The Education Institute of Rowan University: Behavior Management

1. The Education Institute of Rowan University:Behavior Management John C. Lestino, MA, LPC District School Psychologist, Edgewater Park Schools

2. Mariane’ Pearl said, “[he is trying] to create a bridge between cultures so we can start finding true solutions to the conflicts that are causing so much suffering in the world".

4. Questions When it comes to behavior our kids are ________. My students regularly are/do _______________. The motivation for most of my students is ______. The hallways usually are ______________. There are too many _______ and not enough __________. When it comes to change I think _____________. Most of the parents of the students are __________________. I think I could/want to improve in ___________________>

5. #1

6. TIME START REQUESTS NONEMOTIONAL REQUESTS DESCRIPTIVE REQUESTS REINFORCE COMPLIANCE From:W.Jenson, et al.

7. FORMAT DISTANCE EYE CONTACT TWO REQUESTS LOUDNESS OF REQUEST From: W. Jenson, et al.

8. “Time is on my side…yes it is”

9. R. Barkley …Executive Functions, Selected Components, ‘ADHD, and the nature of self-control’…1997 and highlights… Working Memory (non-verbal) Retrospective function (hindsight) Prospective function (foresight) Self-awareness Sense of time Internalization of speech (verbal working memory) Description and reflection Self-questioning problem-solving Generation of rules and meta-rules Rule-governed behavior Moral reasoning Self-regulation of affect/motivation/arousal Self-regulation-of-affect Objectivity/social perspective taking Self-regulation of motivation Self-regulation of arousal in the service of goal-directed behavior Reconstitution Analysis and synthesis of behavior Verbal fluency/behavioral creativity Rule-creativity Goal-directed behavioral creativity and diversity Behavioral simulations Syntax of behavior

10. R. Barkley …Executive Functions, Selected Components, ‘ADHD, and the nature of self-control’…1997 and highlights…cont. • Motor-control/fluency/syntax Inhibition of task-irrelevant responses Execution of goal-directed responses Goal directed persistence Sensitivity to response feedback Behavioral flexibility Task re-engagement following disruption Control of behavior by internally represented information

11. What are the ‘characteristics’… #2 …in your class?

12. Continuum of behavioral support: PBIS.ORG Very specialized individual intervention and /or wraparound service(s):Not excluding of secondary supports in place in school, community, juvenile justice and/or medical involvement. 1-7% C/I B. P.s 5- 15% A.R.f.B.P.S Specialized Group/Individual Interventions [e.g. Grade-level actions/initiatives; IR & S; PL # 504; I.D.E.A.; Accommodation Needs;] 80-90% S.W.S.B. P.s Universal Interventions: (School-Wide System & Classroom delivered) All Students In School

13. How much…off-task, underdeveloped skills, attention getting and/or obnoxious behavior is acceptable/tolerated in your situation?

14. Clear Distinction—Consistent, Staff Support, Efficient Communication Managed Behavior—Low Intensity, Low Frequency, Less Serious Rule Violations Teacher Strategies—Teach desired behavior, positive reinforcement, behavior contracts, modify curriculum, collaboration with parents and other staff Major Rule Violations—Repeated minor violations and/or more intense and serious… Teacher-Managed vs. Administrator-Managed Rule Violations Consider and review for a specific behavior support plan

15. #3

17. Fear of... Fear of... Having Responsibility without Authority Losing Control Fear of... Fear of... Loss of Personal and Professional Identity Being seen as Incompetent Fear of... Fear of... Child getting Hurt Isolation

18. Parents Matter Mightily • Review of ten years of research…. that parent collaboration does have positive effect on improving pro-active outcomes for students, and children… Journal of Adolescent and Child Psychiatry, September, 2005 See: Philadelphia Inquirer: August 21, 2005 “A Family Approach to Youth Therapy” by, Shirley Wang

19. ROCKING AT RIDGWAY M.S. Parenting Support Outreach Parents…Are You Feeling Stretched? ___________________________________________________________________ 6:30 pm "My Kid is Driving Me Crazy!" 9:00 am "The Homework Wars" 6:30 pm “ The Battle Between Siblings and Friends" 9:00 am "Sounding Like Mom and Dad"

21. It’s the law…http://www.njleg.state.nj.us/2000/Bills/S2500/2408_I1.HTM #4

22. SUBCHAPTER 7. INTERVENTION AND REFERRAL SERVICES 6A:16-7.1 Establishment of intervention and referral services… District boards of education shall choose the appropriate multidisciplinary team approach for planning and delivering the services required under this subchapter. 1. The intervention and referral services shall be provided to aid students in the general education program; and…etc. SUBCHAPTER 7. INTERVENTION AND REFERRAL SERVICES; 6A:16-7.1 … ‘IR&S’

23. I.D.E.A.

24. #5

26. “Train-n-Hope” approach • Difficult-to-solve problem emerges • Expert with solution is identified • Expert provides training • Expert leaves & expects school to implement • Solution is not implemented accurately • Difficult-to-solve problem emerges • Expert with solution is identified • ……………….

27. Factors Associated with Successful & Enduring Implementation for Evidence-Based Intervention for SEL Skills [Elias, et al] • Presence of Program Coordinator or Committee • Individual's involvement with high morale & ownership • Ongoing process of formal and informal training • High inclusiveness of all school personnel • High visibility in the school and community • Components that explicitly foster mutual respect and support' • Varied and engaging instructional activities • Linkage to stated goals of the school and/or districts and state • Consistent support from school principals • Additional support from new and seasoned administrators • Additional collegial support

28. #6

29. The Central Premise: B. Doll, et.al • “[the]developmental competence of children will be more evident and the impact of emotional distress lessened when their classroom contexts support strong interpersonal relationships and foster self-regulated learning…” • “Resilient Classrooms”, 2004; @Guilford Pub. Authors: Doll, Zucker, & Brehm

30. Evidence-based interventions for behavioral self control: B.Doll • Kendall and Braswell’s (1985) Stop & Think program teaches individual children to stop and evaluate their behavior before acting. Their research has shown this to be an effective strategy for impulsive children. • Eddy et al.’s (2000) LIFT [Linking the Interests of Families and Teachers] program teaches children specific social behaviors, incorporates a ‘Good Behavior Game’ at recess, and provides parents with instruction in good discipline through 6 meetings at their child’s school. The program has been identified as a Blueprints Promising Program of the Center for the Study and Prevention of Violence.

31. Interventions for behavioral self control : B. Doll • Involve class in a classroom meeting to set classroom rules • Practice routines for following the rules • Set classroom goals and monitor progress towards the goals • Involve families in setting standards for behavior • Use pictures, gestures or other cues to prompt behavior

32. Following class rules…sample items • I follow the rules in class. • I pay attention when I am supposed to in this class. • I do my work when I am supposed to be working in this class. • I am care not to bother other students by moving around or making noise. • Most kids follow the rules in this class. • Most kids pay attention when they are supposed to. • Most kids work quietly and calmly in this class.

33. Example:

34. Bad behavior in School… #7 And other places, too!

35. What do we mean by behavior…in school?

36. What is behavior…

37. What is behavior… What you can observe… What can be defined… What can be measured… What you can predict…

39. Increasing Motivation to Learn: Rule of Thumb 80% X 20% ‘New (to) Old’ ‘Mastered (to) Instructional ‘Fluent (to) Emerging’

40. Maintaining Classroom Expectations and Routines • Teach useful and appropriate skills and knowledge • Use effective instructional strategies • Design instruction to maximize student engagement • Identify obstacles • Encourage appropriate behavior • Discourage/Prevent rule violations • Modify Instruction • Monitor student behavior and your management practices

41. Increasing Motivation to Learn Be Firm and Fair with Discipline Teach Responsibility Listen Be Available Foster Good Relationships Reinforcement Teach Good Study Habits Set Routines Provide Opportunities for Successes Balance Praise and Punishment Talk Communicate with Parents Provide Increased Rewards for Improvement Set Limits Identify Areas in Need Reward Effort and Productivity

42. The chant… “Say it with me…” please! • “I want you to do It…” • “I want you to do it Now…” • “I want it done Well…”

43. #8

44. 12 CorePrinciples for Managing ADHD Student’s 1. Bridging time 2. Greater immediacy of consequences 3. Increased frequency of consequences 4. Use of more salient consequences 5. More frequent changes in rewards 6. Act, don't yak 7. Use positives before negatives 8. Anticipate problems; have a plan 9. Keep a disability perspective 10. Maintain a sense of proportion 11. Don't personalize the child's problems 12. Practice forgiveness Barkley, DuPaul, Stoner,Power, Ikeda, et al.

45. “I give 110% on the job” • 40% on Monday • 30% on Tuesday • 20% Wednesday • 15% Thursday • 05% Friday

46. Observational Procedures for Assessing Executive Functions During Task Performance (Gioia, Isquith, and Guy) Before Beginning a Task 1 Self-awareness of ability: Ask the child whether the task will be easy or difficult and to explain the choice of answer. If relevant, ask for a prediction of performance. 2. Goal setting, strategic behavior: Ask the child what his or her goal is and to explain plans for achieving that goal. During the Task: 1. Initiation: If appropriate, create opportunities for initiation (e.g., provide insufficient materials, requiring the child to initiate a request) 2. Inhibition: If appropriate, create some distractions that would require active inhibition from the child. 3. Sustain: Observe the length of time that the child persists on the tasks, those that are well within their abilities and those that are more difficult. 4. Self-monitoring: Ask the child how he or she is doing. 5. Strategic behavior/problem solving: If appropriate, create obstacles that would require active, flexible problem solving from the child. After Completion of the task: 1. Self-evaluation: Ask the child how he or she did and how the results compare with the prediction 2. Strategic behavior and problem solving: Ask what the child did to succeed; list relevant strategic procedures; ask the child whether he or she used them or whether they might be useful. The goal of these procedures is to identify the child's ‘self-control processes’ in performing a given task.

47. Psychoeducational Interventions By Change Agent Strategy Intervention teacher-mediated instructional match . contingency management daily reports/home-school notes contingency contracting computer assisted instruction parent-mediated goal setting contracting peer-mediated peer tutoring cooperative learning self-directed self-monitoring

48. Functional Behavior Assessment(Nelson, Roberts, & Smith, 1998) • Why conduct an FBA? • All behaviors occur for a reason because they serve a purpose for an individual. • An understanding of why and how a behavior serves a particular purpose for a student is critical in developing an intervention plan that is more likely to be effective for a student • Systematic way to select intervention procedures that will be maximally effective • What is an FBA? • Series of assessment procedures that identify environmental factors that serve to maintain a problem behavior(s) for an individual. • Collaborative process

49. Common Functions of Behavior • Escape/Avoidance • school work and task demands • social situations • Attention • adult • peers • Access to an object or activity • Autonomic Reinforcement (self-stimulation) • Multiple Functions

50. #9