Publications

1. Challenging BehaviourFriday 22nd of November 2013Fintan O’Reganwww.fintanoregan.comFjmoregan@aol.com@fintanoregan

2. Publications • Cooper P and O’Regan F (2001) EDUCATING children with ADHD: Routledge Falmer Press • O’Regan F (2002) How to teach and manage children with ADHD: LDA a division of McGraw- Hill • O’Regan F (2005) ADHD : Continuum International • O’Regan F (2005) Surviving and Succeeding in SEN Continuum International • O’Regan F (2006) Challenging Behaviours Teachers Pocketbooks • O’Regan F (2006) Troubleshooting Challenging Behaviours Continuum International • O’Regan F (2008) The Small Change 2 BIG DIFFERENCE series Hyperactive, Inattentive and Disorganised, Special Direct fjmoregan@aol.com

3. Learning • 10% of what you read • 20% of what you hear • 30% of what you see • 50% of what you both see and hear • 70% of what you hear, see and do • 90% of what your peers tell you! John Dewey

4. Mindset • Your intelligence is something about you that you can’t change very much • You can learn new things but you can’t really change how intelligent you are • No matter how much intelligence you have, you can always change or improve it • You can substantially change how intelligent you are Carol S Dweck Mindset

5. Mindset • You are a certain type of person and there is not much that can be done to change that • No matter what kind of person you are you can always change substantially • You can do things differently but the important parts of who you are can’t really be changed • You can always change basic things about the kind of person you are Carol S Dweck Mindset

6. Discussion • Do you have a Fixed or a Growth Mindset?

7. Behaviour* • Behaviour is learned • Behaviour is purposeful in a social setting • Behaviour is chosen • Behaviour communicates information about needs • Behaviour can be the result of BDS • Behaviour can be changed • Behaviour can be taught Rogers 1997

8. Risk factors in the child • Specific learning difficulties/neurological difficulties • Difficult temperament • Levels of intelligence, IQ and EI • Socialisation difficulties • Physiological issues of levels of self esteem, depression, stress • Other health factors

9. Risk factors in the family • Overt parental conflict • Family breakdown • Sibling rivalry • Inconsistent or unclear discipline • Hostile or rejecting relationships • Health of parents • Failure to adapt to a child’s changing needs • Physical, sexual or emotional abuse • Death and loss-including loss of friendship

10. Why are some students not motivated? • No relevance for them • Fear of failure • They feel inadequate • Uninspiring work • SEN issues which may be difficult to address Plevin 2010

11. Some SEN and Behaviour terms ADHD, ASD, AGT, BD, CD, ODD, EBD, SEBD, SpLD, OCD, DCD, LD, SPD, SLD, TS, PWS, DAMP, MLD, SLD, and…OTT

12. Motivation Myths • Some students are beyond help • All they need is some competition • It’s not my job to motivate them......they should just learn it • Bribe them to learn • Discipline them....that will solve it

13. Problems associated with rewards* • Only useful for LOW ORDER tasks • Effectiveness wears out over time • No use if student lacks skills/resources to complete task • Reduce interest in the work • Rely on a member of staff being present

14. The keys to motivation • Belonging: to feel accepted, appreciated, loved, needed, connected • Power: recognition, freedom, choice, success, contribution • Fun: novelty, intrigue, excitement, variety, adventure, amusement, surprise Dr William Glaser The Achieving Society

15. School attitude at age 7 years • BoysGirls • Do not enjoy school 24 10 • Like school a lot 43 48 • Enjoy reading 48 65 • Thinks the teacher thinks they are clever 44 51 • Always try their best 74 85 • Talks when should be working 17 11 • Are always unhappy at school 9 6 • TES 15.10.10

16. Exclusion issues • Boys are 4 times more likely to be permanently excluded from schools and 3 times more likely to be temporary excluded • At age 14 one in five boys has a reading age of 7 and at age 16, 25% (90,000) of all boys in English schools do not gain one GCSE C grade Harriet Sergeant Handle with Care Sept 2006

17. Boys • Boys like socialite learning • Boys like active learning • Boys lower boredom level • Boys like to know 3 main things S. Bidduf 1996

18. Boys andGirlsandSEN The Corpus Callosum, is enlarged in women, compared to men Bishop K.M. and Wahlsten, D. Sex differences in the human corpus callosum: myth or reality? Neuroscience and Bio behavioural Reviews vol 21 (5) 581 - 601, 1997.

19. NeedsofGirlsand Boys • To fit in : belonging, to connect, cooperate • To stand out : to be different, appear capable, compete • To be your own person : to be assertive , rights and responsibility

20. Behaviour and SEN

21. ASD Triad of Social Impairment: • Social Communication • Social Imagination • Social interaction …..also Sensory sensitivity and processing

22. “The Explosive Child” Inflexibility + Inflexibility = Meltdown Ross Greene 2004

23. Core symptoms of ADHD Inattention Hyperactivity Impulsivity

24. ADHD DSMV 1) Change the age of onset from of impairing symptoms by up to age 7 to the onset of symptoms up to age 12, 2) Change the three subtypes to three current presentations; 3) Add a fourth presentation for restrictive inattentive; 4) Change the examples in the items, without changing the exact wording of the DSM-IV items, to accommodate a lifespan relevance of each symptom and to improve clarity. 5) Remove PDD from the exclusion criteria. 6) Modify the pre-amble A1 and A2 to indicate that information must be obtained from two different informants (parents and teachers for children and third part/significant other for adults) whenever possible.

25. Girls with ADHD Their problems are frequently under-appreciated May be inattentive only If hyperactive, may present differently

26. Oppositional Defiant Disorder • Argues with Adults • Refuses and Defies • Angry and Defensive • Spiteful and Vindictive Possess a “counter- will “the more pressure we apply the greater the opposition

27. Riley’s Rules regarding ODD • They live in fantasy land where they can defeat all authority figures • They are optimistic and fail to learn from experience • You must be fair to me no matter how I treat you • Seek revenge when angered • Need to feel tough • Feel you will run out of moves eventually • Feel equal to their parents • Emulate the behaviour of their least successful peers • Answer most questions with “I don’t know” • Logic revolves around denial or responsibility • Douglas Riley the Defiant Child 1999

28. Conduct Disorder • Aggression to people/animals • Destruction of Property • Deceitfulness or theft • Serious Violations of rules

29. A Formula for Teaching and Management? SF3R Fintan O’Regan 2006 Troubleshooting Challenging Behaviour Continuum publications

30. Structure • Rules, Routines and Rituals • Acceptance and understanding of Mood and Motivation Management by all members of the school community • Management of non structured time

31. Flexibility • Alternative ways of supporting “Non Traditional Learners” in learning and development • If it is not working then... change the activity • Working with other professionals/agencies when necessary

32. The 3 “Rs” • Rapport • Relationships • Role Models

33. SF3R Role Models Flexibility Relationships Structure Rapport Fintan O’Regan 2006 Troubleshooting Challenging Behaviour Continuum publications

34. Rules, Routines and Rituals will… • Reduce anxiety • Enhance motivation, confidence and self esteem • Enhance concentration and reduce distractions • Facilitate independence

35. Application of Rules Band 1 Band 2 Physical /Verbal abuse Distractibility Phone Disorganisation Timekeeping Calling out Attendance Fidgeting Dress Code Engaging others

36. Rules and Responsibilities *Rules, Rights and Responsibilities posted clearly in classes *Graduated Positive and Logical consequences reinforcement charts explained on a regular basis *Set up escape hatch for certain students to sound off/diffuse …………”can’t do it in public”

37. Basics • Have you cut out external distractions • Are you aware of the danger spots • Can you arrange the seating plan to reduce potential trouble spots • Can you see them at all times • Do you control exits and entrances • Is your mobility fit for purpose • Does your equipment work and do have your materials in advance

38. Classroom layout • Identify a safe haven / quiet area • Sit away from door, window, corridor • Sit away from resources not in use • Sit away from resources needed by other students • Sit near teacher • Sit near student with good study and attention skills • If available use work stations • Use horseshoe layout for discussion

39. Excessive motor activity • Allow student to fiddle with an agreed object e.g. stress ball, concentrators, bar magnets etc… • Give short breaks between assignments • Plan ahead for transition times • Use alternative technology e.g. computer, music • Set variety of tasks and activities, where possible include ‘hands on’ activity • Give whole class stretching exercises midway through

40. Motivation • Set short term mini-targets. "By the end of the lesson you need to get down to here in your text book." "In the next ten minutes you need to complete numbers 1-4. I'll be back to check in ten minutes." • Make lesson activities more active • Include fun starters, video clips, educational games, energizers, magic tricks and brain teasers in your lessons from time to time to break up monotony.

41. Some personal skills could be • Listen actively to what they say • Use assertiveness as opposed to aggressiveness • Bring energy and optimism into the classroom • Eliminate Sarcasm and other forms of put downs • Challenge damaging talk about student’s by colleagues • Use of signs and signals to prevent escalation of behaviour • Feigning shock and surprise at the student’s choice of action

42. Some extra thoughts • Don’t take it personally, it’s not about you it’s about them • Humour is more powerful than muscle • A child’s attempt to gain power can be healthy • You must be prepared to be unpopular

43. Some teaching styles • The Controllers • The Friend • The Benign Dictator Also The Grumblers, The Optimist, The Competitive one, The Pacifist, The Chatterbox, Dull as dishwater, The Explosive

44. Controllers Attitudes • Children should be seen and not heard • Don’t smile till Xmas • They’re just like their parents • If one person gets away with it, they will all do it • It’s a battle and I aim to win it

45. Controllers Strategies • Tell them what to do • Threaten them with consequences • Send them to somebody else Outcomes • Poor quality relationships • High quality stress • Learning and risk taking will be impaired

46. The Friend Attitudes • Children need nurturing like buds on a flower • Being nice and friendly means children will like you • Classrooms are a democracy where negotiation is the key • Planning excellent work will always be enough

47. The Friend Strategies • Asking, Negotiating, Pleading followed by • “Why are you doing this to me” (hurt)‏ • “How many times have we been through this” (frustration)‏ Outcomes • Uncertainty leads to insecurity • Learning and risk taking are significantly impaired

48. The Benign Dictator Attitude • A teachers job is to set boundaries • A child’s job is to test them • Children should be helped to experience achievement and mistakes will be part of the journey • Caring means sometimes being prepared to make unpopular decisions • The problem is the problem not the child • Fairness is not giving everybody the same it is giving them what they need

49. The Benign Dictator Strategies • Holds children accountable for their choices • Creates a culture of praise that focuses on what children do well • Redirects children towards success • Applies consequences positive and negative with consistency Outcomes • Children learn boundaries with dignity • The teacher is both leader and coach in the classroom • Learning, risk taking and motivation are greatly enhanced

50. Communication • 7% words • 38% Tonality, Volume and Tempo • 55% non verbal signals