Positive BEHAVIOR SUPPORT and DE-ESCALATION STRATEGIES

1. Positive BEHAVIOR SUPPORT and DE-ESCALATION STRATEGIES Teresa Miller, LSSP Rebecca Morgan, BCBA Lyn Neisius, LSSP

2. Archetypes from breakfast club • The Brain • The Athlete • The Basket Case • The Princess • The Criminal • The Mean Administrator

3. Maslow’s Basic Needs • Give same care as to a small child: • Hungry/thirsty • Safe? • Belong? • Esteem

4. Adapting for At Risk Students • Social reinforcers and privileges are not just rewards, they are a critical piece of successful education for at risk children. • At risk students need additional opportunities and support to earn positives the way most students do easily. • It’s about who needs it rather than who deserves it.

5. Referrals • Office discipline referrals • Behavior Consults • Psychological referrals

6. Referrals • Identify what has been done with fidelity. • Fidelity includes: proper implementation + accurate progress monitoring + necessary adjustments

7. Is the referring teacher helping? • Classroom Organization • Classroom Schedule • Classroom Expectations • Seating Arrangement/Proximity Control • Verbal prompts and quiet precorrections • Corrective feedback • Positive language (Don’t DON’T)

8. Who is helping the referring teacher? • Classroom organization expectations communicated at the start of the school year? • Was the importance of positive behavioral supports emphasized in the classroom? • Were positive behavior supports modeled by an administrator or other campus leaders? • Do your PLCs address classroom management? • Are training opportunities in classroom management promoted for staff?

9. BEHAVIOR ANALYSIS BEHAVIOR AND THE ENVIRONMENT

10. UndisputedFacts • Student behavior will not change until adult behavior changes. • ADULT BEHAVIOR MATTERS • Behavior change is an instructional process. • INSTRUCTION MATTERS • Scott, T. (2013). Managing Student Behavior in the Classroom. APBS Webinar

11. Adult Behavior Associated with Effective Classrooms Organization & Consistency • Schedules; Thoughtful routines; Physical arrangements; Proximity Explicit Instruction • Clearly state objectives/rules; Explain/Model/Demonstrate; Prompts/reminders throughout Engage Students • Provide opps for students to respond; Facilitate responses; Guide practice Frequent & Consistent Feedback • Specific praise; Correction

12. Let’s talk about Feedback • Home • Reprimands, Thank yous, flowers, gestures • Community • Citations, late fees, peer recognition, awards • School/Work • Grades, marbles, public shame, ISS, detention

13. Punishment • The application of an aversive stimulus or removal of preferred stimulus resulting in a decrease in behavior.

14. The Down Side Sometimes, what we think is “punishment”, is not punishing.

16. Does this look punishing?

17. What happens when we rely on punishment?

18. PUNISHMENT IS REACTIVE

19. PositiveReinforcement • The application of a preferred stimulus or removal of an aversive stimulus resulting in an increase in behavior. • The KEY to changing behavior is two fold: • Identify the FUNCTION of the behavior • Identify a more appropriate ALTERNATIVE behavior to take it’s place.

22. DifferentialReinforcement • DR is when you provide BOTH • Positive reinforcement for desired (replacement) behavior, • Extinction of undesired behavior • Extinction occurs when you’re no longer providing reinforcement for behavior.

23. Identify a Replacement or Alternative Behavior • What do you want them to do instead? • Is it within reason? • Will you have to teach it?

24. DE-ESCALATION Understanding the how and why

25. Conflict Cycle Event Stress Feelings & Anxieties Others’ Reactions Cycle 1 Incident Behavior Stress Cycle 2 Feelings & Anxieties Others’ Reactions Incident Expands Behavior Stress Feelings & Anxieties Others’ Reactions Cycle 3 Office Referral Behavior Long, N.J., Wood, M.M., & Fecser, F.A. (2001)

26. Video (slide 101 2nd video) -Label Event and 4 parts of Cycle 1 -Label Incident and 4 parts of Cycle 2 -Label Incident Expands and 4 parts of Cycle 3 SCM CT DES MS high school .wmv

27. Irrational Beliefs Fuel Escalation- I’m stupid- Adults can’t be trusted

28. Psychiatric Diagnoses also factor into escalation:

29. Addressing Inappropriate Behavior Yourself Environment Manage Learning

30. Manage Yourself • Soft voice tone • Body language • Safe proximity • Slow rate of speech/pacing • Corrective strategies • Allow “cool-down” time • Stay out of content http://www.youtube.com/watch?feature=player_detailpage&v=TdU2l0i2Wh0

31. Manage Environment • Major infraction of a school rule • Are other students safe? • Use “Cool-Down” Time to praise on-task behavior/prompt alternative plan • Utilize other staff

32. Specific PraiseEmpathyPrompt Self-Control StrategyCoupling StatementsReality Statements De-escalation Strategies

33. Coupling Statements • Brief • Specific • One behavior at a time • Most overt behaviors first • Positive - don’t describe absence of behavior

34. Reality Statements Sets parameters Often a response to an expressed need Example: We can keep this conversation between you and me if you lower your voice.

35. Ongoing difficulties • Behavior Tracking: freeprintablebehaviorcharts.com • Positive Behavioral Interventions and supports: Pbis.org • Behaviorally challenging kids: livesinthebalance.org

36. Emotional Disturbancevs.Socially Maladjusted

37. Closing Thoughts Trailer