Dealing with Behavior: Strategies and Interventions

Janet Montgomery, M. Ed.Intervention Specialist, City Schools of

Decatur

Autism Autism Spectrum Spectrum DisordersDisorders

Obsessive Obsessive Compulsive Compulsive

DisorderDisorder

Sensory Sensory IntegrationIntegration

Mood Mood DisordersDisorders

Acquired Brain Acquired Brain InjuryInjury

Tourette Tourette SyndromeSyndrome

Other Other Anxiety Anxiety DisordersDisorders

Fetal Alcohol Fetal Alcohol SyndromeSyndrome Attention Deficit Attention Deficit

Hyperactivity Hyperactivity DisorderDisorder

All That Appears Inattentive Is Not Necessarily ADHD

• DepressionDepression

• O C D O C D

• TicsTics

• DiabetesDiabetes

• MigraineMigraine

• Language ImpairmentLanguage Impairment

Seizure ActivitySeizure Activity

• Medication EffectsMedication Effects

• Substance AbuseSubstance Abuse

• AnxietyAnxiety

• Hearing/Vision ProblemHearing/Vision Problem

• Sleep DisordersSleep Disorders

AnxietyAnxietyAnxietyAnxiety

FrustrationFrustrationFrustrationFrustration AvoidanceAvoidanceAvoidanceAvoidance

Acting OutActing OutActing OutActing Out

Cognitive Processes• Attention• Memory• Planning and

Organization• Fine and Gross Motor

Skills• Executive Functioning• Behavior Control

Hallmarks of Executive Dysfunction

Difficulties with:

• InitiatingInitiating

• Goal Goal SettingSetting

• PlanningPlanning

• PacingPacing

• PrioritizingPrioritizing

• ExecutingExecuting

• SequencingSequencing

• OrganizingOrganizing

• Using Using FeedbackFeedback• InhibitingInhibiting

• SequencingSequencing

• OrganizingOrganizing

• Using Using FeedbackFeedback• InhibitingInhibiting

How Executive Functioning Deficits Impact Problem Solving Ability:Students -

•Can’t Pinpoint the Problem

•Don’t Know Where to Start

•Can’t Generate Solutions

•Have Poor Insight and Foresight

•Have Problems Using Feedback

•Can’t See Cause and Effect Relationships

ASSUMPTIONS:ACADEMIC DEFICITS

• Student is trying, but has academic deficits.• Diagnose the problem: (Data driven) - gaps in basics, - doesn’t understand the concept, - cognitive or learning deficits.• Provide assistance, practice, review.• Adjust presentation, approach.• Provide feedback.• Assess response to interventions.• Move forward when student is ready.

ASSUMPTIONS:BEHAVIOR DEFICITS

• Assume student knows what to do, and is choosing not to comply.

• Provide negative consequences in increasing amounts with each occurrence.

• Consequences involve removing student from normal context and (often) instruction.

• Assume student will behave in the future.• Repeat. • Data consists of description of offense and

number of occurrences.

PBISPositive Behavioral Intervention & Support

• Universal interventions for all.

• Targeted interventions for some.

• Intensive for interventions for a few.

• Prevention oriented at all levels.

• Evidence based.

• Research supported.

Primary Prevention:School-/Classroom-Wide Systems for

All Students,Staff, & Settings

Secondary Prevention:Specialized Group

Systems for Students with At-Risk Behavior

Tertiary Prevention:Specialized

IndividualizedSystems for Students

with High-Risk Behavior

~80% of Students

~15%

~5%

CONTINUUM OFSCHOOL-WIDE

INSTRUCTIONAL & POSITIVE BEHAVIOR

SUPPORT

Academic Systems Behavioral Systems

1-5% 1-5%

5-10% 5-10%

80-90% 80-90%

Intensive, Individual Interventions•Individual Students•Assessment-based•High Intensity

Intensive, Individual Interventions•Individual Students•Assessment-based•Intense, durable procedures

Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response

Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response

Universal Interventions•All students•Preventive, proactive

Universal Interventions•All settings, all students•Preventive, proactive

Designing School-Wide Systems for Student Success

RTI Application ExamplesEarly Reading Literacy Social Behavior

Team General educator, special educator, reading specialist, Title I, school psychologist, etc.

General educator, special educator, reading specialist, Title l, school psychologist, etc.

Universal Screening

Curriculum based assessment Record review, SSBD, Discipline Team criteria, office referrals, teacher report, etc.

Progress Monitoring

Curriculum based assessment Decrease in intensity and/or duration of behavior, decrease in office referrals, out of classroom, increase in positive behaviors, etc.

Effective Interventions

Specific reading interventions for 5 skill areas: phonemic awareness, phonics, fluency, vocabulary, comprehension.

Direct social skill instruction, positive reinforcement, token economy, active supervision, behavioral contract, provide coping skills, etc.

Decision Making Rules

Core, strategic, intensive. Primary, secondary, tertiary tiers.

Sugai, G, “School-Wide Positive Behavior Supports and Response to Intervention”, http://www.rtinetwork.org .

Example: Social - Behavior ReferralGuidelines

• Student not participating – work samples, teacher report, observation.

• Student not attending – requires frequent repetition of directions, frequent redirection, teacher report, observation.

• Student easily frustrated – cries, complains, escalates quickly, shuts down/withdraws.

• Student leaves assigned area without permission – observation, staff report.

• Student verbally or physically aggressive – discipline records, teacher report, administrator report.

• Student has frequent office referrals – discipline records, teacher report, administrator report.

© Bridges, 2000

He looks like he’s He looks like he’s reading, but he’s reading, but he’s counting all the counting all the words that have words that have exactly five letters.exactly five letters.

© Leslie E. Packer, Ph.D., 2000

“He’s just not motivated.”

THEORY

• The Old Behavior Mod

• ABC

• EABC

• If it doesn’t work, stop doing it!

• PBIS

So….What Do We Do?So….What Do We Do?

Analyze the Environment

• Size of Class• Size of Room• Developmental Level• Space• Arrangement• Natural Structure• Management System

Look at the task or skill being taught.

• Steps; Number of Components

• Sequence of Steps

• Ability to be Modified

• New Learning, Practice, Application

• Cognitive Skills Required

E=mc2

1+1=2

a=b=c 3+4--- 7

Form ConstancyE=mc2

1+1=2

a=b=c

3

+4

7

Think about which cognitive skills are involved in: •Learning this skill•Performing this skill

•Evaluations

•Intellectual Abilities

•Achievement

•Observe the student

•Observe yourself

What does THIS What does THIS student need?student need?

Describe the behavior clearly:• Disrespectful – curses at teacher, refuses to follow

directions, laughs when others make mistakes.

• Aggressive – verbal – threatens, bosses, argues with others, makes challenging comments.

• Aggressive – physical – hits, pushes, takes things from other students.

• Distracted – hums to self, stares into space, wanders room (not interacting with others).

• Disruptive – Loud talk, loud noises, wanders room interacting with others.

• Unusual behaviors – laughs inappropriately, talks to self, rocks in seat at desk.

What is the purpose of the behavior?

–Attention

–Escape

–Communication

– Control

–Compulsion

–Relieve Sensory Need

–Storm

WE NEED……..

• Schedule• Behavior Check sheet• Data• Home – School Log• More Data• Summary• Incident Reports• Team meetings

Does Keeping Up With It Give Does Keeping Up With It Give You Fits?You Fits?

@Janet Montgomery, M.Ed. 2002

Whole Class Management Systems

• Schedule posted and followed.• Focus on transitions.• Clearly defined spaces for students, activities.• Materials organized, accessible.• Whole class goal setting – positive only.• Class meetings.• Positive feedback for those showing skills related

to class goal.

Ask Yourself………………

Is This the Right Time?

Is This the Right Place?

Can it Wait?

Wait for the right time

• Quiet Voice

• Raise Hand for attention

• Notice what is happening

• Ask yourself “Can it Wait”

Stop and Think

• Look at cue card.• Use calm down

strategy.• Count to 10 silently.• Take a deep breath.

Ready to Work

• Be where you are supposed to be

• Have materials

• Look at teacher

• Wait for directions

Constructing a Tier 2 or 3 schedule-based behavior chart

1. Begin with a blank table. Use words, pictures or a combination of both.

2. Choose two or three of the specific student’s identified behaviors. Use words geared toward the student’s developmental level.

3. Decide on the “what” and “how” for earning a reward.

4. Decide on the “who” and “when” for giving student feedback.

5. Include the student as much as possible in the decision making process.

6. Include other elements that support shaping/teaching appropriate behaviors.

Name: Date:

I am working on: 1. Ready to Work2. Good Work

Activity/Time Goal Number Comments Staff

1 2

1 2

1 2

1 2

1 2

HOMEWORK:

SYMBOL CUES

• Reading Workshop • Pack-Up

• Finish Work Follow Directions

Follow Directions Finish Work

Check in

Circle Time

Reading

Centers

Math

Follow Directions Finish Work Comments

Check in

Circle Time

Reading

Centers

Math

Check Out

NAME __________________ DATE ___________

8 checks = Choice Activity. I earned _____ checks today.

My Cue Card

ASK YOURSELF

What am I supposed to be doing?

What is the Problem?

Ask Yourself

Things I Can Talk About

Car Models

Braiding Hair

Going to the Beach

________ Date:_______

Work Job 1 Work Job 2 Work Job 3

Choice

________ Date:_______

Work Job 1 Work Job 2 Work Job 3

Choice

1.AVOID trouble with teachers and peers – 2 points.2.If I can’t avoid trouble I’ll use a “Cool Down” strategy – 1 point.

ACTIVITY AVOIDTROUBLE

USE STRATEGY

Comment/ Staff

Bus/Arrival No ProblemOR

Handled It

Cooled Down Came Back

Locker/Homeroom No ProblemOR

Handled It

Cooled Down Came Back

Science No ProblemOR

Handled It

Cooled DownCame Back

Social Studies No ProblemOR

Handled It

Cooled DownCame Back

Connections No ProblemOR

Handled It

Cooled DownCame Back

COOL DOWN STRATEGY NOT COOL STRATEGY

Zip your lip Argue, go on and on

I am working for_______________________________________________I have to earn ________ points. I have _______ so far this week.

Remember to cue use of a strategy

• Use you checklist.

• Do you have everything you need?

• Use that trick we practiced.

• (silent, private signal)

• Turn in your homework!

• Do you have your book?

• Keep your hands to yourself.

• Don’t make me tell you again.

PROBLEM SOLVING

STRATEGY

What It Involves:

1. Teaching the student specific questions to say to themselves or to read when presented with a situation, and:

2: Planning structured guided activities which provide practice and promote internalization of the process.

PROBLEM SOLVING

STRATEGY

The Questions/Statements To Be Taught Are:

1. “What is the Problem?”

2. “What are all the things I could do?”

3. “Choose what looks best and try it.”

4. “Did it work?”

Great Job Ticket

Date: ___________Student Name: ______________________

I did a great job with skill(s) # ___ today!Skills:1. Started work right away 2. Followed directions 3. Used “my stay” cool trick

Class: _________________________

From: ____________________________

Is the Battle Over the Assignment Book

Worth It?

“Time-Out”• Type initiated by student.

• Type “suggested” by teacher.

• Type “ordered” or “directed” by teacher.

• Type initiated by student.

• Type “suggested” by teacher.

• Type “ordered” or “directed” by teacher.

© L.E. Packer & S.K. Pruitt,1999© Teaching The Tiger

Adding A Cognitive Component To Behavior Intervention Plans

Before During After

• overreacts to touch, overreacts to touch, noise, etc.noise, etc.

• becomes loudbecomes loud

• increase in activityincrease in activity

• shows low frustrationshows low frustration tolerancetolerance

• wants things now wants things now

• gets stuckgets stuck

• is agitatedis agitated

• seems anxiousseems anxious

Pre-”Losing it” WarningsPre-”Losing it” Warnings

Sheryl K. Pruitt, J. Montgomery

•Develop a good relationship Develop a good relationship with the student. with the student.

•Create an appropriate Create an appropriate behavior management plan behavior management plan that takes into account that takes into account medical information if medical information if available.available.

•Allow the student a “graceful Allow the student a “graceful exit”, a safe place, safe person.exit”, a safe place, safe person.

•Involve the student in Involve the student in making the plan. Teach the making the plan. Teach the student to recognize and own student to recognize and own warning signs.warning signs.

•Reinforce the use of coping Reinforce the use of coping strategy, even if cued.strategy, even if cued.

PreventionPrevention

Cooling Interventions:

Remind the student to use the “graceful exit” plan.

Say “I’m going to give you some time to decide to do what I asked you to do.”

Walk with the student without talking if the student might hurt himself or others.

Don’t try to discuss the problem until everything is calm.

Teaching Coping Strategies

• Requires direct instruction

• Define the skill

• Model the skill

• Practice the skill

• Cue the student for use of the

skill

• Praise and reinforce

IT TAKES A TEAM

• Student• Parents• Case Manager• Educators

• Advocate• Medical Doctors• Mental Health Professionals• Related Services

INTEGRATED PROGRAMSINTEGRATED PROGRAMS

Title I

EIP

After SchoolTutor

Behavior

Checksheet

CRCT

Practice

ESOL

Classroom

Soc.stu

academics

classroom

choice

Content

Read Chapter 3 and answer questions 1-12 at the end of the chapter.

Process

Attention, Memory, Organizational System for Encoding Information, Retrieval, Integration, Fine Motor Skills

Focus on Processing Skills/Coping Strategies or Curriculum?

Who is Disrupting the Lesson?

Know what pushes your buttons

CAN’T

OR

WON’T

Progress Checks:•Decrease in negative behaviors•Increase in work production•Increase in quality of work•Increase in specific targeted behaviors.

Keep it Simple:•Use work samples•Use check sheets•Use observation samples over 3-4 weeks

Glenwood Office Referrals2005-2006

Fidelity Checks

PROGRAM

• Visual cues

•Visual organizers

• Extra processing time

• Notebook checklist

• Remedial Math

PLACEMENT

• Regular 3rd grade

•Title l math

•Test modifications

•After school tutor

•SST Support

PROGRAM

• Visual cues

•Visual organizers

• Extra processing time

• Notebook checklist

• Remedial Math

PLACEMENT

• Inclusion 3rd grade

• Resource math

• Test modifications

L.E. Packer, S.K. Pruitt, C.I. Wang

When a child is saying “No” they are frequently unable to comply with your requests.

““He is such a good boy. He is such a good boy. I just don’t know I just don’t know

enough things to tell enough things to tell him not to do.” him not to do.”

-Ferrol Sams-Ferrol Sams

Planning for these students also involves mentally anticipating the outcome of your

intervention before selecting it.

Janet Montgomery, M.Ed780 Scott Blvd.Decatur, GA 30030

E-mail:jmontgomery@csdecatur.org