Know Behaviors and the
Strategies to Deal with Them
JHM
• Respect Each Other
• Everyone Participate
• Take Responsibility for your Own Learning
• Evaluate/Reflect to Improve
We will learn to identify behaviors (ours and
students) that help a student be successful in school
and those that prevent a student from being
successful at school
We will learn strategies to create and implement in
order to create a positive climate.
We will learn about self monitoring tools and daily
feedback and how to collect data on specific
behaviors throughout the school environment.
Identifying Behavior
Rapport/Positive Communication
Goal setting
Schedules/Checksheets/Rule Boards
Rewards/Incentives
Restitution
MOVEMENT BREAK
Modification of the Environment
Modification of Events
Teaching Positive Behavior
Data Collection
Processing
Behaviors are communicative and serve
a purpose. Students use behaviors to
get out of a task or to get something
that they want or need or they serve a
sensory purpose.
WHAT IS THE FUNCTION?
A-B-C
The most effective way to achieve right
relations with any living thing is to look for the
best in it, and then help that best into the
fullest expression.
(Quote by - Allen J. Boone)
Studies show that the quality of a therapeutic
relationship accounts for twice as much positive
change as the specific therapeutic techniques that
are used (Asay and Lambert, 1999).
We can’t expect students to change if we are
not willing to change!
Be empathic and meet students where they are!
Just because we think a student “should” be
able to do something doesn’t mean they can!
The One Sentence Intervention (from
www.loveandlogic.com )
Know your students – Forced choice menu
Strengths based – use multiple intelligence
inventories to find out how they best learn and go
with it!
Rapport - Perspective
Once we get to know our students then we can look at things from a different
perspective. Powerful research about the brain regarding:
Trauma – Acute – single overwhelming event – Examples?
Trauma – Complex – extended exposure to traumatizing situations –
Examples?
What we are learning about the brain!
Survival Mode
Adrenaline
Cortisol
Oxytocin
Use this knowledge to open up the lines of
communication! Get real with your students,
they know if you are faking it!!
Rapport - Collaboration
Be proactive! Don’t wait for a behavior to
occur. Start talking WITH the student to
solve problems.
Lost at School by Dr. Ross Greene
Collaborative Problem Solving
http://www.livesinthebalance.org
Giving students meaningful jobs provide a
sense of importance and belonging.
“Islands of Competence” (Dr. Robert Brooks)
Look for strengths, build on them! Recognize
and respect a student’s special interest!
Think of things in your classroom/school that
you truly need help with… make it a job!
Most students enjoy helping
Use Positive Communication
Clearly and simply state expectations
Model or Show a visual of the
expectation/Practice it year round
Be enthusiastic with encouragement!!!
Call/text/email home with positive news!
(Make yourself a log to help remind yourself
to do it!)
Say/Model
Avoid Saying
We walk in the classroom.
Don’t run
We sit in our chair.
Don’t stand
on the chair
We use our nice words.
No whining!!!!
We keep our hands to
Don’t hit!
ourselves.
WE HAVE TO PRACTICE THIS EVERYDAY TO GET GOOD AT IT!
 Why do we set goals? ( to achieve something,
to help staff stay consistent, ask yourself “what
do I want to happen?”)
 Set individual goals that are positive and
specific
 If we set classroom goals that are broad, break
it down into examples
 Processing and feedback are important steps
in goal setting
 Think Process Praise – effort & strategy, this
will build self efficacy skills (grit & perseverance)
 Consistency is key
Students with behavioral difficulties need concrete
statements of what is expected throughout the school
environment.
(expected as opposed to appropriate!)
Write positive goal statements, start with “I will..”
Focus on two to three areas of difficulty. It is important to include a more easily
attainable goal so we can build success.
Write goals in student friendly language
Use pictures for goals for students who are not reading yet
GOAL: I will be respectful to my teachers
and peers.
HOW TO BE RESPECTFUL:
-I will use kind words.
-I will work quietly at my seat.
-I will raise my hand to talk.
-I will keep my hands, feet, and objects to myself.
-I will follow directions
We must scaffold goals and model them. We have to show students how to
reach these goals and give feedback on effort, strategies, and perseverance!
We can use schedules with all types and all ages of students…
Students with Autism, ADHD, other mental health diagnosis, etc.
Why? Students/Staff know what is coming and what to expect. Relieves
school anxiety, preferred activity is coming!
•Activity schedules
•Whole day schedules
•Block schedules
•Picture schedules
•Written schedules
•Schedules with goals
Monday
Schedule
Morning
Work
Word
Work
Writing
I will listen to
my teachers.
I will raise my
hand to ask for
help.
I will stay in
my assigned
area.
Writing
BREAK for 5 minutes
Lunch
Spelling Work
Unpack Bookbag
Make Lunch Choice
Sharpen 2 Pencils
Pick 2 Books
Individual
schedules are
designed to meet
the needs of the
student. Picture,
words or a
combination might
be used.
A First/Then Schedule is used to break
a student’s day into smaller sections.
FIRST
Reading
THEN
Blocks
Rule Boards are used to help a student
focus on their classroom rules or goals.
I will keep my
hands and feet
to myself.
I will
listen to
my
teacher’s
directions.
I will raise
my hand
before
speaking.
Goal: Communicate
Needs (take 5, talk
to staff, talk to
peers)
Class
Goal: Follow Directions
first time
Goal: Stay on task (use
SLANT, keep your
pencils in your hand,
get started quickly)
Teacher
Initial
s or
comm
ents
PE
Science
Lunch-
World
History
Elective
When_____ works for 20 minutes he may earn a 5 minute break. (walk, magazine, draw, sit, etc) When ____ is
achieving his goals he may earn extra incentives.
Preferred activity- look for interests
Forced choice menu
Choice boards/reward menu
Students receive extrinsic rewards and we help them recognize what
the intrinsic part feels like
www.pbis.org/common/cms/.../freerewards4studentsnstaff.doc
*Restitution
is defined as the act of making good
or compensating for loss or damage. A return to
or restoration of a previous state or position
(The American Heritage Dictionary).
*Restitution provides a student with the
opportunity to “fix” their mistake.
*Before implementing restitution make sure the
consequence fits the action/behavior.
What happened?
What was wrong about my actions?
How will I fix my mistake and make amends?
I will have fixed my mistake by _______.
Student Signature ________________
Teacher Signature ________________
MOVEMENT BREAK
SCHEDULE
CHECK
CHECK YOUR GOALS AS WELL. HOW ARE
YOU DOING?
Other Strategies to Address
Behavior
Modification of the environment
Modification of events
Teaching skills
 Minimize time in unstructured locations such as hall,
cafeteria, bus, etc.- “Down time” is tough for these
students! (Think brain breaks here)
 Be mindful of heat, light, room displays
 Think about desk/table placement, well defined
spaces, classroom organization
 Safe and inviting space (plants, curtains, lamps)
 Use visuals
 Take 5 area
 Timers
Use a matter of fact tone. Maintain this tone, even when your
student does not.
State the directive and walk away (use your visuals here)
Get at eye level (when appropriate )to speak to a student.
Change physical approach of teacher to student (standing versus
kneeling, touch, personal space)
Notice your body stance and facial expressions
Be mindful of how you say things (It’s not what you say, it’s
how you say it.) Change voice intonation and how we phrase
things. Do students understand this concept?
Visuals can be used to teach and remind
students of classroom rules
Using visuals can reduce verbal
redirection
Visuals help reduce student anxiety by
providing predictability and structure
to the school day
Rule rings- use positive phrases
Rules/goals posted
First/then
Wait time visuals
Feeling cards/folder
Take 5 area
Schedules posted
Decreasing length of assignments, number of problems
assigned, give choices, highlight work
Allow for breaks (walking, head down, Take 5, preferred
activity, venting)
State expectations prior to task engagement (coaching)
Provide time/outlet for physical activity or movement
TAKE 5 can be utilized in a quiet spot in
the classroom ,throughout the school
building or at the student’s desk. TAKE 5
provides an appropriate way to deal with
frustration, over stimulation and/or
disruptive behavior at school. Often it is an
activity, not just a place to go.
Reduce workload when student is upset,
agitated, over tired, etc… (green folder
day/red folder day)
Intersperse non-preferred tasks with
preferred tasks
Use a timer
Offer choices (task order, tasks, activities,
etc…)
Take 5/calm spot/start over spot, etc.
Decreasing length of assignments, number of problems
assigned, give choices, highlight work
Allow for breaks (walking, head down, Take 5, preferred
activity, venting)
State expectations prior to task engagement (coaching)
Provide time/outlet for physical activity or movement
Teaching Positive Behavior
Provide corrective feedback – Just like we teach
academics in the moment, we can teach social skills
and positive behavior skills in the moment! It’s not a
big deal, just model and reteach.
Respond promptly (and positively) when student
exhibits positive goal behavior (replacement behavior)
Have student self-monitor
Use “I” statements
Choose consequences that are feasible for students
and staff
Goal setting and process feedback
Teaching Positive Behavior
Zones of Regulation by Leah
Kuypers
Social Thinking – Michelle Garcia
Winner
The Incredible 5 Point Scale – Kari
Dunn Buron
Why?
Who?
What?
When?
Where?
Frequency, Intensity, Duration
The behavior that data is being collected on should be
measurable and clear.
THEN WHAT?
Get the facts straight!
One of the most important steps, it is often left out!
Everyone needs to be back in control!
Use your “detective skills”
Hold the mirror up here! Be reflective!
Look for patterns. DATA!!!
Brainstorm new strategies with staff and students, agree
to try the plan!
This process builds RAPPORT!
1. Relationships come
before anything else!
BIG 3!!
2. Be consistent with
everything! (routines,
procedures,
expectations, etc)
3. Be a detective! (ask
what the problem is,
look for trends,
research and try
interventions, and then
try some more)
Additional resources
http://www.boardmakershare.com
www.disciplinehelp.com
http://do2learn.com/
www.Knowbehavior.com
www.interventioncentral.org
The One Sentence Intervention (from www.loveandlogic.com )
www.PBIS.org
The Search for Islands of Competence: A Metaphor of Hope
and Strength
Dr. Robert Brooks
Teaching with Poverty in Mind, Eric Jenson
Mindset, Carol Dweck, Ph.D
Michelle Perry
michelleperry@knowbehavior.com
TGBG