Teaching
Cause and Effect
Relationships:
Encouraging Academic Performance
Table of Contents
Paradigm Service Model ............................................................. 3
Characteristics of Students with Challenging Behaviors ............. 4
Seeking Engagement.................................................................. 6
Orders of Change ....................................................................... 7
Verbal Skill Building (a) ............................................................... 8
Verbal Skill Building (b) ............................................................... 9
Building Relationships................................................................. 10
Adjusting Attitudes ...................................................................... 11
Empathic Listening ..................................................................... 12
Top of Triangle Interventions ...................................................... 13
Goal Setting ................................................................................ 14
Plan for Success ......................................................................... 15
Social Skills Assessment ............................................................ 18
Function of Behavior ................................................................... 20
FBA ........................................................................................... 22
Functional Assessment Profile Bank ........................................... 23
Arrows ........................................................................................ 25
Living in Poverty ......................................................................... appendix
2
Positive Behavior Support
5%
10%
85%
Paradigm Service Model
3
Characteristics of Students with
Challenging Behaviors
1. Shame Based Vulnerability
Fundamentally individuals with Emotional Disturbance (ED) are fearful that
during intense interaction with others that they are going to get psychologically
and/or physically hurt. Consequently they develop low trust levels with adults
and:
●
●
●
●
●
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Porous Emotions
Emotional Boundary Issues
Emotional Reactivity
Affective Volatility
Affective Imperatives
Exaggerated sense of self-importance
(Maladaptive coping to respond to self generated shame)
2. Intensity, Frequency, and Duration of Behaviors
These individuals display inappropriate behaviors just as others do however
theirs are more intense, happen more often and last longer.
3. Social Perception Deficits
When interacting with others ED’s have difficulty understanding the impact of their
behavior on others and they do not they read others’ body language very well.
4. External Locus of Control
ED’s have an inclination to blame others for their problems and avoid
responsibility. They are constantly in the market for what is going on outside of
them to explain what is going on inside them.
4
5. Victims
ED’s blame others to prove they are not in control or responsible for
themselves; they also rescue others, and persecute authority figures. Being a
victim gives them the framework to explain their experiences.
6. Control Issues
ED’s do not like having limits set and understand questions from authority
figures as a set-up. When questioned they will respond to implied questions and
not the surface question.
7. Experts at Manipulation
ED’s are constantly looking for ways to avoid direction and control and how to
avoid responsibility. They become system-wise and their currency is in
avoiding and avoiding accountability.
8. Poor Communicators
ED’s have short attention spans, avoid eye contact, and limited verbal skills
when it is unimportant to them. They are generally unwilling to engage in
genuine communication, as they do not experience communication as working
for them.
9. Poor Problem Solvers
Ed’s are unwilling to see themselves as having a part in problems. They know
what the problem is and it is not them.
10. Political Experts
Understand how the system works, learns where the inconsistencies are and
manipulate them to their own advantage.
11. Magnetic
Drawn to others with similar ways of thinking and behavioral issues. They feel
acceptance, included, and valued for who they are.
5
Seeking Engagement with High Risk Students
 High risk students exhibiting:
Anxiety
Depression
Aggression
 Long term goal is developing:
Interest
Motivation
Participation
 Immediate concerns are:
Support
Containment
Focus
Support
Relationship building that is designed to build trust and create safety for the student. The
ideal is having a dialog that is personal, individualized, based on the child’s experience
and ability, supports the student becoming a learner, and would make emotional
connections with the student.
Containment
Is provided by the adults to create safety. This is both physical safety for the student,
as well as creating the feeling of being safe for the student
Focus
Learning interaction leading to involvement in activities other than the student’s
internal preoccupation with their locus of control. Ideally the activity would have an
emotional connection for the student, the learning process, and with others the
students is engaged with.
6
Orders of Change
I
More of the same
II
Self Examination
III
Generalization
IV
Values
V
Meaning Making
7
VERBAL SKILL BUILDING
THINK
THINK
FEEL
FEEL
ACT
ACT
8
Feel
Think
Act
Think
Feel
Congruency
Attribution
Reciprocity
Act
9
BUILDING RELATIONSHIPS
 Students need to know that you know, but they also need
to know that you care.
 Build bank accounts with each student. Address them by
name and show an interest in them. Find ways to connect
or engage with them.
 Communicate in brief, clear messages. Remember the
25-second rule and listen and respond to student content
or verbalization.
 Do not pretend to understand when you don’t.
 Never use put-downs and sarcasm.
 Engage kids in conversation by responding to them when
practical and appropriate.
 Model expressing feelings appropriately.
 Think and plan ahead prior to intervening with students.
 Validate feelings of students and other staff.
 Be, act like, and model what you want kids to be.
10
ADJUSTING ATTITUDES
 If you want your students to change their behavior, model
changing your behavior first.
 Build relationships with students. Demonstrate an interest
in what interests them.
 Have high behavior expectations that are concrete, clear,
specific, and consistent.
 Expand the scope of the school’s curriculum to include
such things as pro-social skill acquisition.
 Strive to understand what your students’ behavior is
communicating. Avoid heavy-handed authority and look
for student’s choice points.
 Respond thoughtfully and effectively to challenging
situations.
 When in doubt, teach. When students act irresponsible
ask what do they need to learn and what do you need to
teach.
11
EMPATHIC LISTENING
EMPATHIC LISTENING – An active process to discern what a
person is saying.
Half of any effective communication is listening, and it can help to listen with the
student’s ears. It is important to hear what the student is saying with as much of their
consciousness as is humanly possible.
Five steps in Empathic Listening:
 Avoid being judgmental. Whether real or perceived, the student
has a negative feeling.
 Don’t ignore or fake attention. This can be worse than not
listening at all, and could easily escalate the situation.
 Silence. Silence allows time for the student to think about what
they are going to say, and gives you an opportunity to listen
carefully to what is being said.
 Use reflection to clarify. Reflection is used to verify or clarify
the student’s real feelings.
 Listen actively for what is really being said. Listen and try to
focus on what the student is really saying. You may discover an
issue behind the initial message.
12
Interventions for
Top of the Triangle Students (ToTs)
Classroom Based

Student management is PBS based

Matric-Lesson Plans & Schedule-Discipline DataRecognition

Utilize function of student behavior

Create a context to learn

Skill acquisition driven

Contextual fit for teachers

Generative Engagement – Relationship Based

Student articulation







T Chart
Skills of Independence
Goal Setting
Plan for Success
Choice Points
Small Group
3-Minute a day 3 day/week
(non-instructional interaction)
Building Based
 Teach Social Skills
 Skills for Success
 Teaming
 Support Team
 Mentoring
 Restricted School movement
 Parent & Community Involvement
13
Successful Academic Performance
Goal Setting
Name___________________________ Date______
Student Goal
______________________________________________________
______________________________________________________
______________________________________________________
Initials__________
Responsible Choices
(reaching goal)
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
Irresponsible Choices
(blocking reaching goal)
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
Initials_______
14
Plan For Success
Student:___________________________
Date: ______________________________
Goal______________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
Responsible Choices - - - - - - ->
Positive Consequences:
______________________________
____________________________
______________________________
____________________________
______________________________
____________________________
______________________________
____________________________
______________________________
____________________________
Assistance Offered:
______________________________
____________________________
______________________________
____________________________
______________________________
____________________________
Irresponsible Choices: - - - - - ->
Negative Consequences
______________________________
____________________________
______________________________
____________________________
______________________________
____________________________
______________________________
____________________________
______________________________
____________________________
Assistance Offered:
______________________________
____________________________
______________________________
____________________________
______________________________
____________________________
15
Plan for Success II
Student___________________________
Date___________
What happened?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
What choice did you make?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
What needs to happen now?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
What assistance do you need?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Student
Staff
Parent/Guardian
Date
16
Choice Points
Name___________________________________
Date___________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
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_____________________________________________________
17
SKILLS OF INDEPENDENCE
Name:
Date:
As a Student, I can manage my own behavior. I show how well I can manage my own behavior by
demonstrating the following Skills of Independence: (Please circle the number that best describes your skills.)
I’m Trying
Sometimes
Almost
Always
1. I take responsibility for how I do in school.
1
2
3
4
5
6
7
2. I can work out my problems in school.
1
2
3
4
5
6
7
3. I follow directions from teachers.
1
2
3
4
5
6
7
4. I know how to get help.
1
2
3
4
5
6
7
5. I can go places without getting in trouble.
1
2
3
4
5
6
7
6. I take responsibility for what I do in school.
1
2
3
4
5
6
7
7. I know what to do when my work is done
1
2
3
4
5
6
7
8. I talk to the teacher when I need help.
1
2
3
4
5
6
7
9. I can change what I am doing in school.
1
2
3
4
5
6
7
10. I talk to kids and teachers respectfully.
1
2
3
4
5
6
7
11. I know how find information.
1
2
3
4
5
6
7
Student Signature
Date
Parent Signature
Date
18
19
UNDERSTANDING THE FUNCTIONS OF BEHAVIOR
Name:
Date:
Set Up
Set Off
Target Behavior
Options Modifications Interventions & Potential Support
20
Reinforcers
UNDERSTANDING THE FUNCTION OF BEHAVIOR
Name: Kyle
Set Up
(Grade 7)
Set Off
Date: 12/04/03
Reinforcer
Target Behavior

Noisy, obtrusive transitions

Schedule

Transitions

Being in hall

Peers

Reactive ADHD

Academic levels

Sense of control

Parent reports that Dad
roughhouses with boys

Sense of recognition

Avoidance of restrictions


Negative attention

Relief from emotional
distress
Child reports problems at
home
Potential Options,

Medications?

Parent interview

2-Parent interview

Pre-correction
Modifications,

Peer training to ignore
behavior

Alternative choices

Transition before bell

Restrict movements until skills
acquired

Group contingency

Problem solving

Interventions,
Support
Transition in an orderly way

Consequences for choices
connected to logical
consequences

Parent contingency for
school choices
Staff verbal reinforcement

for responsible choices
21
UNDERSTANDING THE FUNCTION OF BEHAVIOR
Name: Joe
Set Up















(Grade 11)
Set Off
Learns differently
Feels unimportant
Externalizes his responsibility
Takes on being a victim
Has been victimized
Long history of school
difficulty
Has negative anticipation of
day
Wants to be accepted by the
“in” students
Feels disregarded
Is lonely
Less engaged in school
Parent reports adjustment
issues at home
History of trying to control
other students
Normal developmental
transition to becoming an
adult
High maintenance
Review Joe’s education
program
Target Behavior



Compliance expectations
Calling his bluff (depending
on the day and how he is
approached)

Black cloud or “pigpen”
effect



Bored and engaging
irresponsible behavior which
becomes disruptive to the
instructional process
Attention
Negative attention
Dysfunctional release of
frustration
 Provides meaning for his
behavior
 Provides a place to direct his
frustration and other emotions
 Confirms his being a victim
The following is a proposal and
needs to be reviewed by the
SFS team for accuracy

Peer interactions such as in
academic processes. Joe may
react to learning geared for all
students.
Potential Options,

Date: 11/25/03
Reinforcer


Modifications,
Interventions,
Support
The following is a proposal and
needs to be reviewed by the
SFS team for accuracy
Engage Joe personally prior to
making requests
Increase his contact with male
staff

22
Engage in self-directed learning
which is more focused and
meaningful

Find positive reinforcers Joe
will work for such as
computer access or OSU
classes
UNDERSTANDING THE FUNCTION OF BEHAVIOR
Name: Daniel
Set Up
(Grade 5)
Set Off
Target Behavior

Unresolved trauma

Being asked to perform

Grief (loss issue)


Academic needs
Being held accountable (right
that minute)

Anxiety rises


Social skills intervention

Pre-correction

Establishing options

Reading assessment and
support plan

Examine academics



Oppositional and defiant
behavior that disrupts the
academic process for others
Peer interaction
Potential Options,
Modifications,

Respond early when signs
occur that it’s not working.
Training classmates to ignore
disruptive

Provided choices

Calming himself
Date: 2/12/03
Reinforcer

grandmother

Avoids academics

Engages other and negative
attention

Sense of some control
Interventions,
Support
Cooperative and engaged
working toward independent
academic performance

Keep him in school

Provide hands-on
reinforcement

Increase consistency

Plan for Success

Home visit
Catching him being
responsible

Consequences for choices
connected to logical
consequences

Parent contingency for
school choices

In-school suspension
schedule

Goes home to see
23
FUNCTIONAL ASSESSMENT OPTIONS
SETTING EVENTS
PREDICTORS, ANTECEDENTS
Physical health factors
Impulsive
Self-stimulation, i.e., rocking, tapping
Overly active
Gets angry easily
Highly distractible
Anxious or fearful
Lacks sleep frequently
Ill often
Complains of physical pains frequently
Often hungry
Academic
Whole class work
Receiving instruction
Preparing for task
Independent work
Small group work
Content too difficult
Length of assignment
New information
Instruction unclear for student
Finishes work quickly
Emotional factors
Frequent conflicts with peers
Defiant to adults frequently
Lack of friendships
Gets angry easily
Loner
Frequently appears sad
Frequently victimized by peers
Lacks motivation for school or
friendships
Authority
Males
Females
Regular teacher
Other staff (music, EAs)
Substitutes
Problems outside of school setting
Family conflicts
Alcohol/Drug problems in self
Alcohol/Drug problems in family
Other: _________________________
Peer
Problems with most peers
Problems with specific peers
With increased numbers of peers
present
During less supervision
Procedure
Transitions
Start-stop procedures
Less structured areas
Access to desirable objects, tasks or
people i.e., can’t wait
PROBLEM BEHAVIORS
Tunes Out Instruction
Doesn’t take instruction
Doesn’t start assignment
Doesn’t work consistently
Doesn’t turn work in
Doesn’t ask for help
Distracts others by talking to peers
Talks out frequently
Non-Compliance
Simple refusal
Direct defiance
Escalates into temper outbursts
Argues
Inappropriate language
APPARENT PURPOSE OR NEED
BEHAVIOR SERVES TO AVOID
OR OBTAIN
Attention from adults
Attention from peers
Get an activity
Get an item
Avoidance of certain people
Avoidance of peer teasing
Avoidance of task(s)
Avoidance of demands
Problems with Peers
Bully
Victim
Intrusive verbally
Intrusive physically
Peculiar behavior or communications
Escalating patterns
Takes other’s belongings
Resists Changes
Agitation
Refusal, verbal/physical
Appears confused or overwhelmed
Withdraws
Destroys property
Inappropriate Behaviors
Communication
Student lacks skills to indicate needs or
wants clearly
Other: ___________________________
Other: _________________________
24
Avoidance of correction
Avoidance of task(s)
SETTING EVENTS INTERVENTIONS
Involve family to obtain history and home behavior information
Reassure safety frequently
Modify setting to insure sense of safety
Coordinate with community agent i.e., Mental Health Worker
Teach social skills for inclusion, asking for assistance
Offer small group for academic tasks or social opportunities
Peer assistance
Cross age tutoring
Opportunities to build status with peers
Involve student in decision making
Task analysis-break down steps to beginning school day and modify as such
Increase structure and support with preferred adult or peer
Begin day with incentive schedule
Picture schedule or organizing activity
Daily check in group or with “coach”
Identify clear expectations for positive behaviors
Cost/benefit program for acceptable and non-acceptable choices
PREDICTORS/ANTECEDENTS INTERVENTIONS
Academic
Pinpoint specific problem
Task analysis, break down steps for problem task expectations
Modify content, length, time to perform tasks
Modify seating
Increase or decrease movement options
Stimulate interest areas for student
Allow peer help
Teach organization skills
Teach positive self-talk
Teach communication skills:
How to get help, how to ask for a break, a quieter place
To recognize when help is needed
Pre-teach academic expectation
Authority
Increase rapport
Set goals for specific expectations
Identify positive adults for student and increase access to them
Look for ways to reinforce expected behaviors—3:1 positive to negative statements
Response Cost Plan
Allow limited (2) choices when giving directives
Reinforce small steps toward compliance
Peer
Increase time with positive peers
Decrease time with negative peers
Cooperative learning options
Teach social skills to improve peer interaction
Teach verbal skills to meet social needs or wants
Teach conflict management skills
Communication
Teach social skills to verbalize or signal need or want
Prepare adults to recognize attempts to communicate
Procedure
Pre-teach steps to procedure
Specify behavioral expectation
Prepare for all changes
Picture or written schedule of procedures
Reassure verbally if fearful of change
Over-request tasks with high degree of success prior to difficult procedure
Allow peer assistance, e.g., “Hall Buddy”
25
Team Goal____________________________________
26
Team Goal____________________________________
27
Getting into power struggles
with students


is like
mud wrestling with pigs.

You both get dirty
and
the pigs like it!
i
Classroom Management: Self-Assessment
Teacher__________________________________
Date_____________
Rater ____________________________________
Classroom Management Practice
Rating
1. I have arranged my classroom to minimize crowding and
distraction.
Yes
No
2. I have maximized structure and predictability in my
classroom.
Yes
No
3. I have posted, taught, reviewed, and reinforced 3-5
positively stated expectations.
Yes
No
4. I provided more frequent acknowledgement for appropriate
behaviors than inappropriate behaviors
Yes
No
5. I provided each student with multiple opportunities to
respond and participate during instruction.
Yes
No
6. My instruction actively engaged students in observable
ways
Yes
No
7. I actively supervised my classroom during instruction.
Yes
No
8. I ignored or provided quick, direct, explicit
reprimands/redirections in response to inappropriate
behavior.
Yes
No
9. I have multiple strategies/systems in place to
acknowledge appropriate behavior
Yes
No
10. In general, I have provided specific feedback in response
to social and academic behavior errors and correct
responses.
Yes
No
Overall classroom management score:
10-8 “yes” = “Excellent”
# Yes________
7-5 “yes” = “Getting by”
<5 “yes” = “Improvement Recommended”
ii
Action Planning
The purpose of this assessment is to provide the rater with a general classroom management tool that
assesses practices that are in place and a possible plan for enhancement or maintenance strategies. This
assessment and action plan can be completed as a “self-assessment” or by an observer.
1.
Select a teacher-led activity that has specific learning outcome or objectives.
2.
During the activity, count number of positive and corrective student contacts.
3.
After the activity sum the number of positive and corrective contacts and calculate the ratio of
positive to corrective contacts.
4.
Given your ratio score (below) and self-assessment score, develop a plan for enhancement or
maintenance.
Based on your score, develop a plan for enhancement or maintenance.
Instructional Activity
Time Start_________
Time End _________
Tally each Positive Student Contacts
Total #
Tally each Correction Student Contacts
Ratio of Positives to Corrections: _____ to 1
Action Plan
#
Current Level of Performance
Enhancement/Maintenance Strategies
iii
Total #
Concepts that Living in Poverty Teaches
 Success – Generally unattainable, limited to people who have a lot of luck
 Failure – Inevitable, no hope to overcome inherent deficiencies
 Job – Does not pay in respect or a living wage; takes you away from your family
 Emotions – Emotions are made to be expressed, publicly or privately
 Future – Difficult and painful to envision, so live for now
 Money – To be used before it gets away, not enough anyway
 Police – Hurt people, the enemy, unfriendly, out to get us and should be avoided
 Education – For “those” people, not people like me, takes you away from your
family and causes additional stresses because you don’t have the status symbols to
belong (right clothes, shoes, food, car, house, etc.)
 Teachers – The enemy, don’t like people like me, make me feel unwanted, not cared
about and stupid because I don’t know things that others seem to have mastered
 Healthcare – Non-existent, if very sick go to the emergency room, share prescription
medicine, glasses remedies
 Doctors – Stay away and they can’t tell you bad news, not seen as advocates or
caring, are seen as “knowing everything”
 Dentist – Fear people we know don’t go to the dentist, when they do go, tremendous
hassle to find access and then a great deal of pain, brushing and flossing are some
rules “those” people made up, won’t help me, other things more pressing than my
teeth.
 Nutrition and Exercise – Not words we use, for people who have too much time and
money on their hands, whatever is going to happen to your body will happen no
matter what you do
 Fate – Life happens, you have no power to change it, only to react to it.
iv