Behavior Strategies for the Elementary Special Education Classroom

1. Behavior Strategies for the Elementary Special Education Classroom Presented by David Martin, Elementary Behavior Consultant

2. Schedule • 8:00 – 9:30 Work • 9:30 – 9:45 Break • 9:45 – 11:30 Work • 11:30 – 12:30 Lunch • 12:30 – 1:30 Work • 1:30 – 1:45 Break • 1:45 – 3:30 (?) Work

3. Materials • Thank you to the authors of, The Well Managed Classroom 2nd Ed., 2007 • Michelle Hensley • Walter Powell • Susan Lamke • Scott Hartman The majority of material in the presentation was taken from their book.

4. Goals of this In-service • To add to your ability to work with exceptional education students • To discuss the role relationships and problem solving can play in your classroom • To give you a foundational understanding of the principles of behavior • To provide you with a more complete understanding of consequences • To offer suggestions to correct problem behaviors • To offer suggestions to deal with emotionally intense behaviors

5. Some Basics “Your success at creating a well-managed classroom depends largely on the quality of the relationships you forge with students. “When students feel liked and respected by their teachers and peers, they enjoy more success in school – academically and behaviorally.” Lewis, et. All, 1996

6. More Basics “When interpersonal relationships are weak, communication is poor, and mutual trust and respect are lacking, fear and failure rather than safety and success characterize the climate of a classroom.” Baker, et. All, 1997 “When fear is at the center of student-teacher interactions, teaching becomes almost impossible” Noguera, 1995

7. Basics Cont’d “Unless teachers are aware of whether or not students feel included and supported in their classrooms, instructionally, as well as socially, they may persist in making choices and behaving in ways that contribute to some students feeling excluded.” Ladson-Billings, 1998

8. Activity Rule: No actual names of adults, students or schools will be allowed for this activity. I want you to think of an adult and student who have a difficult relationship. I would like you to describe it to your neighbor. Write FICTITIOUS names on a paper and set them aside. We’ll use this scenario as the day progresses.

9. Building Relationships How do our learning environments use policies and procedures that promote apprehension and mistrust? Does the desire to exert control or to demand compliance from students dwarf efforts to create a sense of warmth, compassion and fairness?

10. Activity At your tables, discuss the last two questions. Be prepared to identify areas of concern you have and possible solutions. You will have 5 minutes. Choose a reporter to report out.

11. Things I Need to Do… Reflect on the ideas we have just discussed regarding building relationships. Are there any barriers to getting things in place at your school? Generate at least two tasks you are going to do when you get back to school.

12. Building Relationships “The more supportive and positive the classroom, the easier it is to have an instructional environment that is motivating and rewarding for students. By creating a classroom that is both open and trusting, you enable students to excel in many ways, such as demonstrating initiative, taking risks, asking questions, volunteering answers and committing themselves to learning.” Hensley, Powell, Lamke, Hartman, 2007

13. Building Relationships HEY!!! I thought this was supposed to be about behavior!!! It is. But the research is there (has been for a long time) indicating that WE have the greatest impact on student behaviors. Behavior research indicates that behavior is controlled by the environment (we’ll get into this a little later). We control the environment. So…..what does that tell us?

14. Building Relationships Two variables that influence how fluid relationships develop and grow over time: 1. the personal, or affective qualities of the relationship 2. the way we communicate with our students

15. Activity Go back to your fictitious student/adult relationship. Identify if there there are ways to: 1. Improve the personal relationship between the two 2. Improve the communication process between the two 3. Write your ideas on scrap paper (remember your fictitious names and places)

16. Building Relationships • Strategies to Build Positive Relationships 1. Be Kind There are many opportunities to show kindness throughout each day. What do these opportunities look like? Think about your fictitious pair. How is this obvious in that relationship? If not present, how could it be implemented?

17. Building Relationships • Strategies to Build Positive Relationships 2. Express Empathy When a student makes a poor choice, I like to lead with empathy and end with hope: “I am really sorry you chose to do “X”. I know you’ll make a better choice next time.” Think about your fictitious pair. How is this obvious in that relationship? If not present, how could it be implemented?

18. Building Relationships • Strategies to Build Positive Relationships 3. Show Concern Typically, we show concern when a student is suffering (injury, upset, traumatic event, etc.). However, we can show concern by our interest in them as individuals, their successes, their talents and accomplishments. We can bond with them by participating with them in the activities that they find interesting. What do your peers do that demonstrates their concern for you?

19. Building Relationships • Strategies to Build Positive Relationships 4. Give Dignity In addition to relationship-building techniques, Marzano (2003) recommends that teachers build positive relationships by creating a positive classroom and being considerate of students who have differing learning styles and needs.

20. Building Relationships • Strategies to Build Positive Relationships 4. Give Dignity When asking for answers in class, give students time to formulate their response instead of expecting instant replies or moving on before they have a chance to say anything. Yes, wait time is that important!

21. Building Relationships • Strategies to Build Positive Relationships 4. Give Dignity When students are unsure or confused, assist them by rephrasing your questions or clarifying what you want them to do. In the more extreme cases, errorless learning can be used to make participating safe for struggling learners!

22. Building Relationships • Strategies to Build Positive Relationships 4. Give Dignity Show patience and listen. We expect students to listen to teachers and other adults in the school, but how well do adults listen to the concerns, questions, and needs of students? Applied Behavior Analysis teaches us that we teach students to become speakers only when they can listen and communicate their wants and desires to us. They can’t do this if we only teach them to listen!

23. Building Relationships • Strategies to Build Positive Relationships 4. Give Dignity When students offer input or ideas, acknowledge their suggestions and credit them rather than attributing it to yourself or to no one. Name the idea after the student!!

24. Building Relationships • Strategies to Build Positive Relationships 4. Give Dignity Encourage participation from all students by clearly communicating – verbally and behaviorally – the right of everyone to contribute to discussions and activities without fear of being ostracized or criticized. More than a right, it should be an expectation!

25. Building Relationships • Strategies to Build Positive Relationships 4. Give Dignity Increase socially mediated positive reinforcement. High fives, thumbs up, secret handshakes, pats on the back, and PLENTY of praise don’t cost anything and are powerful elicitors of positive behaviors. Maintain a five to one ratio – positive to negative comments.

26. Building Relationships • Strategies to Build Positive Relationships 5. Communicate Respect The importance of making eye contact, answering questions pleasantly and enthusiastically, showing pleasant facial expressions, and using humor (not sarcasm) when appropriate cannot be overemphasized. ALWAYS speak to students as if their parents were right beside them!

27. Activity Pull out your ideas from the last Activity. Compare your ideas with the information we just reviewed. Share within your group those places of convergence between your ideas and the research. Share your successes! We’ll all listen.

28. Things I Need to Do… Reflect on the ideas we have just discussed regarding building relationships. Are there students assigned to you this year who may cause you to struggle with building a positive relationship? Write their names on a piece of paper. If so, write down two ideas you may be able to take back with you to help build a more positive relationship with this child. Use the REVIEWING YOUR RELATIONSHIPS handout to guide your thinking.

29. Problem Solving • Here we go again! Hang on… Problem solving is a behavioral process that offers a variety of potentially effective options for dealing with a problem, and increases the probability of selecting the most effective solutions from among the various options.

30. Problem Solving • The Research “Effective problem solving ability is among the factors that contribute to an individual’s use of prosocial skills, rather than antisocial behavior.” Goldstein, 1999

31. Problem Solving • The Research “Improved problem-solving skills among students can lead to improved classroom behavior. Likewise, inadequate problem-solving skills generally result in a young person relying on socially inappropriate and ineffective solutions to real-life problems, particularly solutions that are AGGRESSIVE OR COERCIVE in nature.” Hensley, Powell, Lamke, Hartman, 2007

32. Problem Solving Why is this skill so weak in our students? One of the more obvious reasons is poor modeling. Experience and environment often teach our students resolve disputes and disagreements in ways that are more destructive than constructive.

33. Problem Solving Research suggests using a MULTI-STEP process for teaching youth problem-solving strategies that include: 1. problem identification 2. generation of alternative responses 3. evaluation of solutions 4. decision making Spivack & Schure, 1974; Glasser, 1998

34. Problem Solving “Students who have a plan or strategy to follow when facing challenges in or out of school are more likely to succeed in recognizing and resolving problems.” Hensley, Powell, Lamke, Hartman, 2007

35. Problem Solving We’re going to look at two different programs. The first is the SODAS method adapted from a counseling method by J.B. Roosa (1973). It is more technical and involved than the second plan, POP, is an abbreviated version that is helpful with younger students or those who require support for low cognition.

36. Problem Solving SODAS S = Define the SITUATION O = Examine OPTIONS available D = Determine the DISADVANTAGES of each option A = Determine the ADVANTAGES of each option S = Decide on a SOLUTION

37. Problem Solving SODAS – Define the SITUATION Problem solving begins by helping students recognize that there is a problem. For elementary students use: • Examples & non-examples • Specific teaching • Pictures or media • Vignettes

38. Problem Solving SODAS – Examine the OPTIONS The ability to generate a list of options may be the single most important skill to teach our students. Having options may be beneficial in decreasing frustration, impulsive behavior and aggression. For elementary students: Help them generate lists Help them clarify lists Avoid judgment Offer frequent and consistent praise for generating alternatives

39. Problem Solving SODAS – Determine the DISADVANTAGES and ADVANTAGES First Ask Students: What do you think will happen if you ….? Or, will someone get hurt? Second Ask Students: What will (parent, principal, etc.) do when you ….? Finally, if students can’t generate logical consequences, offer your opinion without judgment.

40. Problem Solving SODAS – Decide on a SOLUTION With your guidance, let the student choose a solution (as long as it isn’t going to hurt anyone, isn’t illegal and does not contradict the values of your classroom and/or school). Use role playing scenarios (keeping roles as close to real life as possible – if the P.E. teacher is a grump, keep her grumpy in the role play). DON’T promise that it will work. Instead, explain that it may have to be improved to be effective

41. Problem Solving POP Pop is similar to SODAS in that you • Help students clarify the PROBLEM • Identify the OPTIONS • Follow through with a PLAN

42. Problem Solving Some final thoughts on teaching problem solving Problem solving isn’t a cure all Problem solving is reactive and does not replace proactive teaching of social skills These techniques are not to be used for crisis To encourage problem solving skills, tie reinforcement to the steps (even if the steps are poorly implemented)

43. Problem Solving Some final thoughts on teaching problem solving If you want problem solving to work, your language MUST be positive and non-judgmental Students must be taken to the point where they are able to generate their own options to problems they face The emphasis must be on teaching the skills and solution evaluation

44. Problem Solving Some final thoughts on teaching problem solving To Teach: Model problem solving Take time to provide specific teaching Follow up with students Offer LOTS of praise for attempts Promote generalization

45. Things I Need to Do… Reflect on the ideas we have just discussed regarding problem solving. Write down two ideas you may be able to take back with you to help your students develop better problem solving skills. If SODAS and/or POP don’t appeal to you, write down any idea that you believe will be an effective replacement.

46. Understanding Behavior • Basics of Behavior Analysis – Some Terms ABC or SRS Pattern Shaping Consequences Differential Reinforcement Reinforcement Fading Punishment Negative Reinforcement

47. Understanding Behavior • Basics of Behavior Analysis – ABC or SRS Pattern A = Antecedent or S = Stimulus The situation or context in which behavior occurs is the antecedent to the behavior. Antecedents may be simple (a doorbell rings before one answers the door). Or they may be complex (including location, persons involved, time of day, history with behavior or antecedent, physiological issues, abuse, etc.)

48. Understanding Behavior • Basics of Behavior Analysis – ABC or SRS Pattern B = Behavior or R = Response A behavior is anything a person does, or says that can be directly or indirectly observed and measured. It is VERY important to know the difference between behavior and private events. A private event can not be seen or measured. This eliminates guesses about motivation, what another person “thinks” or “knows”. It also eliminates a LOT of what we as teachers assume about our students.

49. Understanding Behavior • Basics of Behavior Analysis – ABC or SRS Pattern C = Consequence or S = Stimulus Consequences are changes in the environment that occur after the behavior. Like behavior, consequences usually occur quickly and will alter the probability that the behavior will occur or not occur again. A word about consequences…..

50. Understanding Behavior Using the ABC/SRS Pattern We teach ABA/SRS to help adults learn to manipulate antecedents and consequences to alter behavior; either increase it (by using reinforcement) or decrease it (by using punishment). Learning to recognize and manipulate antecedents and consequences can alter your classroom beyond your wildest dreams!