Learning and Challenging Behaviors

Learning and behavior problems result from interaction between the child and his or her environment and those in the environment

Instructional focus: Identifying child’s needs Identify environmental supports

required to meet needs

Problem behaviors are often a result of Problem behaviors are often a result of the child not knowing HOW to do the the child not knowing HOW to do the task or perform skill (social task or perform skill (social competence).competence).

Poor student relationships can lead to:

problems with classroom adjustment acting out or withdrawing low involvement in school activities poor academic performance school failure

An Educational Approach to Behavior Support

Because behavior problems are often a reflection of skill deficits…

…teaching is often the best intervention.

Think, Pair, Share

Think about the social behavioral challenges in your CBO

Share these with your partner

Positive Behavior Support

Historically

1. Reaction to the use of aversive

2. No tolerance for interventions that are insulting, degrading, or aversive

3. Person-centered

4. Increase in quality of life

Characteristics of Positive Behavior Support

Uses assessment to develop plan Comprehensive Proactive, involving teaching alternative

skills Emphasizes lifestyle enhancement Based on inclusive settings

What has discipline focused on in the past?

Waiting for behavior to occur and reacting to specific inappropriate student behavior

Reprimands, lost of privileges, suspensions

MYTH: All students know what is expected, they just choose to not do it.

                                                                      

Necessary steps to school-wide behavior support

1. Establish a school-wide leadership or behavior support team to guide and direct the process. This team should be made up of an administrator, grade level representatives, support staff, and parents.

2. Secure administrator agreement of active support and participation.

3. Secure a commitment and agreement from at least 80% of the staff for active support and participation.

4. Conduct a self assessment of the current school-wide discipline system.

5. Create an implementation action plan that is based data based decision making.

6. Establish a way to collect office referral and other data on a regular basis to evaluate the effectiveness of school-wide PBS efforts.

Major components of a school-wide system

an agreed upon and common approach to discipline, a positive statement of purpose, a small number of positively stated expectations for all

students and staff, procedures for teaching these expectations to students, a continuum of procedures for encouraging displays and

maintenance of these expectations, a continuum of procedures for discouraging displays of

rule-violating behavior, and procedures for monitoring and evaluating the effects of

the discipline system on student behavior a regular and frequent basis

School-wide PBS Objectives

School-wide program posted throughout school School-wide expectations taught throughout school

(classroom & nonclassroom settings) Procedures developed to discourage problem

behaviors Staff development emphasizes use of these and

other effective approaches Data based decision-making for student/staff

behavior: School-wide program evaluated frequently for

effectiveness

Primary Interventions

Those interventions that create a stable “host” environments.

Consists of:RulesProceduresPhysical arrangement of

environment and supervisors

Primary Interventions

School-wide Classwide

Why is it necessary to create stable “host” environments?

Reduces behavior issues for up to 80% of the students in school.

More intensive interventions are less likely to work in a chaotic environment.

Secondary Interventions

1. Continuous availability. 2. Rapid access (72 hr). 3. Very low effort by teachers. 4. Consistent with school-wide expectations. 5. Implemented by all staff/faculty in a school. 6. Flexible intervention based on assessment. 7. Functional assessment. 8. Adequate resources (admin, team), weekly meeting,

plus 10 hours a week. 9. Student chooses to participate. 10. Continuous monitoring of student behavior for decision-

making

Tertiary Interventions

Direct toward individuals Based on functional assessments Monitored closely, May consist of: arranging the

environment, using proactive interventions to remove the likelihood that problem behavior occurred.

Challenging Behaviors Serves a Purpose

Obtaining Attention Tangible Sensory

Escaping Task, event, activity Attention

Name that function?

Zoe is asked to wait for snack, while waiting she takes the snack of another child.

Joe lays his head on his paper when asked to write in his journal.

Rahem pushes his paper to the floor when asked to do a math worksheet.

After working alone in the in the writing center, Mazie throws a pencil at another child on her way to the waste basket.

When the class begins to line up for art, Lizzie begins to scream and push.

Set conditions to ensure appropriate behavior

What does it mean to set the conditions for appropriate behavior?

What would it look like to give feedback for correct performance?

Once the inappropriate behavior has occurred what does it mean to:

Modify the conditions?OrganizationallyPhysically Instructionally

What makes an effective small group?Rules and procedures are taught explicitlyRules and procedures are taught explicitly Teach how to participate in group.Teach how to participate in group. Teach each individual small group or Teach each individual small group or

center. center. Teach each new center or group as they are Teach each new center or group as they are

adjusted and changed.adjusted and changed. Teach one group or center at a time.Teach one group or center at a time.

Students need to know procedures for?

What to do when something does not work. What to do when they do not understand

what they are supposed to be doing. What to do when they complete an activity

at a center or in a group. How to access help.

Students need to know procedures for?

When and how to interrupt your small group instruction.

How to clean up or transition to another activity.

How to decide who goes first when engaged in a par or group activity.

Teaching Rules and Procedures

State the context Tell the students what it is you want them to

do Show them what you want

ModelCoach

Provide feedback

Take the time NOW

Think about the group or student you will be Think about the group or student you will be working with in your placementworking with in your placement

Identify what you will want them to do (what is Identify what you will want them to do (what is the context)the context)

Identify the expectations or procedures for getting Identify the expectations or procedures for getting that donethat done

Script out how you will teach themScript out how you will teach them Script out how you will provide feedbackScript out how you will provide feedback

Management of Others

Make sure your center or small Make sure your center or small group is where you can see the group is where you can see the whole roomwhole room

Make sure you attend to others not Make sure you attend to others not in the small group you are in the small group you are conducting so they know what conducting so they know what they are doing is importantthey are doing is important

What will you teach?What will you teach? How will your teach it?How will your teach it? How will you provide feedback for How will you provide feedback for

expected behaviors?expected behaviors? How will you provide feedback for How will you provide feedback for

behavior that is undesirable?behavior that is undesirable? How will you know when it has been How will you know when it has been

taught?taught?

Acknowledge

Pay attention to what you want the students to continue to do

Acknowledge what students do right

I noticed that many of you got ready quickly

I see Mikala already has her book open and is reading

Remind

PREteach. Be proactive, teach and rehearse expected behavior

Give boosters.

Show me what you will do when you finish your work

Tell me what you will do if you need help

Redirect (give feedback)

When you see or hear behavior that is not desirable, redirect students to the correct behavior.

Redirect the student using a “do” request rather than a “don’t” request.” I hear a lot of talking. This is the time for

… I see lots of students out of their seats.

You need to be sitting and …

If problems arise, ask yourself:

Did I do an effective job explicitly teaching the activity?

Did I acknowledge appropriate behavior and provide corrective feedback for inappropriate behavior?

Is the activity interesting to the student? Have the students mastered the skill and need to

move on? Is this activity too difficult for students to do

independently? Did I introduce too many new centers/activity areas

at once?