5/3/16 1 #SPEDAhead Dr. Ross Greene Lost and Found: What Works (and What Doesn’t) for Behaviorally-Challenged Students Thursday, May 5th, 2016 new realities new choices #SPEDAhead #SPEDAhead new realities new choices #SPEDAhead #SPEDAhead new realities new choices #SPEDAhead #SPEDAhead new realities new choices Traditional methods we’ve used to put a stop to problematic behavior often don’t work. Are you feeling lost trying to find solutions? Dr. Ross Greene, Ph.D. new realities new choices • Founding Director of the nonprofit Lives in the Balance • Associate Professor in the Department of Psychology at Virginia Tech • Author of the books The Explosive Child and Lost at School • Originator of the model of care now called Collaborative & Proactive Solutions (CPS)
Transcript
5/3/16
1
#SPEDAhead
Dr. Ross Greene Lost and Found: What Works
(and What Doesn’t) for Behaviorally-Challenged
Students Thursday, May 5th, 2016
new realities
new choices
#SPEDAhead #SPEDAhead
new realities
new choices
#SPEDAhead #SPEDAhead
new realities
new choices
#SPEDAhead #SPEDAhead
new realities
new choices
Traditional methods we’ve used to put a stop to problematic behavior often don’t work.
Are you feeling lost trying to find solutions?
Dr. Ross Greene, Ph.D.
new realities
new choices
• Founding Director of the nonprofit Lives in the Balance
• Associate Professor in the Department of Psychology at Virginia Tech
• Author of the books The Explosive Child and Lost at School
• Originator of the model of care now called Collaborative & Proactive Solutions (CPS)
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Hello, everyone!
new realities
new choices
Research citations: go to livesinthebalance.org/research
The Most Vulnerable Kids in Our Society...
Can We Tell Who They Are?
Behaviorially-‐Challenged Kids
• Layout #2 Photo middle-‐school boy exhibiBng bad behavior
Text underneath Some kids exhibit severe and frequent behavior challenges when
they have difficulty meeBng expectaBons
Behaviorally-Challenging Kids
Some kids exhibit severe and frequent behavior challenges when they have difficulty
meeting expectations.
Behavorially Challenged Kids vs Well-‐Behaved Kids
• Layout #2 Photo A bad-‐behaving teen girl and a well behaved teen girl
Text underneath All students have difficulty meeBng expectaBons, but the most
vulnerable kids express their feelings more intensely and in troublesome, someBmes damaging ways.
Behaviorally-Challenging Kids vs. Well-Behaved Kids
All students have difficulty meeting expectations, but the most vulnerable kids
express their feelings more intensely and in troublesome, sometimes damaging ways.
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Important QuesBons
Are we fostering the skills on the more
positive side of human nature?
What skills are we talking
about?
What should we be doing
instead? 1. Empathy
2. Appreciating how our behavior affects others
3. Resolving disagreements without conflict
4. Taking another’s perspective
5. Honesty
The Most Crucial Skills
• Photo of the earth with the acronym of the skills on previous slide
Empathy
Appreciating
Resolving
Taking
Honesty
Empathy
Appreciating
Resolving
Taking
Honesty
• Layout #2 • Image of a heart with the acronym of the skills on previous slide HEART
Text under image: The posiBve side of human nature.
The more positive side of human nature
Empathy
We Must Foster These Skills to See These Skills
• Layout #2 • Photo/Image – foster, maybe grow (as in watering a plant)
• Text under image: College students are 30-‐40% less empathic and are significantly more narcissisBc than they were 20 years ago.
We Must Foster Social Emotional
Skills to See These Skills
College students are 30-40% less empathic and are significantly more narcissistic than they
were 20 years ago. Research citations: go to livesinthebalance.org/research
What Happened to These Skills?
• Layout #2 • Photo – teachers giving a test to a room full of students
• Text under photo – We began assessing teacher’s job performance and basing their job security on how well their students did on high-‐stakes tests.
What Happened to Social Emotional
Skills?
Job performance and job security are based on how well students do on high-stakes tests.
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Let’s Put Humanity Back Into Teacher’s Jobs
• Use Layout #2 • Photo: SEL throughout the school day (something from Ed’s preso, or similar?)
• Text under photo: – Social emoBonal skills development has to be embedded into the curriculum and be pracBced and modeled over the course of the school day.
Social emotional skills development has to be embedded into the curriculum, practiced, and
modeled throughout the school day.
Let’s Put Humanity Back Into Teacher’s Jobs
Let’s Put Humanity Back Into Teacher’s Jobs
SEL must take place all day long!
Social Emotional Learning Skills
If you don’t use these skills... you will lose these skills.
More Important QuesBons
• QuesBon-‐cloud Layout • Photo – a black male school administrator asking quesBons of himself
• Text bullets – Why do the problems that affect kids’ lives so oden cause conflict between us and them?
– How are we trying to help solve those problems?
Why do problems that affect kids’
lives cause conflicts between us and them?
More Important Questions
Problem or Partnership
Handshake image adult and kid The problem, the unmet expectaBon, ca cause conflict or be raw material for a pertership between adults and kids
Problem OR Partnership?
The problem, the unmet expectation, can cause conflict or be raw material for a
partnership between adults and kids.
More Important QuesBons
• QuesBon-‐cloud Layout • Photo – a black male school administrator asking quesBons of himself
• Text bullets – Why do the problems that affect kids’ lives so oden cause conflict between us and them?
– How are we trying to help solve those problems?
Why do problems that affect kids’
lives cause conflicts between us and them? How are
we trying to help solve those
problems?
More Important Questions
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Helpers
• Montage of photos with labels: parents, counselors, classroom teacher, administrator, counselor
Helpers
Helpers Help
• Layout #2 • Image/Photo: maybe a red X over a photo of some sort of negaBve disciplinary acBon?
• Text under image/photo Helpers do not make things worse
Helpers Help Helpers do NOT make things worse
Behaviorally-Challenging Students Lack Skills, Not Motivation
• 100,000 students expelled • 3,000,000 suspensions • Dozens of millions
of detentions • Corporal punishment
delivered 100,000+ times • 270,000 students under
restraint and seclusion
Every Year
Research citations: go to livesinthebalance.org/research
Helpers Have Thick Skin
• Layout #2 • Image/Photo: An female adult who can handle anything (maybe a turtle? Armadillo? Or a woman wearing a bullet proof vest?) ???
• Text under image/photo Helpers do not take things personally and do not let their feelings interfere with helping.
Helpers Have Thick Skin
Helpers do not take things personally and do not let their feelings interfere with helping.
Behaviorally Challenged Students Need Our Best Care
• Photo image of a student – maybe a hispanic girl – isolated, by herself – maybe looking down or confused
Behaviorally-Challenging Students Need Our Best Care
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• Layout #2 • Image: Photo of black male on the streets in an urban
environment – tough environment, obviously poor/slum like situaBon
Text under image: When we point to what is going on outside of school as the
cause of what is going on inside the school, we Be our hands behind our back.
When we point to what’s going on outside school as the cause of what’s going on inside school, we tie our hands behind our backs.
We Can Make a Difference!
• Layout #2 • Photos – maybe two photos that contrast environment at school (caring teacher) and out of school (all alone on the street) – use hispanic male if possible -‐ teenager
We Can Make a Difference!
Compassionate, Humane and EffecBve IntervenBons are Good for Everyone!
• Maybe just have this statement as a big sort of concluding message for this secBon, and then use an image from the theme?
• QuesBon-‐cloud Layout • Photo – a black female school administrator asking herself
• Text bullets (note italics, maybe slightly larger?) – Why are challenging kids challenging? – When are challenging kids challenging?
When Why
• QuesBon-‐cloud Layout • Photo – a black female school administrator asking herself
• Text bullets (note italics, maybe slightly larger?) – Why are challenging kids challenging? – When are challenging kids challenging?
When are challenging kids
challenging?
Why are challenging kids
challenging?
Why?
• Layout #2 • Photo of a male hispanic teenager trying to do something– lacking skills to do it (maybe a sport?)
• Text under photo Challenging kids are challenging because they lack the skills to not be challenging
is this challenging kid challenging?
Why...
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Why?
• Layout #2 • Photo of a male hispanic teenager trying to do something– lacking skills to do it (maybe a sport?)
• Text under photo Challenging kids are challenging because they lack the skills to not be challenging
Challenging kids are challenging because they lack the skills to not be challenging.
Create image similar to this one, but bold the examples he names… and also include (smaller, not bold) anenBon control, inhibitory control, planning,
sBmulous control
When?
• Layout #2 • Photo of a female black middle school facing an obstacle that is too big– overwhelmed by it
• Text under photo Behaviorially-‐challenged kids look bad when demands and expectaBons being placed upon them outstrip their skills.
When? When?
• Layout #2 • Photo of a female black middle school facing an obstacle that is too big– overwhelmed by it
• Text under photo Behaviorially-‐challenged kids look bad when demands and expectaBons being placed upon them outstrip their skills.
Behaviorially-challenging kids look bad when
demands and expectations being placed upon them
outstrip their skills.
When?
Unsolved Problems
• Layout #2 – • Image – a very large pile of problems (junk?) • Text below: • Behaviorally-‐challenging students have large piles of unsolved problems
Unsolved Problems
Behaviorally-challenging students have large piles of unsolved problems.
We need to answer why and when with an assessment of lagging skills and unsolved problems.
Let’s Shift Our Focus
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We need to answer why and when with an assessment of lagging skills and unsolved problems.
Let’s Shift Our Focus QuesBons Not to Ask
• Layout #2 • Image: use modified “quesBon” layout Female administrator thinking about quesBons with a scarf or muzzle over mouth – forced to keep quiet
QuesBons: What behaviors is the kid exhibiBng when he’s struggling? What diagnosBc categories best summarize the behaviors?
Questions Not to Ask
What diagnostic categories best summarize the
behaviors?
What behaviors does the
kid exhibit when he’s struggling?
Go Upstream
• Layout #2 • Image: team of men/women paddling upstream – maybe in a canoe or a rad? Not whitewater – just a gentle upstream
• Text under image Focusing on what’s going on upstream that causes bad behaviors
helps us solve problems that are floaBng downstream to us.
Look Upstream
Focusing on what’s going on
upstream that causes bad
behaviors helps us solve problems
that are floating downstream to us.
• Layout #2 • Photo of 8-‐9 yr old hispanic girl crying, sobbing
• Text under photo Behaviors like whining, sulking, withdrawing and crying are
expressions of difficulty meeBng expectaBons
Whining, sulking, withdrawing, and crying are expressions of difficulty meeting expectations.
• Layout #2 • Photo/Image – entering a scary/dark problem zone..
• Text under photo Discipline problems in schools and adult-‐imposed consequences
to stop them may make a dent in bad behavior but won’t solve the problems causing them.
Discipline problems in schools and adult-imposed consequences to stop them
may make a dent in bad behaviors, but won’t solve the problems causing them.
• Layout #2 Montage of kids, various ages, male/female, and ethniciBes – screaming, biBng, spitng, kicking, destroying things – really bad behaviors
Text underneath: All behavior, no maner how extreme, is a student’s
expression of the fact that there are expectaBons he or she is having difficulty meeBng.
All behavior, no matter how extreme,
is a student’s expression that he or
she is having difficulty meeting
expectations.
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We SBll Focus on Modifying Behavior
• Layout #2 • Photo: Montage of common school discipline methods (use different age groups, male/female/ethniciBes…)
• Text under image:. All students would be in much bener shape if we were
significantly less focused on modifying behavior and were significantly more focused on helping them solve the problems that affect their lives.
All students would be in much better shape if we focused significantly less on modifying behavior and focused significantly more on helping them solve problems that affect their lives.
• Layout #2 • Image of long list of diagnosBcs of behavior problems, next to a kid maybe with a stethoscope exam by health professional
• Text underneath DiagnosBc categories cluster students and cause us to focus our
services, funding, and placements on eliminaBng behaviors instead of solving problems
Diagnostic categories put students into clusters that drive our services, funding, and placements, and focus us on eliminating behaviors instead of solving problems
Key Roles for Helpers
• Layout #1 • Image: the assessment of lagging skills ( I assume there is a document or something to show this)
Text bullets: Role #1: Assessment of unsolved problems -‐ What skills are lagging -‐ What expectaBons are difficult to meet
Key Roles for Helpers
Use the Assessment of Lagging
Skills of Unsolved
Problems
Role #1:
Key Roles for Helpers
• Layout #1 Image –– adult male teacher talking to teen hispanic or black male
Text bullets Role #2: Solve problems collaboraBvely and proacBvely
-‐ Encourage a partnership between adult and child -‐ Recognize that the best we can do is influence -‐ Teach students valuable, life-‐changing skills
Encourage a partnership between adult and child
Solve problems collaboratively and proactively Role #2:
Key Roles for Helpers
• Layout #1 Image –– adult male teacher talking to teen hispanic or black male
Text bullets Role #2: Solve problems collaboraBvely and proacBvely
-‐ Encourage a partnership between adult and child -‐ Recognize that the best we can do is influence -‐ Teach students valuable, life-‐changing skills
Recognize that the best we can do is influence
Solve problems collaboratively and proactively Role #2:
Key Roles for Helpers
• Layout #1 Image –– adult male teacher talking to teen hispanic or black male
Text bullets Role #2: Solve problems collaboraBvely and proacBvely
-‐ Encourage a partnership between adult and child -‐ Recognize that the best we can do is influence -‐ Teach students valuable, life-‐changing skills
Teach students valuable, life-changing skills
Solve problems collaboratively and proactively Role #2:
Layout #2 A photo of a teen girl doing well – maybe breaking through – winning type of image
Text under photo: Kids do well if they can and kids do well if they want are two
completely different mentaliBes and have completely different implicaBons for what we’re doing to help him.
#5 Kids Do Well If They Can
#5: Kids Do Well if They Can
Layout #2 A photo of a teen girl doing well – maybe breaking through – winning type of image
Text under photo: Kids do well if they can and kids do well if they want are two
completely different mentaliBes and have completely different implicaBons for what we’re doing to help him.
“Kids do well if they can” and “kids do
well if they want to” are two completely different mentalities
and have completely different
implications for what we’re doing
to help him.
#5 Kids Do Well If They Can
Reward and Punishment
Layout – modified layout #2 – side by side images. One of a kid being rewarded, another of kid being punished
Text under photos We’ve been rewarding and punishing behaviors to make students want to do well-‐-‐ believing that they didn’t want to do well.
Reward and Punishment
Layout – modified layout #2 – side by side images. One of a kid being rewarded, another of kid being punished
Text under photos We’ve been rewarding and punishing behaviors to make students want to do well-‐-‐ believing that they didn’t want to do well.
We’ve been rewarding and punishing behaviors to make students want to do well –
believing that they didn’t want to do well.
You Reward You Punish
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Why Do We ConBnue to Do What Doesn’t Work?
If the way we’ve always done it isn’t working for the kids we’ve
always done it to we probably ought to think of something else to do! If the way we’ve always done it isn’t working for
the kids we’ve always done it to, we probably ought to think of something else to do!
Why Do We Continue to Do What Doesn’t Work? #6: Doing Well Is Preferable
Layout #2 A photo of a boy looking frustrated and falling short
Text under photo: Behaviorally-‐challenged students aren’t enjoying themselves and they don’t prefer to do poorly. Behaviorally-challenging students aren’t enjoying
themselves and they don’t prefer to do poorly.
#6 Doing Well Is Preferable
#6: Doing Well Is Preferable
Layout #2 A photo of a boy looking frustrated and falling short
Text under photo: Behaviorally-‐challenged students aren’t enjoying themselves and they don’t prefer to do poorly. Kids who’ve been overcorrected, over-directed, and
over-punished have thrown in the towel.
#6 Doing Well Is Preferable MoBvaBon+Skills = Success
• Layout #2 • Image: Photo of boy excited about doing well – maybe holding a great report card
• Text under photo
We need to shid from a focus on moBvaBng behaviorally-‐challenged kids to developing the skills they need to succeed.
We need to shift from a focus on motivating behaviorally-challenging kids to developing
the skills they need to succeed.
Motivation+Skills = Success
Three Ways to Solve Problems • Layout – suggest three separate images, labeled Plan A, Plan
B, and Plan C with capBons underneath each one. • Images (best to use range of ages/sex/ethnic
– A teacher telling student what to do – not nice CapBon: Solve the problem unilaterally
– B teacher and student discussing problem calmly\ – CapBon: Solve the problem collaboraBvely – C teacher ignoring problem (look other way?) CapBon: Set the problem aside for now
Three Ways to Solve Problems Three Ways to Solve Problems • Layout – suggest three separate images, labeled Plan A, Plan
B, and Plan C with capBons underneath each one. • Images (best to use range of ages/sex/ethnic
– A teacher telling student what to do – not nice CapBon: Solve the problem unilaterally
– B teacher and student discussing problem calmly\ – CapBon: Solve the problem collaboraBvely – C teacher ignoring problem (look other way?) CapBon: Set the problem aside for now
Three Ways to Solve Problems
Solve the problem unilaterally
Three Ways to Solve Problems
Solve the problem collaboratively
Set the problem aside for now
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Plan C: Set Problems Aside
• Layout #2 • Image– adult looking at a huge pile of junk and scratching head, where to begin? Overwhelmed
• Text under photo If we try to solve all problems at once means we will not solve any. We have to prioriBze.
PLAN C Set Problems Aside
If we try to solve all problems at once, we will not solve any.
We have to prioritize.
Plan A: Solve Problems Unilaterally
• Layout #1 Image: adult forcing a kid to eat something – forcing to eat something that tastes bad -‐
Text bullets: Not a partnership Causes more bad behavior Not a learning experience Uniformed
Plan A: Solve Problems Unilaterally
• Layout #1 Image: adult forcing a kid to eat something – forcing to eat something that tastes bad -‐
Text bullets: Not a partnership Causes more bad behavior Not a learning experience Uniformed
Solve Problems Unilaterally
• Not a partnership
• Causes more bad behavior
• Not a learning experience
• Uninformed
PLAN A Imposing SoluBons Causes More Challenging Behavior
• Layout #2 • Image – a surprising and ugly backfire (something doesn’t work as expected)
• Text under image: Behavorially-‐challenged students don’t have the skills to deal
with forced fixes.
Imposing Solutions Causes More
Challenging Behavior
Imposing SoluBons Causes More Challenging Behavior
• Layout #2 • Image – a surprising and ugly backfire (something doesn’t work as expected)
• Text under image: Behavorially-‐challenged students don’t have the skills to deal
with forced fixes.
Imposing Solutions Causes More
Challenging Behavior Behaviorally-challenging
students don’t have the skills to deal with forced fixes.
Plan B: Solve Problems CollaboraBvely
• Layout #2 • Image: Adult and student in conversaBon or working on something together (collaboraBng)
Text underneath image Follow a three-‐step plan to use what is revealed by the
assessment to prioriBze what you work on with behaviorally-‐challenged students– proac7vely not emergently.
Solve Problems Collaboratively
Follow a three-step plan to use what is revealed by the assessment to prioritize what you work
on with behaviorally-challenging students, proactively not emergently.
PLAN B
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Plan B: Solve Problems CollaboraBvely
• Layout #2 • Image: Adult and student in conversaBon or working on something together (collaboraBng)
Text underneath image Follow a three-‐step plan to use what is revealed by the
assessment to prioriBze what you work on with behaviorally-‐challenged students– proac7vely not emergently.
Use the ALSUP assessment to prioritize what
you work on with behaviorally-challenging students.
PLAN B
Three Steps to CollaboraBve Problem Solving
• Layout #1 • Image – taking steps toward goal – bright light at end of path?
Text under photo It’s oden a big surprise when we discover that what we
thought was getng in a student’s way is not what’s getng in her way.
Empathy Step Communications: What Do We Hear? It’s often a big surprise when we discover that what we thought was getting in a student’s
way is not what’s getting in her way.
Define Adult Concerns Step Student PerspecBve
• Layout #1 • Photo – middle school boy looking empathic • Text bullets
– Hearing another person’s concerns – Taking another’s perspecBve – Learning how their behavior impacts others
Define Adult
Concerns Step
• Hearing another person’s concerns • Taking another’s perspective • Learning how their behavior impacts others
Student Perspective
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Define Adult Concerns Step: Adult PerspecBve
• Layout #1 • Photo: male teacher (black?) with a “oh, now I get it” type of expression (DUH…)
• Text bullets: – My concerns will be addressed – I am not losing authority – I am having influence
• I am not losing authority • My concerns will be addressed • I am having influence
Define Adult
Concerns Step
Adult Perspective
The InvitaBon Step How Do We and Our Students Feel?
• Layout #1 • Photo of white middle aged woman and hispanic male teen looking happy together
• Text bullets – My concerns will be addressed – I am invested in making sure that yours are too – We can resolve disagreements in ways that do not involve conflict
– We are partners, not enemies; we are team-‐mates, not adversaries
– We can help each other!
My concerns will be addressed, and I’m making sure that yours are, too. We can resolve disagreements without conflict. We are partners, not enemies; we are teammates, not adversaries. We can help each other!
Invitation Step How Do We and Our Students Feel?
QuesBons Redux
• QuesBon layout – modified. We need a Q&A type of thing – maybe it is two slides per quesBon. First the quesBon, then the answer. Let’s have a black middle aged woman/teacher first.
• Q: Does how we teach, interact with and discipline kids foster posiBve skills?
• A: Not always, but now we know what to do instead and the skills we need to be teaching
Does how we teach, interact with, and discipline kids
foster positive skills?
Not always, but now we know what to
do instead and the skills we need to
be teaching.
QuesBons Redux
• QuesBon layout – modified. We need a Q&A type of thing – maybe it is two slides per quesBon. First the quesBon, then the answer. Let’s have a white middle aged man/teacher for this one
• Q: When should we begin teaching skills that foster the posiBve side of human nature?
• A: As early as possible!
When should we
begin teaching these skills?
QuesBons Redux
• QuesBon layout – modified. We need a Q&A type of thing – maybe it is two slides per quesBon. First the quesBon, then the answer. Let’s have a white middle aged man/teacher for this one
• Q: When should we begin teaching skills that foster the posiBve side of human nature?
• A: As early as possible!
As early as possible!
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It’s Never Too Early for Plan B
• Layout #2 • Photo – a toddler with Bred, stressed parent looking at the kid
• Text underneath photo Compassion faBgue can get in the way: anxiety, stress, and
thinking we must have all the answers.
It’s Never Too Early for Plan B... But, compassion fatigue can get in the way: anxiety, stress, and thinking we must have all the answers.
QuesBons Redux • QuesBon layout – modified. We need a Q&A type of thing – maybe it is two slides per quesBon. First the quesBon, then the answer. Let’s have a 30-‐something white teacher for this one
• Q: Why do our student’s problems-‐-‐ that affect their lives-‐-‐ oden cause conflict between us and them?
• A: If we solve problems collaboraBvely, there is no reason for conflicts.
Why do problems that
affect kids lives, often cause conflict between
us and them?
QuesBons Redux • QuesBon layout – modified. We need a Q&A type of thing – maybe it is two slides per quesBon. First the quesBon, then the answer. Let’s have a 30-‐something white teacher for this one
• Q: Why do our student’s problems-‐-‐ that affect their lives-‐-‐ oden cause conflict between us and them?
• A: If we solve problems collaboraBvely, there is no reason for conflicts.
When we solve problems
collaboratively, there are no reasons for
conflict.
When Does Plan B Start?
Something that expresses “NOW” -‐-‐almost like the “We want you for the US Army type of image” – not this, of course, but something with this feel…
Text under image: NOW!
When Does Plan B Start?
When Does Plan B Start?
Something that expresses “NOW” -‐-‐almost like the “We want you for the US Army type of image” – not this, of course, but something with this feel…
Text under image: NOW! NOW!
When Does Plan B Start?
#SPEDAhead
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Q & A
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How do we build the capacity
of staff and families to shape positive
behaviors?
#SPEDAhead
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How does the assessment of lagging
skills and unsolved problems differ from a
functional behavior assessment? Does the ALSUP replace
an FBA?
#SPEDAhead
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Who is the adult most
often working with a behaviorally-challenging student to find a mutually
satisfactory solution to a problem?
#SPEDAhead
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new choices
Use of rewards can motivate behavior. What do you think of
extrinsic (toys, snacks) vs. intrinsic (inherent)
rewards?
#SPEDAhead
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Where do we begin to train staff, especially if PBIS hasn't shifted their
thinking?
#SPEDAhead
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How will CPS work with
PBIS systems that we already have
in place?
#SPEDAhead
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IEP rules in NH require
Behavior Plans to be in place when a student's behavior interferes with his own learning or the learning of others. How
does the CPS model align with the Behavior
Intervention Plan?
#SPEDAhead
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We have high school students assaulting staff and stealing their cars,
and sudden attacks. How would CPS help
in this situation?
#SPEDAhead
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What adaptations should
be made to the CPS model when working with
intellectually disabled individuals that also have difficulty with
behavior?
#SPEDAhead
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Does what works for behaviorally-challenged students also apply to students who come
from trauma?
#SPEDAhead
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What are the proactive interventions we
should be using for students with significant defiance, aggression,
and violent behavior?
#SPEDAhead
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#SPEDAhead
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