Faculty/Staff Information Session Spring 2010-11

1. Does the ADAA Mean Bad Behavior is OK? Faculty/Staff Information Session Spring 2010-11

2. Before we get started… • Disability Services is housed in the Center for Academic Success (CAS) • Berks Hall, room 209 • Staff: • Tomma Lee Furst, Coordinator of Services • Stephanie Giddens • Kym Kleinsmith • Terry Rowles

3. What we know… Disruptive behavior in the classroom (or in your office/area) is: • a nuisance • unpleasant to deal with • time consuming • not fair to the instructor/staff • not fair to other students • not in compliance with the list of Student Responsibilities • sometimes caused by students with psychiatric or other disabilities

4. The numbers do not lie… • 1 in 4 Americans has a diagnosable psychiatric disability • College students with psych disability was 2.6% in 1978 and >9% in 1998 • Students with psych disabilities are surpassing those w/LD and ADD combined

5. Three reasons why there are more students with psych disorders on campus • Fewer entry-level jobs for HS grads, so people need more education to work • Medications for psychiatric illnesses are more effective, allowing students with severe psych disorders to go to school • Improved criteria for diagnosing psych disabilities

6. We also know… Some students with certain disabilities may be more likely to behave in a way that is disruptive. Which ones…? • Schizophrenia • Bipolar Disorder • Borderline Personality Disorder • Aspergers Syndrome • ADHD • Tourette’s • Obsessive/Compulsive Disorder • Oppositional Defiant Disorder • Others?

7. Consider these disruptive behaviors • Impulsively calling out in class • Leaving the classroom often • Jittery, constantly moving, tapping • Mood swings from time to time • Sleeping in class/withdrawn • Rigid behaviors • Needs to be in same seat at all times • Needs objects strategically arranged on desktop • Personal space concerns • Personal boundary issues • Poor hygiene • Confusion of fact and fiction • Low frustration tolerance

8. When you experience a student’s disruptive behavior, how should you respond?

9. First response, in the moment… • Remain calm • Monitor your voice; speak in normal tone, even if student is loud • Move closer, but… • Do not touch the student • Provide your full attention • Re-direct others present to continue working and not get actively involved • Ask if student is OK • If needed, quietly ask student to chat in the hallway or private area

10. Next response if situation escalates • Locate and know where the RED phones are in your area • Bring your cell phone to class and have security programmed into address list • Call security yourself x6291 • “I need you right now in room…” • Ask another student to go to red phone and call security

11. Ongoing responses/strategies to deal with disruptive behavior • RED FLAG the student • If behavior does not warrant a red flag procedure, have a meeting with the student, faculty or staff member, and a DS staff member • Collaborate with a DS staff person on an individual basis • Non-confrontational confrontation • For impulsive/obsessive students who can’t stop interrupting, agree to use cards or marks on the board for questions • Meet in hallway before class; reinforce expectations • Meet during office hours • Create a behavior contract • Have clear expectations for behavior from day one • Have students read Student Responsibilities

12. The ADAA does NOT mean that bad behavior is OK • ALL students need to follow RACC rules and policies • ALL students must follow the Student Responsibilities • NO bad behavior, even from a SWD, must be tolerated • We support SWD; we also support you

13. How else could the Disability Services staff help you manage disruptive behavior by students with disabilities? Let’s brainstorm…

14. Thank you for attending this information session. Your input and feedback are valuable to us.