Post on 02-Jan-2016
description
transcript
Behavior Strategies 2013-
14
Presented by:Behavior Intervention Specialists
Heather Bushard Melissa Lilleberg Stephanie Mars Pam Rother
2
“Adults who work with
youth have long been
aware of the awesome power of
relationships.”
-Bendtro, Brokenleg, & VanBockernReclaiming Youth At Risk
The 10 – 90 Rule of Behavior Intervention
5
Research is…
• Telling us the methods we have been using to “manage” students are not working
• Validating the importance of intrinsic motivation
• Indicating the short-term success of extrinsic motivation
• Indicating that extrinsic motivation tends to DECREASE intrinsic motivation!
6
Alfie Kohn VS Dwight Schrute
7
Positive Behavior Intervention
Effective behavior support involves
modifying environments, teaching new
skills, and controlling staff
responses
Reducing challenging
behavior
Increase & support positive behavior
8
Kids Do Well If They Can
9
Making a Plan
PREVENT RESPOND
TEACH
10
Fist Activity
Reasons for Choosing Behaviors
1. To avoid pain: Question:
PunishmentGuiltConsequences
Diane Gossen, “My Child Is A Pleasure”
“What will happen if I
don’t?”
Reasons for Choosing Behaviors
2. For respect or reward:
Question:
ApprovalApplauseCompensation
Diane Gossen, “My Child Is A Pleasure”
“What will I get if I do?”
Reasons for Choosing Behaviors
3. To be the person they want to be: Question:
Diane Gossen, “My Child Is A Pleasure”
Self-respect“Who will I be if
I do?”
14
5 positions of control
prevent – teach - respond
Punisher BuddyGuilter
Manager (Coach)
Monitor
15
Diane Gossen5 Positions of Control
16
The Manager (Coach)
prevent – teach - respond
•Encourages self control•Discusses beliefs & values•Focus on working together•Asks “What do you believe?”•“If you solve this problem, what does that say about you?”
17
Who Would Say…
prevent – teach - respond
•I’m disappointed in you…•You never get it right.•C’mon, do it for me.•Do you want to earn a happy face sticker today?•Didn’t you say you’d do it?•You’re always the last one to finish.•How can you solve this problem?•You won’t get a star if you don’t finish•What do you believe about how we treat each other?
18
The Weave
prevent – teach - respond
MONITORMANAGER(COACH)
Rules
Consequences
Beliefs
Fixing It
If you don’t _______...The consequences will be _________.
I would rather be talking to you about _______...(fixing it- we both get needs met)
19
Role Playing The Weave
prevent – teach - respond
1. Get with your ‘shoulder partner’2. Choose a scenario3. Each person practice The Weave
20
First Hour Needs“By focusing on fulfilling
fundamental emotional needs,teachers can enhance students’
motivation to learn.” Spence Rogers and Lisa Renard, “Relationship-Driven Teaching” 1999
prevent – teach - respond
21
What Do You Do With A Child Like This?
Inside the Lives of Troubled Children
By: L. Tobin
prevent – teach - respond
22
Acknowledgement
prevent – teach - respond
Nutrition
Communication
Socialization
Touch
Humor
23
Precipitating Factors
Understanding helps us:1. Be proactive2. Avoid becoming a factor3. Depersonalize
prevent – teach - respond
Functions of BehaviorWhy do they do what they do?
25
Behavior Iceberg
Functions of Behavior
Unmet Needs and Lagging Skills
26
Bendtro Brokenleg and Van Bockern; Reclaiming Youth At-Risk, (1990)
To be effective educators, we must be able to look beyond the misbehavior
and beyond our frustration to discover
the purpose of the behavior.
Functions of Behavior
Challenging Behavior serves one of two primary functions:
28
Behavior Iceberg
Functions of Behavior
Unmet Needs and Lagging Skills
29
The Impact of Labeling Behavior
30
Lagging Skills
• Challenging Bx occur when the demands of the environment exceed a kid’s capacity to respond adaptively
31
Ross Greene- Check Your Lenses
32
Choice Theory
Students engage in learning when it is meaningful
—but meaningful means when the activity satisfies a deep-rooted human
emotional need (W. Glasser 1998).
33
Basic Needs•Survival•Love & Belonging•Power•Fun•Freedom
love
love family
groups
friends
accomplishment
recognition
achievement
competence
choices
expression
creativity
play
learning
laughter
34
Making a Plan
PREVENT RESPOND
TEACH
Antec
eden
ts
BehaviorsConsequences
35
“If a child doesn’t know how to read, we TEACH”
“If a child doesn’t know how to swim, we TEACH”
“If a child doesn’t know how to multiply, we TEACH”
“If a child doesn’t know how to drive, we TEACH”
“If a child doesn’t know how to behave, we…..
-TEACH? -PUNISH?
Why can’t we finish the last sentence as automatically as we do the others? John Herner (NASDE President)
Counterpoint 1998, p2
prevent – teach - respond
36
Creating the Conditions for students to fix their mistakes and return to the group stronger than they
were before
prevent – teach - respond
37
Needs Inventory
• Complete the front- NO PEEKING
• Score each section and transfer your totals to the back
38
What Drives You Crazy?
39
Beauty and the Beast
40
prevent – teach - respond
Respond VS React
41
• Climate of Yes
• Does it really matter?– If she pays attention?– If he stands while working?
prevent – teach - respond
42
Tootsie Pop Fun
43
Tootsie Pop Brain
prevent – teach - respond
Cortex
Limbic System
Brain Stem
44
prevent – teach - respond
45
Keys to Limit Setting
• SIMPLE AND CLEAR
• ENFORCEABLE
prevent – teach - respond
46
Enforceable Statements
Tell kids what WE will do or allow…rather than trying to tell THEM what to do.
prevent – teach - respond
47
Enforceable Statements• “Don’t talk to me in that tone of voice!”• “I’ll listen as soon as your voice is as calm as
mine.”• “I’m not going to line you up until everyone is
silent.”• “I’ll be lining up students up as soon as it
quiets down.”
prevent – teach - respond
48
Enforceable Statements Activity
prevent – teach - respond
49
Differential Reinforcement AKA- The Light Switch
General strategy for interacting with kids to help focus our
positive energy on the behaviors we want to
continue to see.
prevent – teach - respond
50
prevent – teach - respond
10%
35%55%
Communication Data
WordsToneNon-Verbal
• facial expression pleasant• tone of voice upbeat, positive• body turned toward or facing
student• specific praise (“I really appreciate
how focused you are right now,” • “I can see that you are very
determined to ignore those kids that are talking,” etc.)
51
When your student is
engaged in appropriate and
desired behaviors, staff’s light switch
is “on”
prevent – teach - respond
52
• Please note, this is NOT the same as ignoring your student.
• redirect to task by pointing (limited or NO verbals)
• no eye contact• body turned slightly away• facial expression & tone
neutral, conveying boredom
When your student is engaged in
behaviors that are inappropriate and
less desired, refrain from attending to those behaviors;
staff’s light switch is “off” .
prevent – teach - respond
53
Being Neutral Hard
Potential Problems
•Extinction Burst! - Inappropriate behaviors increase temporarily
•Other “undesirable” behaviors may crop up
•Takes time to work.
prevent – teach - respond
54
30 Second Interventions
• Monitor Position•Redirecting •Brief•Use the power of a question•Assume compliance
55
•Walk away after making a request--
•Make no more than two requests
•Keep neutral, non- emotional, calm
30 Second Interventions
56
•Request that they “start” a task
•Positive and descriptive
•Avoid coercion and surrendering
•Reinforce compliance
30 Second Interventions
The Fab 5
57
blamesham
e
guilt
excuses
apolo
gies
I’m only interested in
FIXING
I’m not interested in…
58
prevent – teach - respond• It’s OK to make a
mistake• I know you didn’t
mean for it to turn out this way
• I’m not interested in your mistake- I’m interested in what you’re going to do about it
59
Complain To Me Babyprevent – teach - respond
60
Please complete an evaluation! It helps us improve!!