy • Describe the inappropriate behavior • Negative consequence with positive correction • Describe the appropriate replacement skill • Give a reason • Practice • Feedback/Positive correction points • General praise

25. Corrective Teaching Examples • Following Instructions • Making a Request

26. Determining Factors for Successful Students • Children who succeed do so when they have people in their lives who believe they can succeed. • Children who succeed have meaningful relationships with caring adults. • Children who succeed have multiple goals and an understanding that their futures must include contributions made to home and family; education and career; community and service; and hobbies and recreation. • Children who succeed are offered greater opportunities to develop their strengths rather than to correct their weakness. • Children who succeed are nurtured by a culture that is focused on success and strengths. *Excerpted from The Science Behind Kids at Hope Research Synthesis, available at Kids at Hope website: http://www.kidsathope.org/who-research.html