N’T

1. N’T Tammy Utter BTS 2012

2. Welcome!

3. What do you think are the TOP problem behaviors? Why? Handout 1

4. Types of Challenging Behavior • Verbal aggression • Physical aggression • Bullying • Noncompliance • Cursing • Stealing • Damaging property

5. Types of challenging behaviors as reported by educators (Harrison et al, 2012) Children Adolescents • Internalizing • Worry about mistakes • General worry • Externalizing • Distractibility • Hyperactivity • Disruptive • Academic • Not following directions • Content • Internalizing • Self-doubt • Worry about mistakes • Externalizing • Distractibility • Hyperactivity • Immature behavior • Academic • Not following directions • Careless mistakes

6. Research says… Early appearing behavior problems in a child’s preschool career are the single best predictor of delinquency in adolescence, gang membership, and adult incarceration .(Dishion, French, & Patterson, 1995) Young children with challenging behavior are more likely to experience: expulsion from preschool at 3.2 times the rate of K-12 students. (Gilliam, 2005) Children who grow into adolescence with challenging behaviors are likely to drop out of school, be arrested, abuse drugs and alcohol, have marginalized adult lives, and die young. (Lipsey & Derzon, 1998) Distress(chronic/acute stress) affects attention, focus and concentration (Lupien et al. 2001)

7. More Research … 60-70% of students with behavior problems have a history of physical or sexual abuse Thompson & Wyatt (1999) 40% of students at risk of failure in school have serious problems outside of school Adelmon & Taylor (1998) It is estimated that about ½ of class time is used for instruction and the other half addressing discipline problems. Cotton (1990) Teachers generally believe they are unprepared to deal with disruptive behavior. Furlong , Morrison, & Dear (1994) When you teach students how to behave during the first month of school, you dramatically increase their chances of having a productive year

9. 3 Types of Problem Behaviors • Disruptive • Behaviors that cause turmoil, confusion, disorder • Defiant • Behaviors that oppose, resist, or challenge authority • Difficult • behaviors that are hard to manage and keep student from getting along Handout # 2

10. Criteria for Attention-Deficit Hyperactivity Disorder (DSM-IV-TR) • Inattention, or • Hyperactivity and Impulsivity • Handout # 3

11. Reasons why the Wild Things are…Wild! Handout # 4

12. How does poverty affect behavior? • Poverty • A chronic condition affecting the mid, body and soul resulting from multiple adverse economic risk factors(Eric Jensen, 2012) • Produces acute/chronic stress • Lower cognitive stimulation • Faces of poverty • Source • generational • Personal situation • Event-driven • Intensity • Typical • Absolute (daily food scarcity) • Relative (feel poor due to neighborhood) • Context • Rural • Suburban • urban

13. How does poverty affect behavior? Chronic stress… distress • creates emotional problems (Burgess et al. 1995) • lowers IQ/reading scores (Delaney-Black, et al. 2002) • causes memory loss (Lupien, et al. 2001) • Toxic to brain and body • Shrinks brain cells (Brown et al. 2005) • Fosters maladaptive response of emotional reactivity or disconnect(McEwen and Seeman, 1999)

14. Maladaptive Response to Chronic Stress Emotional Reactivity Disconnect • Angry kid-feels stress and gets control as quickly as possible (in your face, yelling, etc.) • *may not be a behavior problem, but a symptom of a stress disorder • “Lazy kid”- shut down, almost no response, I-don’t-care” attitude, pulls the plug • May not be a behavior problem, but a symptom of a stress disorder

15. Kids from poverty… • Are often distractible & hypervigilant • Have learned helplessness “If I don’t play the game…I can never lose” • Are more likely to act impulsively • Struggle with delayed gratification MIA

16. You can be rich and have poverty of soul. You can be poor and have abundance of love.

17. Wordle

18. Now what do we do about it? What do good behavior practices look like? Handout 5

19. Strategies Handouts 6-11

20. Strategies for children from poverty • Give kids increasing amounts of control over their lives at school • Give kids choices • Give control over every-day activities (cafeteria/work/pen-pencil) • Give ownership (work cafeteria, clean building, choose meals) • Teach coping skills • More of them and less of you in front of the class • Give greater role in classroom decision making • Share a problem/stressful situation in your own life, ask for their ideas & allow problem-solving aloud with each other: If you were in my shoes what would you do? • And most importantly…

21. Build Relationships! • Of all the things researchers have discovered about the value of quality relationships, one of the most surprising is that they are strong mediators of stress. Good relationships diffuse stress and make your life easier. • Eric Jensen, 2012

22. Relationship Building- Do I do any of these things: • Call all kids by name daily?? • Ask if they could use a listener? • Greet kids coming and/or leaving • Ask about their hobbies, family and interests? • Ask about, and know their own personal and academic challenges and dreams? • Always acknowledge responses in class? • Smile at student whether they’re your favorite or not? • Always use personal courtesies (please, thank you) • Visit the student’s neighborhood, attend a game or community event • Let students display talents

23. Improve Working Memory and Attention/Decrease Behaviors • Use the pause technique • Chunk content into smaller chunks to aid in understanding; • Prime the learning to create an attentional bias to the content • Do a fast physical activity 1st to activate the frontal lobe uppers like dopamine and norepinephrine • Use music in the classroom (www.whytry.org) • Tie in instruction to current events • Utilize advertising “hooks” (sales pitch, YouTube video) • Use objects and props • Utilize theater, drama, and dance • Utilize computer programs: www.lumosity.com; www.junglememory.com • Plan engaging lessons: www.10minutelessonplans.com

24. Two Types of Attention “Reflexive” Hard-Wired in DNA “Self-Regulated” Learned & earned • Brain responds impulsively to environmental contrasts in sound, movement, lighting, emotions, or tactile input • Student learns to suppress behaviorally irrelevant input to play a sport, an instrument, read a book, design, build, write or solve a problem

25. Stop telling kids to “Pay attention!” and start teaching them How to Do It!

26. Build Attention through Physical Activities • Standing • Walking • Touching Objects • Collecting Items • Walks in the room • Games in place • Activities • recess • Fast writing practice • Design/build • Well-coached sports • Use musical instruments • Build in brief mental or physical breaks

27. Effective classroom managers employ different types of strategies with different types of students, whereas ineffective managers tend to use the same strategies regardless of the type of student or situation. Classroom Management that Works Robert Marzano (2003) “Do something. If it works, do more of it. If it doesn't …do something else.” Franklin Delano Roosevelt

29. Maintain Positive Expectations • Low expectations = low achievement • High expectations = set the stage for high achievement Handout # 12

30. Effective Use of Positive Reinforcement • Natural positive reinforcement/feedback • Edible reinforcement • Material reinforcement • Social reinforcement Handout 13 Handout

31. Thoughts to ponder… • Teachers who criticize, hold negative attitudes and use sarcasm as classroom discipline will activate the fear and stress areas of the student’s brain (amygdala –fight/flight/freeze) • Once the amygdala is activated in class, it takes at least 30-90 minutesto calm down for quality learning • Threats, insults, put-downs and sarcasm activate the amygdala

32. If you activate the 3 Fs…(Fight, Flight, Freeze) • Be sure to apologize before the class is over. You can say, “ Sorry I got frustrated and took it out on you.” • In the moment, the immediate thing to do is GIVE THE STUDENT IMMEDIATE CONTROL over something. The “sense of control” decreases the stress and reduces the feelings of anger, frustration or powerlessness. • Remember the “3-1 Ratio” for your class and do what you can to balance the “1” negative.

33. Benefits of Early Intervention Handout14

34. Keep a Positive Attitude • Take care of yourself: Get adequate rest and exercise • Maintain a positive , realistic vision of students behaving successfully • Evaluate your behavior plan • Don’t take it personally • Make an effort to interact positively with each student* • Consult with colleagues • Implement positive, research-based behavior programs

35. 99% of Classroom Engagement is Up to the Teacher, Not the Student • You create the relationships • You establish the classroom rules • You acknowledge and reward behaviors • You use affiliation seeking • You entice with novelty and prediction • You use engaging strategies • Focus on engagement: include all kids in learning • Use energizers to foster good brain chemicals • Remember the 3-1 ratio • Manage social groups (partners, teams, whole group) • Allow physical activity to increase working memory and attention

36. Most Important Factor: YOU!!! • The teacheris probably the single most important factor affecting student achievement Marzano (2003) • There is a strong relationship between teacher expectation and student success and behavior. If teachers expect students to achieve and behave properly, they will; if the teacher expects students to achieve poorly and behave inappropriately, they will.(Colvin (2004)