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Behavior Management
Supporting Students’ Social-Emotional Health Across the Continuum of Services
Summer 2014
Welcome!
Name
School or Worksite
Position
A Unique Fact about
You
“I am only one; but I am still one.I cannot do everything, but still I can do something.”- Helen Keller
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t Norms and Purpose Student with Affective Needs in DPS Behavior Foundations Behavior Plans Behavior and CultureBehavior Analysis and Goal Setting Behavior Management Instructional Strategies
Setting Norms
•Norm One•Norm Two•Norm Three
What does this look like to
you?
Behavior Management Goals
Goal One: Special education teachers will be able to explain their role in providing services to all students with social emotional needs along the continuum of services as well as understand the district vision in supporting students with social emotional needs.
Goal Two: Special education teachers will be able to explain the function of behavior and the role and function of culture in understanding behavior.
Goal Three: Special education teachers will understand how to collect data, interpret the data and use this to develop specially designed instruction for students with social emotional needs.
Goal Four: Special education teachers will be able to implement effective classroom behavior management strategies within their unique classroom environment.
Utilize the note-catcher to organize
your thoughts and
remember your
questions!
SuccessOur essential goal is that by the end of the day you will have additional knowledge and tools that will enable you to develop and implement the supports necessary to meet the behavioral needs of students with disabilities.
MTSS: Behavior/Social-Emotional Instruction•16 Proactive Classroom Management
Components Diana Browning Wright, M.S., L.E.P.
•Read the Article and highlight strategies that you are already using and then mark the ones that you would like to incorporate in your classrooms.
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Students with Social Emotional Needs in DPS
Objective
Participants will review national trends of needs of students typically found in public
schools.
Participants will be well versed in the DPS vision for identification and support for students with behavior related issues.
You do know what you will get in your classroom
Laura A. Riffel, Ph.D. ©2013
Sensory Integration 16%
ADHD 10%
Other Health Impaired 2.2%
Speech and Language Impaired 20.5%
Specific Learning Disabilities 20%
Hard of Hearing 1.3%
Intellectual Disabilities 11.6%
90.2% of your classroom
Our Students
Think of one student your team worked with this year to support behavior:• What disability(ies) did
he/she have?• What was your role as case
manager?• What interventions worked
well? Why? What interventions did not work well? Why?
• What support would you have liked to obtain as the case manager?
DPS Vision: Continuum of Supports
General Education
and Intervention
Special Education Services in
Home School
Special Education Services from a
Center
Continuum of Supports
DPS Vision: Denver Plan 2014
EducationOf
The Whole Child
DPS Vision: LEAP
DPS Vision: Supported by Standards
Multi-tiered System of Supports (MTSS)
Integrated ContinuumAcademic
ContinuumBehavior
ContinuumAdapted from the OSEP TA Center for PBISAdapted from the OSEP TA Center for PBIS
DPS Vision: MTSS
Problem solving teams are looking at the body of evidence to determine need. A
problem solving team can be a data team, student intervention team, a
special team that was created to address a unique need or and IEP team
Problem solving teams design a plan to address the problem.
The plan is implemented by the designated personnel.
The problem solving teams determines if the
plan was effective.
If the plan was not effective, attempts to adjust the plan accordingly should be made
and re-implemented.
DPS Vision: Problem Solving Process
DPS Vision: AN Center Based Supports -Disproportionality
of students in AN Centers
-Lack of exit criteria-Lackluster
performance on classroom, school and
state assessments -High number of referrals to out of district placement
-Research and choose an evidence based model for AN-Started with Middle School AN Centers
-Criteria for an AN center placement
-Self-Contained setting with structures and plans
for release to general education
-Behavior and Academics IEP Goals
-Exit Criteria
DPS Vision: AN Center Based Supports Annual AN Program
Exits
10-11 11-12 12-13 13-14AN
StudentsExit
s %AN
StudentsExit
s %AN
StudentsExit
s %AN
StudentsExit
s %
Elem 201 2311.4% 162 20
12.3% 149 15
10.1% 155 0.0%
Middle 103 1817.5% 95 19
20.0% 107 5 4.7% 106 11
10.4%
High 81 1822.2% 59 2 3.4% 71 9
12.7% 64 0.0%
Total 385 5915.3% 316 41
13.0% 327 29 8.9% 325 11 3.4%
Valdez 24 312.5% 22 1 4.5% 18 2
11.1% 14 0.0%
GOAL: to increase the number of students exiting from AN Center ready to rejoin their community in their neighborhood or
school of choice.
DPS Vision: Commitment to Support Special Education Teachers
As a special education teacher you will provide supports for students who …
…have an identified
disability and a current IEP
…may have previously been
in a self-contained
setting such as AN
…may have previously been
in a facility setting
…may have a FBA/BIP and/or
behavior goals
…may need a FBA/BIP and/or
behavior goals
DPS Vision: Solid LRE Decision
• LRE 1; LRE 2; LRE 3
What does LRE mean to you ?
How can you, as a special education teacher ensure access to General Education?
What does LRE have to do with behavior and discipline?
Colorado Department of EducationProgram/Placement
AU Rate State Target State Performance
% of students with disabilities in regular class at least 80% of the time
72.6% >71.3%
72.3%
% of students with disabilities in regular class less than 40% of the time
10.6% <7.3% 7.2%
Percent of students with disabilities in separate schools/facilities, homebound or hospital
2.2% <3.6% 3.1%
Key Points: DPS Vision for Social Emotional Needs
•Summary
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s The students we service are diverse and have social emotional needs.
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t Norms and Purpose Student with Affective Needs in DPS Behavior Foundations Behavior Plans Behavior and CultureBehavior Analysis and Goal Setting Behavior Management Instructional Strategies
Behavior Foundations
Objective
Participants will be able to identify functions of behavior.
Participants will understand the multiple variables that impact the function of
behavior.
Key
What is Behavior?
Laura A. Riffel, Ph.D. ©2013
General Behavior Facts
Behavior is learned and serves a specific purpose (Bandura)
Behavior is related to the context within
which it occurs (Bambara & Knoster)
For every year a behavior has been in
place, we need to expect one month of
consistent and appropriate
intervention to see a change (Atchison)
We can improve behavior by 80% just by pointing out what one person is doing correctly (Shores,
Gunter, Jack)
Laura A. Riffel, Ph.D. ©2013
General Behavior Facts We use positive
behavior specific praise about 6.25% of the time (Haydon,
et al.)
When we want compliance in our
students we should whisper in their right
ear (Live Science)
All behavior has function and falls
into two categories: To gain access to or
to Escape from (Alberto & Troutman)
Your reaction determines whether a behavior will occur
again. We have to change our behavior
(Alberto & Troutman).
Understanding Behavior
Understanding causes of behavior
• Cognitive Processing
• Lack of Instruction
Academic
• Social Emotional
• Executive FunctioningMental
Health
Important Facts about Behavior Change
Fun Theory-Behavior Management Training
4-6 weeks
to change
If you make it fun and interesting, behavior
change is more likely to occur
Misunderstood Minds- What would you do?
http://www.pbs.org/wgbh/misunderstoodminds/intro.html
Follow the link and read the introduction
• Attention• Reading• Writing• Mathematics
Complete one of the tasks on the navigation bar on the left
How did you feel?
Common Mental Health Issues in School-Ages Children and Youth
( Van Acker, R., 2014)
An estimated 21% of school-aged children (1 in 5) have a
diagnosable mental health disorder. For one in 10 the
problem is at a clinical level. (NIMH, 2013)
Over half of the chronic mental illness identified in the U.S.
begins by age 14. (Kessler et al., 2005)
Suicide is the third leading cause of death in youth ages
15-24 – over 90% of youth who died from suicide are thought
to suffer from one or more mental health disorders. (American Association of
Suicidology, 2012)
The picture worsens when one expands the focus beyond the limited perspective on diagnosable mental disorders to encompass the number of young people experiencing psychosocial problems rooted in the restricted opportunities and difficult living conditions associated with poverty.
NASP GPR/HCI
All children face some mental health problems including:
Anxiety about school
perform
ance
•Problems dealing with
•parents & teachers
Unhealthy Peer Pressure
Common Developmental
Adjustment Problems
Stress Related to Discrimination
Fears about
startingSchool
School Phobia
Death or Divorce
DrugAlcoholuse
Depression
Overwhelm
Suicidal
Ideation
Worry About Sexuality
Facing Tough Decision
Consider Dropping
Out
The reality is that the problems of most youngsters are not rooted in internal pathology, and many troubling symptoms would not develop if environmental circumstances were appropriately different.
This may be good news – as most teachers express That they feel less capable of making a difference if the main cause of the student’s problem lies within the child himself (internal pathology).
WHAT WE DO AS EDUCTORS CAN AND DOES MAKE A DIFFERENCE!
6 Guiding Questions
Is there an underlying academic problem or communication disability?
Is behavior a result of another disability other than emotional disability? (i.e., reading disability, communication, Autism, Deaf and Hard of Hearing disability, TBI)
Is there an underlying mental health problem that needs to be addressed? Who do I contact for support?
Are there appropriate accommodations and modifications being used, including assistive technology?
Are the goals and objectives appropriate?
Is the level and type of services meeting the student’s needs?
Are there any cultural/linguistic factors that may be impacting the behavior?
Key Points: Behavior Foundations
•Summary
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s2 Functions of behavior: Avoid and Gain
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sMultiple variables impact behavior
Beh
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sBefore behavior can be changed, one must understand the function
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Behavior Plans ObjectivesParticipants will explore their role in the
development of a behavior intervention plan and determine their teams strengths
and needs.
Participants will recognize that the inquiry cycle fits well into behavior planning.
Participants will learn to prioritize behaviors to be addressed based on the
functions of behavior.
Participants will understand the multiple factors to consider when developing plans.
In order to change undesirable behavior…
…you first need
to know the function
of the behavior.
Laura A. Riffel, Ph.D. ©2013
2 Functions of Behavior
• Work/Tasks/chores • People • Adults • Peers (Think
bullying) • Pain
(Emotional/Physical) • Sensory (Overload)
Avoid
• Attention: (Peers/Adults)
• Access to preferred items or environmental controls
• Sensory Integration (Input)
Gain
Different Functions of Behavior
Adapted from Otten and Tuttle, 2011
Attention Tangible Reinforcement
Escape/Avoidance
Sensory Needs Power Control
Communication of needs, wants,
feelings
Result of Lack of Understanding
Mental Health Needs
Behavior Change: Simple as 1,2,3•Behavior Modification•Interventions and teaching skills•Fun
Fun Theory
•https://www.youtube.com/results?search_query=fun+theory+bottle+bank
Scaffolding: Positive Behavior Supports ( Behavior Modification)
ZPD: Behavior Modification should start
at the least restrictive intervention
Positive Reinforcement
best intervention
Fading: Goal is for student to perform desired behavior independently; a
fading plan needs to be developed for any behavior intervention
Smith, K. 1995
Behavior Modification
“Behavior modification aims to change the antecedents and consequences of behavior to
increase the likelihood of appropriate behavior and decrease
inappropriate behavior”
Smith, K. , 1995
Maintenance
“The ultimate goal of behavior modification is that changes in
behavior persist after the intervention is terminated and that
behavior change occurs outside of the environment within which behavior modification interventions are being
carried out “
Smith, K., 1995).
Generalization
Smith, K. 1995
“Generalization is the degree to which a change in behavior will transfer to another setting or situation or the degree to which a behavior change program influences behaviors other than the target behavior.”
Function of Behavior
Setting
Antecedent
Target Behavio
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Function Reinforc
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6 Guiding Questions
Is behavior a result of another disability other than emotional disability? (i.e., reading disability, communication, Autism, Deaf and Hard of Hearing disability, TBI)
Is there an underlying mental health problem that needs to be addressed? Who do I contact for support?
Are there appropriate accommodations and modifications being used, including assistive technology?
Are the goals and objectives appropriate?
Is the level and type of services meeting the student’s needs?
Are there any cultural/linguistic factors that may be impacting the behavior?
Case Study #1
Competing Pathways Flow ChartRiffle, L. 2007
•Go to wiki Page and Open the Competing Pathways Flow Chart
•Let’s Discuss Zoe•Complete the other two cases
Case Study #2•Review the FBA •Choose one behavior and
complete the Competing Pathway
Prioritizing Behaviors
What do you do when there are a number of behaviors?
Choose according to frequency, safety, chance of success
Other?
Next Step Action: FBA-BIP
Given what you learned, list at least two actions that you can achieve to support your team with FBAs and BIPs
Key Points: Behavior Plans
•Summary
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complex and require team effort
Beh
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Beh
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factors must be considered when developing a behavior plan
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Behavior and Culture Objectives
Participants will explore how behavior and perceptions of behavior is influenced by
culture.
Participants will understand strategies to become more culturally responsive when
dealing with behavior.
What is the role of culture?
Agreements of Discussion
• Confidentiality• Speak your truth• Stay engaged• Experience discomfort• Expect and accept non-
closure
Singleton & Linton, 2006
Cultural QuizJudie Haynes, Content Editor, everythingESL.net Feb. 2002
http://www.everythingESL.net
Culture ResponsivenessCultural Responsiveness: “refers to the
ability to learn from and relate respectfully to people from your own and other
cultures”
Zion, S., Kozleski, E., Fulton, M.L., 2005 Sampson, D. 2012
See things from others’ view points
Affirm language and cultural styles of children of color/difference
Consciously monitor your own deficit thinking and bias
Equity
Singleton and Linton, 2006 from Courageous Conversations in DPS Equity website
“Equity, in Education: is raising the achievement of all students while narrowing the gaps between the highest and lowest performing students; and eliminating the racial predictability and disproportionality of which student groups occupy the highest and lowest achievement categories.”
Why Important?
Consequences of Lack of Cultural Responsiveness
Sampson, D. 2012
Achievement gap
Educational disconnect
Teacher turnover
Diminished self-worth
Increased criminalizati
on
Low graduation
rates
Emotional/Behavioral
ChallengesDisproportionate
Discipline and Referrals
Current AN Program: Summary Student Data and Outcomes
Disproportionate enrollment of African-Americans (2.5x as likely to be in a AN program)
TCAP Proficiency rates of 10% and growth percentiles in just the mid-30’s
Twice as likely to dropout; lowest graduation rates
Overall attendance 10% lower vs. all others sub groups; lowest at the middle school level.
Dramatically higher ISS and OSS rates compared to all others ; with at least one ISS 32% vs Others 2.6%
Dramatically higher ISS and OSS rates compared to all others ; with at least one OSS 16.2% vs Others 2.5%
ISS- In school
suspension
OSS- Out of school suspensio
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Develop cultural self-awareness
Appreciate the value of diverse views
Avoid imposing your own values
Resist Stereotyping
Examine your own teaching for bias
Build on student strengths
Activity
Purpose:•To increase awareness of own and others’
culture and how it influences beliefs
Diversity Wheel
Our Values, Beliefs,
Self-Concept
Marilyn Loden (1996)
Diversity Wheel Activity:
•Choose one identity and at your tables discuss:
(each person will have 2 minutes-please allow time for everyone to share their answer)•Why is it important?•How does it influence your view of
education and special education? •How does it affect your views, beliefs
about behavior and discipline?
Key Points: Behavior and Culture
•Summary
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Culture and language has an impact on behavior
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Adults can take steps to be culturally responsive
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Behavior Data Objectives
Participants will be able to choose data collection tools and look at a body of
evidence to determine specially designed instruction.
•Qualitative▫Review of Records▫Observations▫Interviews▫Root cause analysis
•Quantitative▫Data collection tools and purposes▫Classroom-wide data▫Discipline data▫Attendance data
Types of Data
Compare individual data to…
Typical peers
The classroo
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The school
The district
Data Collection Decision
When should behavioral data collection begin?
Who should collect the data?
How should data be collected?
What are the uses of data?What does
the student need to learn?
Date Collection…
Peer Comparison
-SED and ADHD(OHI)
Frequency-Bar Graphs
Latency-Noncompliance
ABC-triggers and payoffs
Duration-Meltdowns
Scatter Plot
-Time of day/setting
Motivation-Student buy in
Data Website Activity
•Go to Wiki Page
•Go to Screener Links
•Explore Links and Forms
• Is the student’s behavior more significant than peers from the same cultural group?
http://denver.co.schoolwebpages.com/education/page/download.php?fileinfo=UGVlcl9jb21wYXJpc29uX09ic2VydmF0aW9uX0Zvcm0ucGRmOjo6L3d3dzcvc2Nob29scy9jby9kZW52ZXIvaW1hZ2VzL2RvY21nci8xMTBmaWxlNDAwMi5wZGY=§iondetailid=2045
Peer Comparison
Activity
•Get into groups of 3-4 people
•In your group read through the information about Malcolm
•Discuss and record answers to questions
Case Study
Malcolm is a 7 yr. old second grader who attends a DPS Innovation school in the Far-Northeast. He lives with his mother, grandmother, and two younger sisters. Malcolm had been enrolled in four previous schools prior to this school. He has a history of inconsistent attendance. Malcolm’s mother is currently pregnant with another child and is attempting to regain custody of both Malcolm and his sisters. Malcolm did not attend Headstart, ECE or Kindergarten. He has not been in any educational setting long enough to access the curriculum or develop grade level academic proficiency. Malcolm’s classroom behavior is characterized by frequent work refusal, leaving his seat, and telling his teachers they are “stupid,” “whack,” and “boring.” He has been diagnosed with PTSD.
Antidotal Information
Malcolm started school in October 2012. He was referred to the Special Education Staffing Team in October, and they wanted to place him immediately in an Affective Needs Center program because of behavioral outbursts, aggression toward peers and self. Behaviors of concern were: yelling and humming, putting objects in his mouth, hiding, laying on the floor, head banging, throwing objects, talking and singing, name calling and running out of the room. He threatened to kill himself multiple times while hitting himself or throwing objects and yelling at staff. His attendance was good.
Cognitive Assessments
Malcolm’s WISC-IV scores are as follows:Verbal Comprehension Index
77 Borderline
Perceptual Reasoning
86 Low Average
Working Memory 62 Extremely Low
Processing Speed 83 Below Average
Full Scale 77 Borderline
This is believed to be an underestimate of his potential because his behavior interfered with his performance on this measure.
Academic Assessments
Current Classroom Performance
Formal Testing
Malcolm’s current reading, writing and math scores are all within the pre-primer level.
Malcolm was given the WIAT-3 and KeyMath. Results showed Malcolm to be functioning on average within the 5-yr. old range at the beginning Kdg. Level.
Social Emotional Assessment
BASC-2 Clinically Significant
BASC-2 At Risk
▫Externalizing Behaviors: Hyperactivity, Aggression, Conduct Problems
▫Internalizing Behaviors: Anxiety, Somatization, Atypicality, Withdrawal
▫Behavior Problems: Attention and Adaptability
▫Additional Concerns: Learning Problems, School Problems
• Depression
3 responders teacher, librarian and Grandmother.
Questions
What data collection tools would you use with Malcolm?
What data would you be looking to identify?
From an equity/culturally responsive lens, what do we need to consider?
What are the next steps?
Key Points: Behavior Analysis
•Summary
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evidence includes both quantitative and qualitative data
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analysis drives instruction
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Behavior Management and Instructional Strategies
Objectives
Participants will leave with a wealth of instructional strategies that focus on
classroom management, classroom design, specialized instruction and
prevention/management of crisis.
Goal Setting Stands Alone
It leads to academic and job successIt moves kids forwardIt links to successful behaviorFirst set easy goals, second set
improvement goals and third set stretch goals
Goal Setting Activity
Set a goal that you can achieve within the next week. Write that goal here: I will_____________________________________________. Check to make sure that your goal follows these rules:
1. Is your goal something you can do easily?______ 2. Do you want to do this?________________________ 3. Is the goal written in a positive way?____________ 4. Can you count that you did your
goal?_____________
************************************************************* How can you use positive self talk to help you achieve your goal? I can say _______________________________________ to myself. ************************************************************* How did I do on this goal? Not that great____ Okay_______ Did a good job_____ Super job_____ My new goal is:___________________________________________________________
My Self I mprovement Form
Now, write at least five ways that you need to improve. 1)__________________________________________ 2)__________________________________________ 3)______________________________________ ____ 4)__________________________________________ 5)__________________________________________ Then select the one most important strength and the one most important weakness that you would like to work on fi rst. Write these here: Strength__________________________________________ Weakness_________________________________________ I ndependent Practice: Set a goal f or building your strength and building your weakness: Use this goal setting sheet to accomplish this:
My Plan f or Success Goals I selected to work on: (f rom one strength/ one weakness) 1)______________________ 2)______________________ My “stretch goal” (a goal I have to really work at!)
Date of completion:_______________________ People who will help me:__________________________________________________________________________________________ Other things I will need (information, skills, practice) _______________________________________________________________________________________ Character traits I will practice __________________________________________________________________________________________________ Positive self talk I will use:________________________________________________________________________________________________________________________________________________ Ways to get f eedback on progress:____________________________________________________________________________________________________________________________________________ Two people who will sign off on your plan and support your success: Person 1___________________________________________ Person 2_________________________________________________________________
Social/Emotional WellnessCharacter Education/Core ValuesEmpathySocial Skills TrainingSelf-regulation Skills:
Anger Management, Coping Skills, Mood Management, Attention and Focus, Stress ManagementExecutive Functioning Skills: Initiation, Mental
Flexibility, Self-monitoring, Working Memory, Planning and Organization
Trauma: Cognitive/Behavioral interventions
Specially Designed Instruction for Behavior
• Components of good Social Skill instruction:• Identify social skills deficit through Data
Inquiry Cycle• Identify replacement skills needed• Match method of addressing replacement
skill with research-based program• Provide treatment over minimum of 8
sessions• Use Modeling, Role-plays, Reinforcement• Practice in real-life settings with positive
reinforcement and feedback (generalization)• Self monitoring and goal setting• Feedback loop with general education and/or
community
Specialized Social Skills Instruction
•Build emotions vocabulary•Identify emotional states•Anger Cycle
• Utilize Anger-o-meter or other technique to identify intensity of emotional state
• Identify cues and triggers• Identify techniques for self-calming and coping with stress
SELF-REGULATION
•Inhibition (Self Control)•Shift (Mental Flexibility)•Emotional Control (Self-Regulation)•Initiation (Getting Started)
EXECUTIVE FUNCTIONING
• Inhibitory control difficulties:
▫ Require external environmental structures
Clear rules and expectations Posted and reviewed regularly Limits on distractions (visual, auditory,
movement) Careful classroom placement Frequent redirection, limit-setting Proximity to teacher, well-controlled peers Low teacher-to-student ratio Reduced homework requirements
Inhibition (Self-Control)
•Student-based Interventions:▫Response-delay techniques (counting
to 5, taking breaths)▫“Stop and Think” methods▫Verbalize a plan before starting to
work▫Express more than one plan and
choose the best one▫Frequent breaks▫Goal setting for accuracy/neatness▫Focus on antecedents (anticipate)▫Positive reinforcement (immediacy)▫Role plays for social interactions▫Guided observations of peers’
interactions▫Limit time in unstructured settings
Inhibition (Self-Control) Con’t
Activity 1 Inhibition (Self-Control)
•Pick 1 Student interventions•Discuss how you would set up a role play
for an intervention in your classroom•Share out one intervention
•Shifting requires:▫External Structuring:
Systematic, consistent teaching Dependable, predictable
environment Introduce changes incrementally
and gradually Visual organizers (calendars,
schedules, pictures) Review daily schedule in beginning
of day (The Gathering) Facilitate feelings of security
Shift (Mental Flexibility)
• Student-based interventions:
▫ Develop positive routines along with alternative routines
▫ Practice alternative routines (different ways to go to school, etc.)
▫ Break down routines into times of day, subroutines
▫ Focus on one task at a time▫ Limit choices to one or two▫ Teach shifting attention by rotating 2 – 3 familiar
tasks▫ Use multi-sensory external prompting (bells,
signs, lights, music)▫ Advance notice, “2-minute warning”▫ Set time limits (timer)▫ Develop “routine for when routine changes”▫ Peer modeling
Shift (Mental Flexibility)Con’t.
Activity 2 Shift (Mental Flexibility)
•Discuss Introducing Change and Facilitating Feelings of Security
•Identify 3 strategies for each•Share out one strategy
• Emotional control requires:
▫ External Structuring:
Focus on antecedents (prevention) Model appropriate modulation (role
plays, talk out loud through situations) Return to mastery tasks or success
levels to adjust work demands Clear expectations and rules for
behavior and emotional modulation Predictability
Emotional Control (Self-Regulation)
• Student-based interventions:
▫ Discuss situations that provoke emotional outbursts in advance
▫ Process emotional outbursts in non-threatening manner
▫ Adult/peer modeling, role plays▫ Response delay techniques (counting to 5,deep
breathing)▫ Practice alternative responses▫ Anger-o-meter, emotions vocabulary▫ Peer counseling/feedback▫ Self-monitoring techniques▫ “Cool-off” time and space▫ Relaxation techniques (MELT)
Emotional Control (Self-Regulation) Con’t.
Activity 3 Emotional Control (Self-Regulation)•Discuss a student with a behavioral issue•Identify triggers that can be removed to
decrease incidents •Role play one strategy with your elbow
partner•One group will role play for the group
Initiation (Getting Started)• External structuring:
▫ Routinize tasks to build automaticity (use lists, steps, visual cues)
▫ External prompting: Completed examples to follow Demonstrations Use of multi-sensory cues (bells, color card,
lights, timers, music) Peer partners, small groups Set time limits Break tasks into small increments Frequent breaks with motor activity Support independent task initiation (positive
reinforcement)
reinforcement)
Initiation (Getting Started) Con’t.
• Student-based Interventions: Teach idea-generation strategies Provide “to-do” lists, “cookbooks,” steps to
task completion (pictorial) Metacognition (teach student about initiation
difficulties, help student develop own strategies)
Provide kinesthetic “hands-on” learning activities as much as possible
Use high interest topics Use computer aided instruction
Activity 4 Initiation (Getting Started)
▫Discuss student based interventions▫Identify one strategy to teach initiation
skills▫Share out with the class
• STOP, CALM DOWN, & THINK before you act
• Say the PROBLEM and how you FEEL
• Set a POSITIVE GOAL• Think of lots of SOLUTIONS• Think ahead to the
CONSEQUENCES• GO ahead and TRY the BEST PLAN
A Classic Social Emotional Learning “Meta-Cognitive” Model
THE MELT
What: A two-minute relaxation activity that helps children focus and get ready to learn Why: Because many children come to school with issues that create barriers to learning. How:
1. Students sit up in their chairs 2. Start with three 3-part breaths 3. Add two shoulder raises 4. Students go into the Hook-Up position 5. Breathe normally for the two minutes
The acronym stands for – (our kids did this_ M Mellow out E Empty out the negatives L Laid Back T Tranquillity
101 Ways to teach Social Skills-Activity•Go to Wiki Page•Under Classroom Instruction and
management section•Go To link for 101 Ways to teach….•Each Group: Choose one lesson to teach
the larger group
Classroom Management
Routines/schedules
Classroom expectations Teacher Directions
Classroom Positive Reinforcement Systems
Positive Reinforcement and Consequences
• Positive Reinforcement
POSITIVE REINFORCEMENT: THE BASICS
•Giving something valued or desired to the student after he or she has done the desired behavior that you are focusing on improving.•Replacement behavior occurs,
Reinforcement is provided
Sharon Dacus, Ed.S., LSSP, NCSP
Selecting Positive ReinforcementMethods of selecting:
How to select reinforcement:
• Reinforcer survey or interest inventory
• Spending time with the student
• Watch and listen
• Select age-appropriate reinforcement
• Use natural (and FREE!) reinforcement whenever it is effective
• Think of the student as a “customer”
• Use reinforcement appropriate to the student’s level of functioning
• Avoid partial praise statements• Do not confuse reinforcement
with a student’s basic rights
Sharon Dacus, Ed.S., LSSP, NCSP
Sample Student Interest Questionnaire
Sharon Dacus, Ed.S., LSSP, NCSP
Using Positive ReinforcementI FEED
Bonus Formula: A + V = XANTICIPATION + VARIETY = extra long-lasting success
I : Reinforce
IMMEDIATELY!
I : Reinforce
FREQUENTLY!
Be
ENTHUSIASTIC!
Make EYE CONTACT!
Make aDirect Reference to the behavior
Sharon Dacus, Ed.S., LSSP, NCSP
Collaborative Activity • Rules-Expectations:
Slides 101-106• Delivery of
Instruction: Slides 111-113
• Learning Centers: Slides 114-121
• Accommodations and Modifications: Slides 123-127
• Pent Classroom Assessment: On the Wiki Page
Classroom Rules-Expectations
• Keep the number of rules to a minimum
• Keep the wording of rules simple• Have the rules logically represent
your basic expectations for behavior• Keep the wording positive when
possible• Make your rules specific• Make your rules (describe behavior
that is observable)• Publicly post the rules in a prominent
place
Sharon Dacus, Ed.S., LSSP, NCSP
ActivityNon-Examples
• Be responsible• Be a good citizen• Pay attention• Be ready to learn• Demonstrate respect for others• Respect others’ rights• Treat school property
appropriately• Do your best• Take care of your materials• Maintain appropriate behavior
in classroom• Be kind to others• Be Polite
Good Examples
• Turn in completed assignments on time
• Bring paper, pencil, and books to class
• Sit in your seat unless you have permission to leave it
• Do what your teacher asks right away
• Raise your hand and wait for permission to speak
• Unless you have permission to speak, talk only about work
More Examples• Follow directions the first time given• Keep hands, feet, and objects to yourself• Bring books, notebooks, pens, and
pencils to class• Be in your seat when the bell rings• Be in the classroom when the bell rings• Walk, don’t run, when moving around the classroom
Example of Rules Posters
Sharon Dacus, Ed.S., LSSP, NCSP
5 Steps to TEACH classroom rules…
Sharon Dacus, Ed.S., LSSP, NCSP
1. Read the
posted rule.2. Discuss why
the rule is important.3. Role play the
rule.4. Explain what will happen if the rule is
followed5. Explain what will happen if the rule is not
followed.
Precision Request- Activity
•“The Magic
Formula”
Sharon Dacus, Ed.S., LSSP, NCSP
CHAMPSConversation: Can students converse during this activity? About what? With whom? For how long?
Help: How do students get your attention for help? How do students get questions answered? What should they do while they wait for you?
Activity: What is the expected end product of this activity? What is the task or objective?
Movement: For what reasons can students get out of their seats during this activity? Do they need permission to do so?
Participation: What behavior shows that students are participating or not participating?
Success: There are no questions for this one. When CHAMPs expectations are met, students will be successful.
WHAT ARE LEARNING CENTERS?
WHY USE THEM?
• Learning centers offer supplemental practice in the classroom for any skill or theme from the curriculum.
• Learning centers allow the students to explore on their own for an interactive learning experience.
• They typically consist of hands-on activities that focus on one or two concepts.
• Examples of learning center activities include file folder games, puzzles, manipulatives, review games, art, computer games, building projects and dramatic play.
• The particular activities vary based on the age of the students and the resources available.
• Learning centers can be used to reinforce skills already taught, or to provide enrichment activities.
• Establish your general rules and guidelines for the use of learning centers in the classroom.
• Determine when they are used, how students are assigned to the centers and how long center time lasts each day.
• You may provide students with a list of “Must-dos” and “Can-dos” that they need to accomplish within a certain time period, e.g. by the end of the morning; by the end of the class period.
• Identify the concept or learning goal for each learning center activity.
• Gather the materials needed for the activity.
• Place all of the materials in a container that closes, such as a zip-top bag or a plastic tote box.
• Or you can set up the center permanently at a table, area or cubicle. (Using plastic boxes of the same size allows you to stack the learning centers neatly in one location.)• Create a clearly written instruction sheet for the activity.
• Place it with the materials so the students can refer to it later.
• Create a hands-on activity that reinforces the identified concept.
• Choose an activity that is appropriate for the age group.
• Try to use the activity to present a skill in a new way.
• For example, instead of the traditional method of adding fractions, the learning center might provide cardboard pies cut into pieces to illustrate the operation with fractions.
• Present each learning center to the students, giving a brief description of it.
• Show the students all of the materials provided.
• Review the instructions for completing the learning center activity.
• Reinforce the rules for using the center.
Read more: How to Design Learning Centers | eHow.com http://www.ehow.com/how_5618752_design-learning-centers.html#ixzz1aUk6rbBK
MUST DOs:
1) ________________________
2) ________________________
3) ________________________
CAN DOs:
4) ________________________
5) ________________________
Math Center
Literacy Center
Art and Games Center
Independent Work
Small Group Instruction Chill Out
Classroom Rules-Expectation Checklist-Activity
Specially Designed Instruction: Accommodations and Interventions
Page 65
Accommodations: Social Emotional Needs
Van Acker 2014
Self Paced Instruction
Chunked Assignment
s Realistic Scheduling
Regular Check Ins
Accommodations: Social Emotional Needs
Van Acker 2014
Frequent Movement
Frequent Breaks
Decreased Distraction
s
Interesting Instruction
Provide FREE time
Accommodations: Social Emotional Needs
Van Acker 2014
Visual Calendar
Visual Schedules
Visual Math
Supports
Visual statement
of directions
You can never overUse pictures
Accommodations: Social Emotional Needs
Van Acker 2014
Teach how to use a Planner
Teach Goal Setting
Teach “To Do Lists”
Teach to be prepared for the
unexpected
Support Executive Functions
Prepare them for change…
Understanding The Importance Of Our Work
•Every Child Needs a Champion▫TED Talk- Rita Pierson
REFERENCES
•Diana Browning Wright•Darlene Sampson•William Jenson•Van Acker