West Virginia Department of Education
Counselor's Workshop
October 2, 2008
Beckley- Tamarack Conference Center
October 9, 2008
Morgantown- Lakeview Conference Center
October 14, 2008
Charleston- Marriott Town Center
Practical Strategies to
Increase
Positive Behaviors in Your
School
Wendy Werner, MA,LPC,NCC
wwerner@access.k12.wv.us
Steps to a Positive Classroom Community
 Create an emotionally and physically safe environment
 Meet academic, social, emotional, behavioral and
diversity needs.
 Allow students to contribute by performing school and
classroom duties- it creates a sense of pride and
ownership.
 Consistently communicate high expectations.
 Perform functional behavior assessments as needed.
 Create individualized behavior plans as needed.
Solve behavior problems through problem solving and offer
opportunities for modeling and teaching appropriate
behaviors.
Consistently use research-based instructional methods.
Meet academic, social, emotional, behavioral and diversity
needs.
 Encourage supportive staff, student, family, and peer
collaboration.
 Develop a school-wide plan for classroom management
strategies and expectations for respectful behavior
 Develop school-wide behavioral guidelines.
Source: Jamie Young, MA, LPC, Institute for Educational Development
From Whole School Initiatives
to
Classroom Developmental Guidance
Lessons
to Groups
to Individual Counseling
& Behavior Plans
“Watson…
A place where
Kindness Counts
and Manners
Matter”
School-wide
Initiatives…
Watson’s
Kindness
&
Manners
Campaign
WVU Cheerleaders
Kindness Kick-off
Pep Rally
The media teacher
read the story of
Kiki Camarena
during the week.
Students collected
money for United
Way.
We shared a Red
Ribbon that
connected us all
together.
We learned about
Kindness.
National
Humane
Education
Society
Teaches us to
be Kind to
Animals
School-wide
service project:
Kids collect
food for the
animal shelter
“Read to Me Day” gave me a chance to collaborate
with the librarian and the FSU basketball team tying in
our theme of the month- Be Kind to Animals!
We took a trip around the world
learning manners from FSU
International
21st Century Schools “Global Awareness”
Japan
Algeria
Nepal
Bangladesh
China
Classroom lessons are later used in groups for more
practice and then in individual counseling sessions:
Firecracker
Adding Fuel to the Fire
Bully Buster Tool Box
Reframing
Toxic Water Demo
Garbage In- Garbage Out
Student 1
2006-07 12 total infractions & 5 days suspended
2007-08
0 infractions & 0 suspensions
Student 2 Moved
Student 3
2006-07 18 total infractions & 2 days suspension
2007-08
0 infractions & 0 suspensions
Student 4 Identified BD/LD
2006-07
31 total infractions & 16 days suspended
2007-08
3 total infractions & 3 days suspended
The three students still at my school are now in the
School Skills Group rather than the Anger
Management Group.
Visit Watson Elementary
School’s
“Chill Out” Center!
Take Responsibility for your own
Feelings and Behavior!
What is a “Chill-Out Center”?
 A quiet space, possibly in a counselor’s office, special
ed. room, or alcove of the regular classroom (any
supervised, set-aside area).
 The center should have a specific procedure posted and
a time frame for use.
 Student using the center should be trained in the
expectations and procedures before they use it.
 The center should be stocked with a variety of quiet
hands-on manipulative activities such as play-dough, art
supplies, squishy balls, puzzles etc.
Student Training for use of “Chill-Out” Center
 Identify where/when misbehaviors are likely to
occur.
 Review and model expected behavior.
 Review and practice plan for remaining in the
classroom.
 Review acceptable steps for leaving the
classroom.
Review and practice “Chill-Out” Center steps
and expectations.
Go over reinforcements/consequences of
choices.
Explain procedures and expectations for
completion of feelings sheet.
Explain purpose of teacher feedback forms.
I check out “Chill-Out Center” folder
I fill out my feelings sheet.
“Chill-Out Center” Protocols
Pre-selecting students
 All students being serviced by special education for
E/BD or those on an SAT for behavioral difficulties may
participate in the program. Other students may use the
center as the need arises. Student training will take
place before use of the center.
Teacher referral to center
 Teachers are trained in the acting-out/escalation cycle.
They will be encouraged to act early on in the cycle.
 Teachers will be given a “Chill-Out card to help nonverbally redirect students. The yellow side indicating
steps for the student to take without leaving the
classroom and the green side indicates permission to go
to the center.
 Student self-referral to Center
All students trained in the use of the center will have a card in
his/her desk. Students start the process by placing the card
yellow side up and try to calm down in the classroom. This also
a signal to the teacher that they may need to run an errand or
take a short break. Either the teacher or student may flip the
switch (card) but the teacher gives the final ok to go to the
center.
 Limitations
Limitations may be placed on the use of the center. For
example: you may decide that a student may only have one trip
to the center per day. Or if the student does not modify his/her
behavior in a positive manner – the privilege may be revoked
for a set time period.
Calming techniques for the desk
Go to the “Chill-Out” Center
…and Work Your Plan!
 Student feedback forms
At the end of a visit students will be responsible for
processing their experience by completing a feelings sheet.
 Teacher feedback forms
Teachers will complete a short feedback form for each visit
one of his/her students make to the center.
 Optional: Coupons/Rewards
Teachers may opt to reward a student for not using the
center. A student may receive coupons for homework skip,
class leader, teacher assistant, special lunch etc. Desk
charts can be used to keep track of positive self-control.
Student
“Feelings
Sheet”
Helps students to
process what
happened,
become aware of
the variety of
feelings they
experience.
It enables them to
identify ways that
they are able to calm
themselves down,
and be made aware
that they are capable
of making good
choices.
Lastly, it helps them
to re-script negative
feelings.
Teacher feedback form create the data to back up the
effectiveness of the intervention. It also serves as a teaching
tool to use with the student.
21
students
accessed
the center
for a total
of 102
visits.
Keep data!!!!
The “Chill-Out” Center fosters self-efficacy by
encouraging……
R
Responsibility
E Empowerment
A Awareness
L Learning
LIFE EXPERIENCE
21st Century skills!
Staff Training
Behavior Plans
Adler’s 4 Goals of Misbehavior
The “Acting-Out” Behavior
Cycle
Steps to Creating an Individual
Behavior Plan for a Struggling Student
 Conduct a Functional Behavior Assessment
 Target Goals & Measurable Results
 Conduct an Interest Survey
Conduct a Functional Behavior Assessment
Antecedent
Triggers and/or what is going on just
before unwanted behavior.
Behavior
List Specific Behaviors and frequency of
occurrences.
Consequences
The result of the behavior
Keep it Simple!
Target Goals & Measurable Results
Examples:
A student will learn to abide by classroom rules
as evidenced by a decrease in infractions.
A student will stay in his/her seat 80% of the expected time
as evidenced by his/her desk behavior chart.
A student will complete class work as evidenced by the
percentage of completed work turned in to the teacher.
Source: http://www.concordspedpac.org/BMP.htm
Make a Plan
Conduct an Interest Survey
 Conduct an interest inventory to decide what
rewards a student may be motivated to work for.
ex. Concrete Reward
Special job
Teacher Approval
Peer Approval
Free Time
Time in the counselor’s office
 Choose 1 or 2 behaviors to target
Create a system and clearly explain the plan to
the student.
Involve the student in the creation of the plan.
Make the goals and consequences of the plan
clear to the student.
 Train the teacher in positive and consistent
enforcement of the plan.
 Keep data! Review and modify the plan regularly.
Train Teachers in Positive Behavior Supports
Where did we get the notion that in order to
get children to behave, we must first make them
feel worse?
Partnering with teachers
Collaboration with and training of teachers
in behavioral techniques is vital.
Teachers must feel that you are on the
same team, and not view you as someone
who is asking them to take more time and
do more work than they already are
responsible for.
Show them results. Use data!
Components of behavior agreements should include:
 One or two behaviors to modify, written in positive terms.
 Targeted specific goals and rewards.
 A break down of time expectations in the smallest
increments needed for success.
 A system for processing and analyzing data with the
student.
The following are some examples of sample
behavior charts…
This plan is based on
collecting positive
behavior stamps but
also offers a ‘no
punishment’ time-out in
the “Chill Out” Center.
The goal is to foster self
awareness of the need
to take a time out and
evidence that the
student can make a
positive choice.
Student Self-Monitoring
Student marks tally sheet as behaviors occur; teacher may direct
student to mark sheet and/or may keep a teacher tally sheet.
For younger students teacher will highlight current time block.
Goal setting and processing data with student must occur.
Am I Talking Out????????
Date:
9:00-9:15
lllll
9:15-9:30
llll
10:00-10:15
l
10:15-10:30
l
9:30-9:45
9:45-10:00
llll
10:30-10:45
ll
10:45-11:00
lll
Week-ending:
Rating Scale
Teacher can
use the rating
scale for
students
Students can to
self-monitor.
Teacher and
student
perceptions can
be compared.
Target: Average of 3
for the week
Reward: Counselor
lunch
Jacob
Mon.
Raises hand
1
2
3
4
5
Completes Class Work
1
2
3
4
5
Raises hand
1
2
3
4
5
Completes Class Work
1
2
3
4
5
Raises hand
1
2
3
4
5
Completes Class Work
1
2
3
4
5
Raises hand
1
2
3
4
5
Completes Class Work
1
2
3
4
5
Raises hand
1
2
3
4
5
Completes Class Work
1
2
3
4
5
Tues.
Wed.
Thurs.
Fri.
Infractions
Please fill out a daily rating scale for Jacob in the specific targeted areas. (with 1 indicating a bad
day and 5 indicating a great day.) Please put in my mailbox on Monday morning for the previous
week. I will look up the weekly infractions.
Other types of behavior plans may include:
 Picture schedules
 Written schedules
 Contracts
 Checklists
Keep Data!!
Train Teachers in Adler’s 4 goals of Misbehavior
What is the child’s goal?
 Attention: Is the teacher feeling annoyed?
 Power: Is the teacher feeling challenged?
 Revenge: Is the teacher feeling hurt?
 Inadequacy-Avoidance: Is the teacher feeling
pity?
Source: Alfred Adler Institutes of San Francisco & Northwestern Washington
The Goal of Attention
Child’s Action & Attitudes
•
•
•
•
•
•
•
•
•
•
Is a nuisance in class
May showoff-class clown
May be lazy
May act hyperactive
Thinks “I have a place only
when people pay attention to
me.”
May cry
May use charm
May be overly eager to please
May be overly sensitive
May have trouble learning
Teacher’s Reaction
•
•
•
•
•
•
Gives undue service
Reminds often
Coaxes
Feels annoyed
Feels frustrated
May think “This child occupies
too much of my time”
• Irritates
• Calls their names often
Possible Redirections
One or more as needed
• Disclose the goal to the child
• Stop and wait until the child
stops- Thank him/her
• Ask child how often he wants
to interrupt
• Come to an agreement with
the child
• Use logical consequences
• Teacher uses agreed upon
nonverbal signal
• Use group talk to discover the
need for attention
Disclosing the Goal
Could it be that?
• You want to keep me busy with
you?
• You want to be special to the
group?
• You want me to notice you
more?
• You want me to come and be
with you?
• You want me to do something
special with you?
Only done one-on-one with the
child.
The Goal of Avoidance or Helplessness
Child’s Action &
Attitudes
• Feels and acts helpless
• May feel stupid in
comparison to others
• Gives up and does not
participate in activities
• Feels best when left
alone and no demands
are made of him/her
• May set goals too high
and will not try anything
that does not measure up
to the high selfexpectations
Teacher’s Reaction
• May try various
approaches to reach the
student and become
discouraged if he/she
meets with failure
• May coax, remind the
student
• May give up trying
• May makes fewer
demands on the student
• Fells pity
Possible Redirections
One or more as needed
• Stay friendly
• Disclose the goal
• Discuss with the student
his/her beliefs that he/she is
incapable of doing anything
right
• Stay encouraging without
rescuing
• Assure the student that he/she
is valuable and that you are
there to help him
• Acknowledge the students
small successes
Disclosing the Goal
Could it be that?
• You want to be left alone
because you feel…
• You can’t do anything right?
• You are afraid to fail?
• You may not be the best?
• You feel like you do not know
the answer and do not want
others to know?
• You just do not want to do it,
no matter what?
Only done one-on-one with the
child.
The Goal of Power
Child’s Action & Attitudes
•
•
•
•
•
•
•
May be stubborn
Often argues
Must win
Must be the boss
Often lies
Is disobedient
Does the opposite of what is
asked
• May refuse to do any work
• May think “I only count if others
do what I want”
• Must be in control of every
situation
Teacher’s Reaction
• May feel defeated
• Feels threatened in his/her
leadership
• Concerned about what others
think
• Gets angry
• Feels she must force the child
to obey
• Challenged
• /must show the child that she
is running the class
• May be determined not to let
him get away with his behavior
Possible Redirections
One or more as needed
• Sidestep the power struggle
• Give the child choices
• Create a win/win for child,
teacher & class
• Disclose the goal to the child
• Catch him/her being
cooperative
• Use the group discussions
• Use logical consequences
Disclosing the Goal
Could it be that?
• You want to be in charge?
• You want to show me that you
can do what you want?
-that I cannot stop you?
- that I cannot make you?
- when you want to?
-and no one can stop you?
Only done one-on-one with the
child.
The Goal of Revenge
Child’s Action & Attitudes
•
•
•
•
•
•
•
•
•
•
May steal
Is vicious
Hurts children, animals & self
Is destructive
May lie
Often blames and accuses
others of being unfair
May believe that no one likes
him/her
May want to get even for
perceived hurts
Makes himself unlikable
Feels one understands him/her
Teacher’s Reaction
•
•
•
•
•
•
Feels hurt
Gets mad
Wants to hurt back
May dislike the child
Considers student ungrateful
Wants to teach the student a
lesson
• May ask the other students to
avoid this student
• May report the child to his
parents in the hope that they
will punish him
Possible Redirections
One or more as needed
• Do NOT retaliate
• Disclose the child’s goal
• Discuss with the child their
good qualities
• Empathize with his/her feelings
and let him/her know you care
• Use group discussion,
encouragement and group
acceptance
• Establish a relationship
Disclosing the Goal
Could it be that?
• You want to punish me?
• You want to get even? To get
back at?
• You want to hurt me? (or him,
her, them?)
• You want to make me feel
bad?
• You want to show me how it
feels?
• You want to make me suffer?
Only done one-on-one with the
child.
Train teachers in the “Acting-Out Behavior Cycle”
 1. Calm
 2. Trigger
 3. Agitation
 4. Acceleration
 5. Peak
 6. De-escalation
 7. Recovery
Phase 1- Calm
 On-task behavior
 Following of rules and expectations
 Responsiveness to praise
Phase 2- Trigger
 Conflict-denial of something
 Change in routine
 Provocation
 Pressure
 Ineffective problem-solving
 Errors
 Lack of sleep
 Not medicated
Phase 3-Agitation







Fidgeting
Moving in and out of groups
Getting up out of seat
Subdued language
Withdrawal
Hands on head
Constant erasing
Phase 4-Acceleration









Questioning and arguing
Noncompliance and defiance
Off-task behavior
Provocation of others
Whining and crying
Avoidance and escape
Threats and intimidation
Verbal abuse
Property destruction
Phase 5-Peak




Serious destruction of property
Assault
Self-abuse
Severe tantrums
Phase 6-De-escalation
 Confusion
 Reconciliation
 Withdrawal
 Denial
 Blaming others
 Avoidance of discussion
Phase 7-Recovery




Eagerness for independent work/activity
Subdued behavior
Defense behavior
Avoidance of debriefing
Source: Walker, Colvin, & Ramsey, (1995)
Intervention Process of Behavior Cycle:
 Attention and positive reinforcement for calm behaviors.
 Intervene early (in a non-threatening manner at signs of
agitation).
 Instead of emphasizing phases 4 and 5 focus attention
on the first three stages.
 Reduce or remove triggers.
 Use of flip-switch card with coping self-talk after trigger
occurs.
 Go to “Chill-Out” Center at signs of agitation.