Ain’t Just Misbehavin’ -...

transcript

Kari Dunn Buron www.5pointscale.com

www.5pointscale.com

Kari Dunn Buron

Ain’t Just Misbehavin’

Myhope•  Toinform.•  Tosparkdebateabouteducationalphilosophy,educationalneuroscienceandeducationalpracticeastheyarerelatedtochallengingbehavior.

•  Nowthinkofsomeoneyouworkwithorlivewithwhohastroublesomebehavior.Writethisperson’snamedown.

I think the fundamental aspect of autism – the feature that you must have to be considered autistic – is either an absence or an impairment of the social instinct. Lorna Wing - 2009

Andyet…therearestudentswithASDwhodonothaveasocialgoal

ontheirEducationalPlan.Kari Dunn Buron www.

5pointscale.com

WhatdoesearlydevelopmentofSocialCogni8onlooklike?

•  Eyecontact•  Jointsocialattention•  Jointsocialpleasure•  Responsivesmiles•  Maintainingsocialengagement

Whendoesthedevelopmentofsocialthinkingbegin?

Photo: New father with 4 day old daughter

Babies become addicted to eyes.

5montholdbaby

•  Littlebodycontrol•  Jointsocialattention•  Jointsocialpleasure•  Visuallyfollowingapoint

Notsharing

•  heisselfish•  heisspoiled•  heismean•  heisselfcentered•  heisinconsiderate•  heisgreedy

•  Helacksjointattentionandjointpleasure?

Thewordsweusetodescribeabehaviorinfluenceshowwethinkaboutthebehavior.

“ThedevelopmentofbrainimagingistheequivalentofGalileo’sinven8onof

thetelescope,onlywearenowexploringinnerspaceinsteadofouter

space.”

AllanHobson(HarvardPsychiatry)

Social Cognition affects:

•  Howapersonunderstandsotherpeople•  Howapersonmanipulatesotherpeople•  Predictingtheactionsofothers•  Thelevelofcomfortonehasinsocialsettings•  Challengingbehaviorandissuesofemotionalregulationthatcanresultfromsocialconfusionandsocialanxiety

A child with autism may be placed in a classroom with other fifth-graders because he can do fifth-grade-level academic work. However, his social behavior may be more like that of a kindergarten-age child. This should not be cause for alarm among the

teaching staff, but should be an expected and planned-for consequence of the

developmental disorder of autism.!!

NancyMinshewandDianeWilliamsLearnersontheAu8smSpectrum:PreparingHighlyQualified

Educators

Cri8calQues8onsandthoughts

•  Howdoweteachskillsifwedon’tknowhowwelearnedthem?Thisisnoteasy.

•  Howdowechangethewaywethinkaboutthebehaviorwesee?

•  Changinghowwethinkaboutdisruptiveoraggressivebehaviorwillactuallyrequireaculturechange.

Jamesis6yearsold.HewalksintohisKindergartenclasseverydayandhitshisclassmate,Rosie.

Andrewis16yearsold.Whenaclassmateanswersateacherques8onwithanincorrect

answer,hecallsthem“stupid”andcringeswithfrustra8on.

Socialcogni8onneedstobeconsideredwheneveryouareobservingsociallyodd,

confusingorfrustra8ngbehavior.

Thinkaboutthepersonwho’snameyouwrotedownwhenwestartedthisaXernoon.Howdoesthatperson’schallengerelatetosocialcogni8on?

SelfAwareness SocialAwareness

Self-Management RelationshipManagement

4 Cornerstones of Social / Emotional Intelligence

Daniel Goleman Kari Dunn Buron www.

5pointscale.com

SimonBaronCohenTheEmpathizing-SystemizingTheory

•  Theory:peoplewithASDhaveHyper-systemizingandHypo-empathizing.

•  Thedrivetocreatesystemsforincreasedunderstanding.

•  Systemsarepredictable,routinizedandlogical.

•  Thisisastrengthbasedtheory

“Designing supports and accommodations is not beyond our capabilities as a society . . . first we have to learn to think more intelligently about people who think differently.” --Steve Silberman (Neurotribes)

A method to teach social confusion by teaching social-awareness, self-awareness, self-management, and relationship management through the use of a system. It is a strength based approach.

The Incredible 5-Point Scale

A 5 is too Loud!

A5-PointScale:

•  Addressesself-management,relationshipmanagement,self-awarenessandsocialawareness

•  Breaksdifficultconceptsinto5parts•  Isavisualstrategy•  Canbeintroducedwithastory•  Canbemadesmall(businesscardsize)tocarry•  Shouldbereviewedpriortopredictablydifficult

moments•  Canbeintroducedthroughavideo

Important****

•  The5-PointScaleisnotabehaviormanagementtool.

•  Itisateachingtool–createdtoteachsocialandemotionalconcepts.

Make your scales positive

Mo8va8on“Thewaynaturegetsustodowhatitwantsis

bymakingitapleasure.”DanielGoleman

incorporate special interests

• 5=Tigger• 4=Rabbit• 3=Pooh• 2=Owl• 1=Eeyore

Teaching the concept of energy

Getting input Perspective Taking on our part

MeetSam

Thinkabout:

-howsoonhetalksinnumbers-howwillingheistoengagewith

me-howquicklyhecatchesontothe

system

6thGradeGirls

•  5=illegal(“I’mhungry)•  4=scary;shemaynotwanttobearoundyou(starring)

•  3=maymakeheralittleuncomfortable(givingthefaceandsinging)

•  2=playingagameofSorryandtalking•  1=sayinghiinthehallwayandjustwalkingon

Threatening words Angry words Hurtful words Just fine words Sweet words

Thinkaboutthepersonyouthoughtofthis

morning.

Giventhebehavioryouobserve,canyouthinkofaconceptorskillthattheperson

mightbemissing?Writeitdown.

Youcandevelopascaletoaddressthatconcept.

Kari Dunn Buron www.

5pointscale.com

Haveasystemforobjec8velythinkingaboutchallengingbehavior:

•  Whatishedoingthatyouwishhewasn’t?•  Whatwouldyouratherhedo?•  Whatskillsdoesheneedtodothat?•  Howcanyouteachthoseskills?RossGreene

•  Whatishedoingthatyouwishhewasn’t?– hitting

•  Whatwouldyouratherhedo?– share

•  Whatskillsdoesheneedtodothat?– Jointattention/sharingemotions

•  Howcanyouteachthoseskills?– Videoselfmodeling

VideoselfmodelingPositiveoutcomesonlyBasedonTomBuggey’sworkOtherkindsofvideomodeling(commercialtoyoutube

Readaboutit:

YourBrainonFic?onNYTimes

Offernarrativeswithmaincharacterswhohavesimilarstruggles.

Readingaboutanexperiences2mulatesthesamepartofthebrainthatiss2mulatedinreal2me.

Even listening to stories about relatable emotional events can stimulate the emotional centers of the brain.

“Children, just like us adults, react badly to the unknown, to the strange and unfamiliar.” Dr. Bruce Perry

Execu8vefunc8on

•  organiza8on/impulsecontrol•  emo8onalregula8on•  flexiblethinking/workingmemory

ChallengingbehaviorsareoAensymptomsoftheanxietyandfrustra?onthatgohandinhandwithaninabilitytopredict,organizeandorderonesownlife.

Yourexecu8vefunc8oningskillshelpyoustayfocusedonyourtaskwithout

gebnghopelesslydistracted,frustratedorangry.

TheMarshmallowTest•  Conductedinthe1970’satStanford–4yearolds•  Childrenwhodidit,foundwaystodistractthemselves.

•  14yearsafter:moresuccessforthechildrenwhowaited

•  ThosewhowaitedoutscoredonSATsby210points;atage30hadbetteroutcomesinjobandhealth

•  Morepredictivethanparent’seducationlevelorIQ–whyaren’tweteachingthis?

Cogni8vecontrol=thecapacityforkeepingyouraden8onwhereyou

wantittobe.

Wecanteachthis!

Thepowerofpretending

Pretending uses the same brain networks as real behavior. The child is using and building EF skills.

The Batman Effect Stephanie Carlson

“ChronicOverwhelm”

•  Hairtriggeramygdala

•  Ruminatingincreases•  Badeffectsofcortisol•  Teachrecoveryforbestprognosis

DanielGoleman/RichardDavidson.TrainingtheBrain

“Ifyouremo8onalabili8esaren’tinhand,ifyoudon’thaveselfawareness,ifyouarenotabletomanagedistressingemo8ons,ifyoucan’thaveempathyandhaveeffec8verela8onshipsthennomaderhowsmart

youare,youarenotgoingtogetveryfar.”

DanielGoleman

“Understressthebrainfavorsrigidhabitmemoryovermoreflexible

cogni8vememory.”

Dr.MargaretSchmidt,Biologist

Ifapersoncandetectandinterprettheirinternalstates,itispossibletolearntodis-engagefromstressful

situa8ons.

Kari Dunn Buron

Buron, Manns, Schultz and Thomas

The Calming Sequence

HowtoteachRelaxa8on

•  Relaxationmustbepracticedtobecomeastronghabit–routine.

•  Incorporate“donothing”activities(easy–walk,swim,walkthedog)

•  Addamantra(self-talk)“ItisOK”.“Icandothis”.“Iamcapable”tostories.

Kari Dunn Buron

“Thebrainchangesinresponsetopaderned,repe88veexperiences:themoreyourepeatsomething,themore

engraineditbecomes.

Dr.BrucePerry

MOODINDUCTION(MARKDURAND)

Startthedaywithanactivitythatmakesmefeelgood.Thisisnotearned,itisscheduled

Kari Dunn Buron

TryInstead:

•  “I’mtakingadeepbreath”•  “Let’scountto10”•  “Let’strytalkingata2”•  “Letmehelp”•  Silence–useasupportivefacialexpression

DAILYCHECKIN

Use a calendar

SOCIALEMOTIONALLEARNING

CheckoutCASELforprogram,schoolandevendistrict-wideideasforusingrelaxationinschool.www.casel.org

Why is this important?

Stress and anxiety can play a significant role in triggering unwanted social behavior and yet direct teaching of relaxation is rarely seen on the IEP, behavior plans or as a part of social learning curriculum.

Kari Dunn Buron

Nowuseinterests

•  5hamburgers•  5dinosaurs•  5spaceships•  5flags•  5computers

Rela8onshipManagement

Ifsomeonesmilesatyou,whatareyoulikelytodo?StoryofKevinandAaron

Friendshipsleadtothedevelopmentofflexiblethinkingandcompromise.

Itisimportanttofindotherswhoshare

interestsandstrengths.

The power of social skills groups

Whyrela8onshipbuildingandmakingfriendshipsaregoodgoals?

•  Friendshipsteachresilienceandflexiblethinking.•  Flexiblethinkingisnecessaryforapersontorealizethereareseveraloptionsforsolvingaproblem.

•  Socialnegotiationskills.•  Evenonegoodfriendhelps.

A5isneverworthit:Thedamagingeffectsofstresshormones

(cor8solandadrenaline)

•  Repeatedlyhavingtofacestressfulsituations•  Levelstoohigh–toolongisbad–aneedforrelief.

•  Thiscancreateanimbalanceintheimmuneandnervoussystems.

•  Personsusceptibletoillnessandproblemssleeping

•  Noteachinghappensanyway.•  Wecan’tleavestressmanagementtochance.

Kari Dunn Buron

Teacherscanreducetheirownstressandstudentstressbyshowing

compassion.

Youdon’tevenneedtoknowwhytobecompassionate.

WhenThingsFallApartn Remaincalm(emotionsarecontagious)n SILENCEn Protectothersandyourselfn Afterward,rethinkthestudent’ssupportplantoincreasechancesforasuccessfuldaytomorrow.

n Avoidawfulizing(languageofdoom)

Thoughtsonchildrenandbehavior•  Howadultsthinkaboutbehaviorinvolvesstronglyheldbeliefs

•  Longtermchangerequiresachangeinthosebeliefs

•  Influencingother’sbehaviorisasocialprocessSimpleawarenessisnotenough–takes8metosortoutwhatyouknowfromwhatyouthoughtyouknew.

Kari Dunn Buron

5=Noquestion.AgainsttheLaw!4=Couldbeagainstthelawifsomeoneisafraid.Willgetyoufiredandpeoplewillbeangry.3=Unexpectedbehavior.Peopledon’tknowwhattothink2=OK–otherpeoplearefeelingOKaboutyou.1=Great!Thismightevenmakesomeonehappy.

Iden8fyatleast2thingsyoulearnedduringthispresenta8onthatyouwillapplyinyourpersonal

orprofessionallife.

Iden8fy3stepsyouwilltakeinthenextmonthtoimplementwhatyoulearnedinyourpersonal

orprofessionallife.

√AlldoneJ

Ain’t Just Misbehavin’ -...

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