Working Hard vs. Working Effectively

1. Working Hard vs. Working Effectively • WhatIs Your Behavioral Support Game Plan? • Specifically: What are you trying to accomplish? • Specifically: What does your behavioral support look like? • Are behavioral supports and strategies consistent with school and classroom cultures?

2. What Are The Essentials?

3. #1Collective Agreement • The process of learning involves teaching both academic and social-emotional skills

4. #2Proactive vs. Reactive Supports • Reducing Crisis Orientation • Staying ahead of the game • When to seek staff support

5. What strategies have already been tried prior to referral? Proactive strategies 0/13 Reactive strategies 12/13 Privilege loss, reprimands, parent contact, suspension, sent to office Scott et al 2005

6. Why did you refer the student for FBA at this particular point in time? Problems less than 1 year 1/13 Disrupting class for 6 months Problems over more than 1 year 1/13“inappropriate” behavior for over 2 years Student in crisis 11/13 “danger” or “dangerous” (4), “very disruptive,” “unmanageable,” “cannot tolerate,” “spends most of time in office,” “intense aggression,” “aggression,” “disruptive” Scott et al 2005

7. Shifting off Reactive FOR ALL, FOR SOME AND FOR FEW • School Wide and Classroom Management • Anticipate and have a direction / Eyes on the target • Specifically target and reinforce “non-problem” or success behavior • Reinforce absence of specific problem behavior • Emotions in check?

8. #3How Do You “See” Behavior? • BEHAVIOR IS SKILL-BASED AND INSTRUCTIONAL • BEHAVIOR OCCURS IN CONTEXT • BEHAVIOR IS RELATIONAL

11. Behavior Occurs in Context Behavior

12. Behavior is Relational Student Adults and Peers Behavior

14. Teacher Factors Negatively Affecting Discipline and Learning • INCONSISTENCY IN MANAGEMENT TECHNIQUES • REINFORCEMENT OF THE WRONG BEHAVIOR • FORMATION OF INAPPROPRIATE EXPECTATIONS • NON-FUNCTIONAL OR IRRELEVEANT INSTRUCTION

15. Teacher Factors Negatively Affecting Discipline and Learning • INSENSITIVITY TO LEGITIMATE INDIVIDUALITY • ENCOURAGEMENT OF UNDESIRABLE MODELS • IRRITABILITY AND OVER-RELIANCE ON PUNISHMENT • UNWILLINGNESS TO TRY NEW STRATEGIES OR TO SEEK SUGGESTIONS FROM OTHER PROFESSIONALS

16. #4Changing Behavior Is More Than Changing Behavior

17. Effectively Supporting Behavior Change • More than “stop” • Consider • Environmental (context) changes • Demand sets • Adult approach and response behavior • Targeting student perceptual changes

18. Effectively Supporting Behavior Change What Does A Behaviorally Supportive Community Look Like? • Common Language • High Reliance on “Group” vs. “Individual” School Culture • No Islands • High Reliance on Sequential Procedures and Plans • Avoiding Spontaneous • High Reliance on Instruction and Practice • Learning Expectations

19. TEAM TASKS • WHAT PROACTIVE BEHAVIOR SUPPORTS ARE ALREADY IN PLACE (SCHOOLWIDE AND CLASSROOM)? • WHAT ADDITIONAL SUPPORTS ARE NEEDED? • WHAT MECHANISMS ARE IN PLACE TO BUILD A SHARED VISION ON HOW WE SEE BEHAVIOR? • WHAT MECHANISMS ARE IN PLACE TO IDENTIFY EMERGING STUDENTS?

20. WHAT’S IMPORTANT?

21. #1What Do We Teach? What contributes to student behavioral success?

22. What Is Important? • Lane 2003: (Assertion / Self Control / Cooperation) • Follows Directions • Attends to your instructions • Controls temper in conflict situations with peers • Controls conflict situation with adults • Responds appropriately to physical aggression from peers

23. What Is Important? • Merrell 1997: Pro-social behaviors • Self Management (controls temper, compromises, cooperates with others) • Academic(completes tasks, carries out directions, uses free time appropriately • Compliance (follows directions and rules, shares with others) • Assertion(initiates conversations, joins activities) • Peer Relations (compliments others, offers help)

24. Social-Emotional Learning • SELF AWARENESS (Understanding Self) • SELF MANAGEMENT (Regulating) • SOCIAL AWARENESS (Understanding Others) • RELATIONSHIP SKILLS (Cooperation, Conflict Resolution) • RESPONSIBLE DECISION MAKING (Capacity to make choices and decisions)

25. Some Foundational Personal Skills • Self Management • Emotion (managing arousal / frustration) • Behavior (managing impulses) • Problem Solving • Task Problem Solving • Social Problem Solving

26. Best Practice • FBA / BIP Process • Self Monitoring • Problem Solving • Goal Setting • Social Skills

27. #2Accurate Understanding of Student Behavior ACHIEVEMENT GAP VS OPPORTUNITY GAP

28. Accurate Understanding of Student Behavior Characteristics • Information from neurosciences • Executive Function • Neural learning (bookmarks) • Excitability (arousal) • Reactivity • Cognitive / perceptual misinterpretations or distortions

29. Accurate Understanding of Student Behavior Capacity • Concept of Working Memory • The relationship between capacity and demand

30. Accurate Understanding of Student Behavior • CHRONICITY FOR “SOME” AND FOR “FEW” • THERE IS A DIFFERENCE

31. Intervention Strategies for Green Zone / Early Yellow Zone Students Rewards and consequences Reprimand Punishers Consider student behavior as a product of a “choice” Trackers

32. Intervention Strategies for Yellow and Red Zone Students Changes in environment Changes in approach to behavior Changes in response to behavior Consider behavior as reflecting a maladaptive attempt to get needs met Consider behavior to reflect a skill deficit

33. TEAM TASKS • WHAT DO TEACHERS FEEL ARE IMPORTANT SUCCESS BEHAVIORS IN YOUR SCHOOL? WHAT ARE MECHANISM TO IDENTIFY THESE BEHAVIORS? • HOW IS STUDENT BEHAVIORAL AND EMOTIONAL SELF MANAGEMENT BEING ADDRESSED SCHOOLWIDE AND IN THE CLASSROOM?

34. Effective Support Plans

35. Effective Support Plans • Developed within a context • Context of community • Accompanying philosophy (shared vision / language) • Team Approach • Lower Reliance on “Experts” • Reflects a sequential system • Increasing levels of precision and organization • Decreasing level of complexity

36. Effective Support Plans Focus On • Making Changes in the Environment • Teaching New Skill • Providing New and Different Ways to do Things

37. Effective Support Plans Student on Board? • Getting Students Involved In Their Own Behavior • Who’s in charge? • The Importance of Students Feeling Successful and Involved • Hope and optimism • The Need to Work Towards Increasing the Student’s Sense of Belonging • Alienation of Diverse Groups

38. TEAM TASKS • WHAT ARE YOU AS A TEAM DOING TO REDUCE RELIANCE ON “EXPERTS”? • WHAT MECHANISMS ARE IN PLACE TO GET STUDENTS INVOLVED / PARTICIPATING IN BEHAVIOR PLANS? • WHAT DOES IT LOOK LIKE WHEN A STUDENT IS ACTIVELY PARTICIPATING IN BEHAVIOR CHANGE?

39. When Plans Don’t Work • What do you want your plan to accomplish? • Containing Disruptive Behavior ? • Building Student Capacity

40. When Plans Don’t Work • PENT: (www.pent.ca.gov) • What to do when a BSP doesn’t work

41. IDEAS TO PLAN AND PROBLEM SOLVE • BE THOUGHTFUL • IMPULSIVE OR ATTENTION SEEKING? • SEE THROUGH THE BEHAVIOR • USE A PROBLEM SOLVING FORMAT • SEEK PARTNERSHIP / COLLABORATION • IDENTIFY PROBLEM IN RELATION TO CLASSROOM AND STUDENT GOALS • BE EFFICIENT • ADDRESS BEHAVIOR AT THE RIGHT TIME • USE TIME

42. TEAM TASKS • IDENTIFY 2 IMPORTANT THINGS YOU NEED IN PLACE TO INCREASE YOUR CAPACITY TO PROVIDE EFFECTIVE BEHAVIOR SUPPORT? • WHAT SUPPORTS WOULD BE HELPFUL IN THE COMING YEAR?