A FRAMEWORK FOR SUPPORTING
STUDENTS WITH CHALLENGES
Cynthia Jackson, Ed.D.
Indianapolis Public Schools
November, 2013
“The circle is a sacred symbol of life…individual parts
within the circle connect with every other , and what
happens to one, or what one part does, affects all with in
the circle.”
Virginia Driving Hawk Sneve
A LOOK BACK…
Thinking about…
 What
 How
have you learned well?
did you learn it?
 What
do you remember about your
favorite teachers or adults in your life?
How Does Developmental
Need Theory Help Our Work?

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Belonging
Mastery
Independence
Generosity
(Brendtro, et al, 1990)

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Love, affection
Fun
Power / freedom
Survival, security
Physiological needs
(Glasser, 1990
Maslow, 1968)
What Do Children Say They
Need?

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Friends who care for you and you for them
Fun and challenging things to do
Having choices and learning how to make
choices
A chance to master the skills needed to
pursue a dream
Physical well-being
Status and a “cool” reputation
Unconditional love, someone who will always
be your advocate
A chance to make a difference in someone’s
life
What do we know about
today’s children?

Over past 25 years youth have spent more time alone
than any generation. Thus missing a coherent sense of
community. Bonds between children and adults are
changing. Technology is a response to alienation
(Hersch, 2000).

In the past play was creative and influenced by rules
and boundaries. Today’s play is very individualized.
“The world is on a screen”, not providing a sense of
place (Dargan, 2002).

Over 100,000 biracial children born each year since 1989.
Students of color will make up 46% of the nation’s
student population by 2020. In urban centers at least 75%
of students are of color.

1 in 5 children under 6 live below the poverty line.

Over past 30 years more children living in “risk” in a
“socially toxic environment” that undermines the security
of families and communities. Are we more aware of the
problems today than before? (Garbarino).

11% of children born in 1950’s experienced their
parents separation or divorce. Recent statistics
reveal that over 55% of children experienced this
family disruption.

Violence, in various direct and indirect forms,
effects 1 in 5 youth in today’s communities.
WHAT NEEDS IS YOUR
PROGRAM DESIGNED TO MEET?
Tier 3: Individualized Supports for a FEW
•Functional thinking
*Coordination with family
•Specialized intervention plans
Tier 2: Targeted Supports for SOME
• Accommodations & booster skill instruction
• Modifying how adults respond
Tier 1: Universal Supports for ALL
• Grounded in need-based & asset
building thinking
• Safe, supportive climate
• Meaningful , relevant instruction &
programming
• Routines and procedures
• Relationship and rapport
SUPPORTS FOR ALL
Prevention of problems is goal.
 Provide autonomy within structure…choices
 Set clear & consistent expectations
 Discipline replaces punishment…teach, model,
reinforce
 Use logical & natural consequences
 Demand “greatness” instead of obedience
 Skills assessment…no assumptions
 Mobilize the positive power of peers.
 Personalized and relevant instruction and
activity
WHAT IF….WHAT DO YOU DO?
•
Youth is continually
disrespectful.
•
Youth has difficulty
completing a tasks.
•
Youth verbally bullies
peers to get his way.
SUPPORTS FOR SOME

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Built upon the universal foundations.
Re-teach, reinforce and repeat
Intentional, caring relationships
Understand student’s anxieties and fears so can
respond
Understand that behavior serves a function for
student
Crisis is an opportunity for learning new skills
Disengage from conflict cycle
Earn trust
Respect begets respect
Teach joy and nurture confidence
What Influences How Students
Respond to Stressful Incidents?



Student’s feelings about his/her competency. “I
am stupid if I make mistakes” or “I feel good when I
try.”
Student’ feelings (positive or negative) about the
event. The thoughts about it, not the event itself.
“I can handle this.” or “I know I will fail this test.”
How adults support the student. How would this
influence student feelings?
The Conflict Cycle
Student’s Self-Concept
1
Stressful
Event
4
2
Student’s
Feelings
Adult/Peer
Reactions
3
Student’s
Observable
Behavior
Understand Thoughts &
Feelings Influence Behavior

Students act out or escape if they
are fearful, anxious, uncertain
or

Students accept feelings and use coping skills
to manage frustration / stress / anxiety
RESPOND, NOT REACT

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Convey support through body posture
and communication style.
Use eye contact or the opposite as
needed to provide “space”.
Avoid excessive touch.
Maintain physical proximity or distance
as needed.
Convey interest and support through
facial expressions.
Control physical gestures.
Use supportive stance.
Interventions That
Do Not “Work”
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Direct Confrontation
Elevated Voice
Angry Tones
Scolding
Nagging
Sarcasm
Overcorrecting
Threatening
Punishment
Grabbing

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Telling
Public Power Displays
Public Personal
Redirects
Power Struggles
Abruptly Invading
Their Space
Exclusion
Delegating
Interventions / Control
to Others
SUPPORTS FOR A FEW

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Individualized problem solving is required.
Clarify the goal or replacement behavior needed to be
successful.
Successful intervention at this level requires collaboration
and family support.
If child has disability, understanding of how the disability
impact the observed behaviors adds information to
influence strategies.
“Unless someone like you cares a
whole awful lot, nothing is going to
get better. It’s not!”
Dr. Suess
RESOURCES
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Brendtro, L. & Shahbazian, M. (2004). Troubled children
and youth: Turning problems into opportunities.
Champaign, IL: Research Press.
Curwin, R.L., Mendler, A.N., & Mendler, B.D. (2008).
Discipline with dignity: New challenges, new solutions. (3rd
ed.). Alexandria,VA: ASCD.
www.behavioradvisor.com/oldindex.html
www.interventioncentral.org
www.ldonline.org
www.nichy.org
www.air-dc.org/cecp