Classroom
Accommodations
Behavior & Learning
Michelle Fattig-Smith, Ed.S.
Interventions effective in
helping low-achieving students
• First ask “Why?”
• Define the concern: academic, behavioral,
affective, medical, choice, lack of understanding,
attention, attention seeking (It is always better
to look ‘bad’ than to look ‘stupid’)
• Use problem solving teams for support and
suggestions for alternative strategies
• Intervention strategies are not guaranteed to
work; however, they are a step in the right
direction
• Keep trying new things until success is achieved
Attention Deficits
Hyperactive=excessive activity that is age
inappropriate
• Consider behavior modification approaches
with Positive Behavioral Supports
• Use contracts with clear rewards and
consequences (both signatures required)
• Talk with parents and other teachers, are
they seeing the same behaviors?
• What are they doing that works?
Attention Describes a
number of activities
•
•
•
•
Focusing on one stimulus at a time
Resisting distractions
Sustaining effort over time
Paying selective attention to one
thing to the exclusion of others
• Maintaining focus over time
»
Naglieri, J.A. & Pickering, E.B. (2003). Helping children learn: Intervention handouts for use in
school and at home. Baltimore, MA: Brookes Publishing, p. 39.
Classroom problems
related to attention
• Limited ability to work for more than a
few minutes on one thing
• Failure to focus on relevant aspects of
assignments
• Difficulty in resisting distractions in the
classroom
• Incomplete work because the child could
not sustain the effort
»
Naglieri, J.A. & Pickering, E.B. (2003). Helping children learn: Intervention handouts for use in school and at
home. Baltimore, MA: Brookes Publishing, p. 37.
Peer Pressure for
Positive Outcomes
Consider a student who is consistently out of
his/her chair and bothering neighbors:
1. Reward in seat behavior (i.e., verbal
praise, token, extra free time, line
leader, or designated activity)
2. Use consequences or peer pressure to
“correct” the undesirable behaviors
3. Use the Premack Principle
Example of Peer Pressure
to Correct Behavior
• Divide the room into four quadrants
• When a student in a quadrant is out of
seat or bothering neighbors, his/her name
goes on the board under that quadrant
• The quadrant with the least number of
names (or tallies) receives a reward
Premack Principle
• Use a desirable activity to serve as a
reward contingent upon completing an
undesirable activity
• “Grandma’s trick: Eat your peas and then
you can have dessert.”
• Finish your spelling words, and you can
work on the computer for five minutes
Stress Outlets for
Psychomotor Agitation
• Psychomotor agitation, hyperactivity, can
be alleviated through physical outlets (e.g.,
taking a note to the office, walking around
to hand out papers, quietly tapping toes
inside of shoes, sharpening a pencil, and
etc.)
• Alternate quiet and active periods
• Always replace the undesirable behavior
with a desirable behavior
Distractibility:
Difficulty in
inhibiting responses to stimuli. Attention is
easily diverted to other stimuli.
• Eliminate excess stimuli when possible (i.e.,
study carrels, earplugs, quiet distraction
free area to complete written tasks)
• Be specific and firm in directions, limit
verbiage and number of steps involved
• Change input mode, a multi-sensory
presentation may be helpful in introducing
new concepts or lecture
Short Attention Span
•
•
•
•
•
Arrange material from easy to difficult
Allow time for attention to shift
Check to see if the student understands,
“Tell me what I said in your own words.”
Use small, sequenced steps and gradually
increase the length of desired tasks
Reduce the complexity of the task if
appropriate (instead of 30 math mad
minute problems, 10 per side of paper)
Short Attention Span
•
Encourage self-monitoring “Give
them a goal to shoot for.”
• Find out if the student knows:
1. What to do,
2. How to do it, and
3. Why he is doing it.
Impulsive: tendency to respond
without careful consideration-activity without
careful thought, or reflection.
• These students tend to guess rather than using
reflective thinking processes
• Impulsive ‘blurting’ is often an issue
• Teach, “Stop-Think-Act” strategies
• Provide “think time”
• Consider response cost procedures-
– When a student makes impulsive errors, he/she “loses” a
privilege
– When a student uses his/her S-T-A process, he/she
gets a reward or gets to avoid a distasteful task
Memory Deficits:
difficulty remembering what has been said or
demonstrated
• Overlearn-repeated practice, consistent review, with
distributed practice
• Rehearsal-repetition of small amounts of information
immediately after receiving it (repeating “Bob, Bob, Bob”
after meeting a new person named ‘Bob’)
• Teach the use of: highlighting, advanced organizers,
establishing relationships/associations between old and new
materials, mnemonic devices, tape recorders
• Reduce the number of items to be memorized or learned,
and gradually increase as success is achieved
• Make the materials meaningful, relevant, and useful
Disorganization: Inability to
structure or order work, time, or surroundings
• Encourage asking questions for clarification
• Help eliminate time wasters
• Prepare checklists of what needs to be done, and
what needs to be first
• Prepare assignment notebooks
• Provide routine and structure
• Provide home to school communication
• Provide specific and consistent directions
• Provide written assignments
• Provide list of materials needed for assignment
Poor Learning Skills:
Difficulty in knowing how to learn
Teach the student how to organize the
problem:
1.
2.
3.
4.
What
What
What
What
does the problem require?
am I asked to do?
am I given?
shall I do?
Poor Learning Skills:
Difficulty in knowing how to learn
• These students tend to equate learning
with memorizing.
• Teachers need to help develop coping
skills: identify key words, how to take
notes, outlining, summarizing
• Teach the student to search for clues that
organize the problem and the data
• Separate the problem into meaningful
parts
Poor Learning Skills:
Difficulty in knowing how to learn
Provide test taking strategies:
1.
Examine entire test before answering to understand
expectations.
2.
Estimate how much time will be needed in each area of
test.
3.
Answer first those that you know.
4.
Essay questions: write down key ideas, main points, in
brief form for outline.
5.
If stumped, move on. Try to give your best guess if not
penalized for wrong answers.
6.
If you guess on an answer, don’t change it! Your first
guess is usually best.
Poor Learning Skills:
Difficulty in knowing how to learn
Analyze difficulties in problem solving
1. Ability-consider modifying difficulty of
problem, possibly moving from the more
abstract to more concrete
2. Motivation-consider the degree of frustration
3. Information-help to relate information to that
the student already knows to help solve the
problem
4. Experience-begin with less difficult problems
and progress to more difficult
Poor Learning Skills:
Difficulty in listening
Listening skills can be enhanced by:
1.
Classroom discussions regarding how listening skills
affect school work, out-of-school living, and behavior
2.
Read interesting articles, ask the students to write down
what they heard, have the students compare the original
article to what they wrote. Ask, “does your report cover
the news?”
3.
Provide verbal steps to problem solving, and have the
students repeat back in their own words
4.
Proximity teaching with prompts to attend frequently
5.
Multi-modal presentation
Poor Learning Skills:
Difficulty in knowing how to learn
1.
2.
3.
4.
5.
Help students develop realistic goals
Examine actions needed to reach goals
Involve parents in responsibility training
Reinforcement opportunities
Understand strengths and weaknesses
Poor Study Habits: the
inability, particularly when working alone, to
use proper procedures in the studying process
PORCUPINE
• Purpose-determine purpose of material
• Overview-survey the material
• Read-relating the material to the purpose
• Consider-ponder the significance
• Underline-important points as you read
• Paraphrase-put into your own words
• Invent-ways to remember such as mnemonic devices,
imagery, analogies
• Need-Evaluate in relation to need and purpose
• Elaborate-what are the implications
Poor Study Habits: the
inability, particularly when working alone, to
use proper procedures in the studying process
SQ3R (reading)
1. Survey
2. Question
3. Read
4. Reflect
5. Recite
Poor Study Habits: the
inability, particularly when working alone, to
use proper procedures in the studying process
Cognitive Behavioral Approach (self-monitoring)
Talk it through!
1.
2.
3.
4.
“Now the first thing I need to do is get my
materials together.”
“Second, let’s see, I’ll turn to page 46.”
“I now survey the material. Okay that’s done.”
“Now I should read to answer certain
questions.”
Intervention Techniques:
• Consider appropriateness of the form of testing.
(oral vs. written, open ended questions vs. forced
choice answers)
• Consider appropriateness of grading or structure
of some test items (verbiage, abstract vs.
concrete)
• Utilize short term goals, small increments of
change, peer tutoring, teaching style changes
• Task analysis regarding expectations and grasp of
prerequisites
Intervention Techniques:
• Consider conditions of learning: formal vs.
informal, directive vs. nondirective
• Concrete examples vs. abstract
• Need for increased time on task
• Special techniques such as: programmed
instruction, special learning activities,
student involvement in planning, frequent
feedback, alternative reading materials
Intervention Techniques:
• Reward-after successful completion of tasks
• Behaviors that are reinforced are most likely to
reoccur
• Learning processes which involve experiencing,
doing, and reacting promotes retention
• Deliberate recall, immediately after learning, and
in the students’ own words, reduces the
possibility of forgetting new material
Intervention Techniques:
Auditory Vocal-inability to learn by use of
words or sound symbols
•
•
•
•
Use visual stimuli
Use sight word methods in reading
Use sight words and flash cards
Use context clues
Present a printed model of a word. Have the child trace the
model with his/her finger, saying the respective phoneme
for each grapheme as he/she traces it. He/she should say
the total word at the conclusion. Repeat several times.
Intervention Techniques:
Auditory Receptive-inability to understand
what is heard
• Use short, one-concept phrases and have
the child repeat them
• Tell the child to listen before you say
something that is important
• Have the child close their eyes, then make
a noise and have them try to identify it
• Have the child write from dictation
Intervention Techniques:
Verbal Expression difficulty generating or
expressing ideas or concepts
• Begin a story and have the child
invent the ending.
• Provide story prompts.
• Ask the child to complete open-ended
sentences: In the morning I wake up
_____________________ I hurry
to dress so I can _______________
Intervention Techniques:
Vocabulary Strategies
LINCS
1. List the parts
2. Identify a reminding word
3. Note a LINCing story
4. Create a LINCing picture
5. Self-test
Intervention Techniques:
Word Identification
DISSECT
1. Discover the context
2. Isolate the Prefix
3. Separate the Suffix
4. Say the Stem
5. Examine the Stem
6. Check with someone
7. Try the dictionary
Intervention Techniques:
First Letter Mnemonics
FIRST
1. Form a word
2. Insert a letter
3. Rearrange the letters
4. Shape a sentence
5. Try combinations
Intervention Techniques:
Studying and Remembering
LISTS
1. Look for clues
2. Investigate the items
3. Select a mnemonic device
4. Transfer information to a card
5. Self-test
Learning Atmosphere
nine conditions for success
1.
2.
3.
4.
5.
6.
7.
8.
9.
High expectations
Freedom-mistakes are okay
Respect-right to be heard and have an opinion
Warmth and Acceptance-safe and supportive learning environment
Student Value-everyone needs to feel important
Leadership-friendly and fair, but in control
Success-atmosphere of success rather than failure
Encouragement-techniques to promote not discourage
Promotion of peer acceptance-feelings of belonging and acceptance
Fisher, R. I. (1987). Learning difficulties strategies for helping
students. Dubuque, Iowa: Kendall/Hunt Publishing Co.
Students Arriving Late to
Class
• Provide incentives (rewards or privilege
• Set up fun, short “bell ringer” activities before class to
motivate students to show up on time
• Set up class wide reward system where students “clock in”
and tally their time to earn a group privilege (early birds
add to the total and late arrivals subtract)
• Late arrivers must make up their time, preferably with an
undesirable task
• Open and frequent communication with parents
• Check with other teachers to make sure that they are
actually being released with adequate time to get to your
class
»
Classwork & homework: Trouble student problems from start to finish. Retrieved Dec. 21, 2006
from: http://www.interventioncentral.org
Students forgetting
necessary work materials
• Remind students at the end of class about books
or other materials they will need
• Keep a collection of ‘loaners’ they can use (pens,
pencils, papers, and writing paper)
• Encourage parents to supervise book bag
preparations before students leave for school
• Teach the class a general system for organizing
work and storing materials
• Use ‘peer buddies’ (Share, borrow, check in)
• Set up a self-monitoring system
»
Classwork & homework: Trouble student problems from start to finish. Retrieved Dec. 21,
2006 from: http://www.interventioncentral.org
Teaching self-monitoring
Now Where Did I Put That?!
Organization and Day Planners
• Been there? Done that? Lost dozens?
Using a day planner is one of the most
essential coping skills that a student with
attentional issues or disorganization
struggles can develop; however, it is also a
skill that they must practice and develop
over time. Actually, using a day planner is
not a single skill, but involves a set of skills
that can be worked on one-by-one.
Why Can’t I Just…
“It’s in the car.” “I haven’t gotten to WalMart yet.” “I forgot it today.”
•
–
–
–
–
–
–
•
–
–
When I am working with a student to develop the habit of using a day planner, I
hear many excuses as to why it is not with them. The only way for their day
planner to become a life planner and manager is to become so attached to it, they
can’t live without it. If it is not in their arms, they should feel a sense of
loneliness!
Put it in the same place every night
Reach for it before you reach for your jacket, purse, wallet, etc.
Look for it before you ever get out of the car, off the bus, etc.
Teach parents, friends, teachers to remind you if it isn’t present.
“If found please return to….” Emblazed in bright bold letters across the front and back.
Back up system. Stop think act! If you leave it behind, find it before you have gotten too
far in your day! It’s easier to ‘trace your steps’ when it has been one class period, than
when it has been a day or week!
Rehearse, rehearse, and rehearse.
Write EVERYTHING in your day planner.
Develop the unwavering habit that all assignments, events, materials, etc. are written in
your day planner before your hind end leaves your seat! Do not rely on the ‘I’ll remember
to write that later’ philosophy. You haven’t in the past, and you won’t in the future!
How’s That Working for You So Far?
The only true definition of crazy is repeating a behavior proven to be
unsuccessful in the past, and expecting it to succeed, then being
devastated when it does not!
•
•
•
Stick ALL of your papers in the planner, and at the end of the
day sort, complete, file, and protect! Don’t stick your papers in
your books, under your bed, in your locker…you won’t remember!
Teachers and Parents: set up a system with your teachers and
parents that they will ask you for your papers if they don’t
receive them. If you’ve got them done, you should develop and
support a plan to get the credit! Ask mom or dad to sign
homework when you are done, and ask your teachers to sign your
planner when you have assignments written down!
At first, parents and teachers should be responsible for this
oversight. If successful in habit forming, the student might be
able to take over some of the responsibility. But never
ASSUME!! They have and will always have the disability…it is
not a CHOICE and should not be punished!
Lists Are Our FRIENDS!
•
–
Learn the beauty of lists! Write everything down, check
everything off as you complete. This should be a DAILY
activity for you for the REST OF YOUR LIFE!
•
You may have multiple lists-keep them all on the same paper!
Examples:
Homework to do’s
–
–
–
–
–
short term projects papers
long term projects papers
»
long term projects need a timeline, teacher or parent to ‘check
in’ on progress, and extra discipline on our part!
family activities coming up
extracurricular activities
personal goals
Procrastination is the
ENEMY!
•
•
•
–
–
–
–
–
–
–
–
–
–
Developing our ‘to do’ list includes creating your daily action plan, weekly
action plan, monthly action plan, and long term plans.
Prioritize…ask teacher or parent for help in the beginning
Define actions or tasks which need to be accomplished
List materials needed in order to accomplish tasks
List the time needed to accomplish
Learn to become a better time estimator
Taking items from ‘to do’ list and placing them on daily action planner, with
assigned times, forces us to begin thinking about how long things take and
making realistic goals
When making daily plan, allow for the ‘what have I forgotten scenario’
Learn to plan for contingencies
To-dos become not-dones when we fail to plan for the ‘what have I forgottens’
Traffic happens
Books are forgotten at home
Papers are lost
Take a Deep Breath
Stop the ‘why can’t I just’ voice
Follow Your Plan!
• None of us wake up in the morning hoping to
forget things, disappoint people, or feel stupid.
We, like every other person in this world, have
our strengths and weaknesses. Unfortunately, our
weaknesses sometimes look like laziness or
defiance to those around us. Learn to selfadvocate! Plan ahead for those contingencies and
don’t let setbacks get you down! Some of us have
tried for so long to mask our poor planning skills,
we haven’t learned to tell people what we need or
what we struggle with.
Define Your ‘Why Can’t I
Just...’ Moments
•
–
–
–
Learn to resist impulses and distractions!
Don’t stop to see what is on television, IT’S A TRAP,
you will become transfixed!
Don’t answer the phone when you are starting your
homework, ANOTHER TRAP, you will forget to get
back to the initial task! (Once it is out of our mind, it
is done in our mind!)
Don’t forget to refer to your list and cross off
completed items, BUT NOT UNTIL YOU HAVE
ACTUALLY FINISHED! If you cross it off before you
are done and you get distracted or interrupted, you
will not remember to go back!
Define Your ‘Why Can’t I
Just...’ Moments
•
•
•
Does a task, responsibility, or action need to be a part of
your life, or are you simply conforming to peer pressure
or others’ expectations?
If you truly dislike or are unable to accomplish a task,
talk with your parents or teachers, maybe a more
tolerable task could be substituted? (Example, if writing
is laborious and you can’t seem to get your thoughts on
paper, maybe a teacher would let you tape record your
report or your parent could transcribe it for you? Maybe
you could work with graphic organizers to develop your
story, rather than facing a blank sheet of paper, which
can be very overwhelming!)
Maybe there is a way to creatively problem-solve or make
the task less time-consuming and more interesting!
Self monitoring system
• If used correctly, a day planner works for
you…you don’t work for it! A day planner is a tool,
which will help you in life and relationships with
others. Less stress and more success is a life
long goal that is obtainable for us! Make sure to
plan for enjoyable activities as well. Keep a list of
positive to-do’s and balance your day accordingly!
• Adapted from: Nadeau, K. G. (2006). Using a day
planner as a life planner. Attention Deficit Disorder Association:
The World’s Leading Adult ADHD Organization. Retrieved 11/14/06 from:
http://add.org/articles/uplanner.html
Student appears unmotivated
to complete in-class work
•
•
•
•
•
•
Assess skills in order to determine is “unmotivated” is masking skill
deficits (it’s much better to look bad/bored than stupid)
Allow students to earn points or rewards for work completion
(offer incentive/reinforcement survey to determine what is the
most motivating)
Use cooperative learning and hands on projects as social
motivators
Weave high-interest topics into lessons to capture student
attention
Offer choices regarding where they sit, who they sit by, what
books to use for an assignment, or the type of ‘product’ the agree
to produce (e.g., writing essay, newspaper article, letter to the
editor, political speech, etc.)
Allow class to ‘vote’ on structuring the lesson (i.e., spend class
period working in pairs in the computer lab or in classroom in larger
groups finding key concepts in text or lecture notes)
Student appears unable
to complete in-class work
•
•
•
•
•
•
•
•
•
•
Survey student skills to determine strengths and deficits
Adjust instruction to match skill level
Adjust groupings
Provide strategies/review sheets
Provide highlighted or restructured notes
Rewrite or reword tests
Provide materials at his or her skill level
Target and practice key skills taught in course
Provide the student answer keys to self-check independent work
Provide glossaries with key course terms and their definitions
»
Classwork & homework: Trouble student problems from start to finish. Retrieved Dec. 21, 2006 from:
http://www.interventioncentral.org
Student does not participate in
large-group discussion
• Establish rules of no teasing for incorrect
answers
• Encourage differing viewpoints
• Allow ‘think time’ and draw names for responses
(allow for ‘passes’ if a student is very shy and
doesn’t know an answer)
• Set up ‘life-line’ options (if a student doesn’t know
an answer, can call on someone he or she thinks
might know, the student using the life-line option
must then judge the answer to be correct or
incorrect)
• Allow students to refer to notes or text for
answers
Students refusing to comply
with teacher requests to do
work
• Survey for skill deficits (never
assume)
• Keep it positive, provide options
• Create a reward system
• Avoid power struggles!
» Classwork & homework: Trouble student problems from start to
finish. Retrieved Dec. 21, 2006 from:
http://www.interventioncentral.org
Power Struggle
management
• There is no one way to manage a
power struggle. Each power struggle
situation is unique. A power struggle
occurs when the participants work
hard to win in order NOT TO LOSE!
Students often evade responsibility
by making the power struggle the
focus.
Power struggles are most
difficult to manage when:
•
•
•
•
•
–
–
–
There is a lack of clarity in expectations and consequences (be explicit,
do not engage in arguing or negotiation, be firm and calm)
There are time pressures (be aware of limitations, don’t lose your
temper, remain calm, have a plan ahead time, follow through without
anger or irritation—the student ‘wins’ if they can push buttons!)
The disruption factor is HIGH (talking out during lecture or etc.)
People are angry, fearful, or frustrated
Vulnerabilities are unguarded
Everyone can be pulled into a power struggle (I’ll win to prevent a loss)
Vulnerabilities vary (Students can be very sensitive to being controlled by
authority figures)
Students initiating power struggles have an expert ability to find another’s
vulnerabilities (button pushers)
Managing power
struggles:
•
•
•
•
•
–
–
–
–
–
–
–
–
Ready yourself and the situation!
Be vigilant of high risk times (transition, when asked to do work, or other)
Build a ‘positive bank account’ with known power strugglers:
Frequent use of positive, encouraging statements
Quick positive comments to diffuse embarrassing or conflicting situations
Identify shared interests
Model self-control
Be aware of and in charge of your vulnerabilities (don’t get sucked in)
Maintain a positive perspective about the student (find likeable qualities and focus on
them)
Maintain self-control at all times! (Never let them see you sweat)
Respond with Purpose
•
Encourage thoughtful choice rather than compliance (would you like to use a pen or pencil
to complete this worksheet?)
Call attention to student behavior in a simple way
Head off power struggle when warning signs are observed
WARNING SIGNS
Of an IMMINENT POWER
STRUGGLE
•
•
•
•
•
•
•
Shut down
Stop working
Depressed/flat or angry affect
Refusal to talk or respond to questions
Break pencil or jam into paper/desk
Stubborn or sullen look
Comments under the breath
EARLY INTERVENTION
•
•
•
•
•
•
•
•
Identify the feelings
Offer help
Give options available (break, different activity,
etc.)
Predict a positive choice and its consequences
Refer to success contract
Offer ladder of success (talk it out)
Walk away while student makes choice
Cross-talk with other staff (may be part of
predicting)
AVOID
•
•
•
•
Pointed fingers, arms crossed, loud voice,
etc.
Creating a visual block (can the student
easily make an escape? Don’t crowd or
corner)
Emotional expressions of anger or
frustration (tense body language, intense
looks, scowls)
Touching in the attempt to lead or direct
MANAGE THE
AUDIENCE FACTOR
•
•
•
•
•
•
Never call attention (call student aside or discuss quietly)
Arrange a “cool off” time and space
Acknowledge feelings (If I thought someone was bossingpushing me around, I might get angry too)
Use active listening, paraphrasing
Maintain a friendly attitude (Being friendly is different
from giving in)
Use humor in a timely manner (no sarcasm, just diffusing
comments)
TAKE CARE OF
YOURSELF
•
•
•
Discharge unpleasant emotions
constructively (discuss, decide, dismiss)
Use friends and colleagues as supports
Adopt the attitude, “If it didn’t go as I
hoped, I will have another opportunity to
try again.”
Students seeking help when
he or she can do the work
•
•
•
•
Premack principle
Keep interactions brief and business like
Reinforce only when working independently
Post essential information that students
will likely need and direct students to it to
find the answers on their own
• Praise for independent work
» Classwork & homework: Trouble student problems from start to finish.
Retrieved Dec. 21, 2006 from: http://www.interventioncentral.org
Tattling
• The best way to promote a bullying
school environment is to outlaw
tattling
Lempke, E. (2006), Personal communication.
Define what is a ‘tattle’ and what is
‘reporting’
Redefine & Reduce
Tattling
• Establish and accepting classroom atmosphere
– Collect personal information about each child and use the
information in quick informal exchanges utilizing body language
to show warmth and acceptance (eye contact, extending palm
of hands outward when greeting students, standing in close
proximity)
– Let the students know you as a person, not just a teacher
– Try to spend some individual time with every student every day
– Give honest praise
– Establish a risk-free classroom, mistakes are OK!
– Discourage one-upmanship or competition if possible
– Encourage class support and cooperative learning
– Define what is an appropriate ‘report’ and what is a ‘tattle’
Defining a tattle
• Use class discussion to define (hurting
self, hurting others, hurting property,
hurting emotionally or physically, etc.)
• Let the class define
• Provide Hassle Log or other reporting
device (if it’s worth a report, it’s worth
completing the paperwork!)
Example Hassle Log
Name:
Date:
Time:
Setting:
Classroom __ Bathroom __ Meals __ Art __ Music __ Gym __ Playground __
Bus__ Hall __ Other __
•
What happened:
Somebody teased me __
Somebody took my stuff __
Somebody told me to do something bad __
Somebody did something I didn’t like __
I did something wrong __
Somebody started fighting with me __
Somebody started fighting with someone _
Other __
•
Who was that somebody:
Another student __
An adult __
Staff __ Teacher __
•
What did you do:
Hit back __
Ran away __
Yelled __
Cried __
Broke something __
Was restrained __
Used my words __
Told adult __
Walked away __
Talked it out __
Told peer __
Ignored __
Used anger __
Cried __
•
How did you handle yourself:
Poorly Not too well OK Good
•
How angry were you:
Burning Mad
Really Mad
Not Mad At All
Great
A little Mad
Relieving Frustration in
students
• Warning signs: biting nails or lips,
grimacing, muttering, mumbling, appearing
flushed, barking at neighbors
• Strategies to prevent
– Antiseptic bounce: sending student from the
room on an errand or task
– Provide quiet spot, calming area, sensory
options for self-calm
– Identify system for notification
»
Strategies for working with emotionally unpredictable students. Retrieved 12/30/06 from:
www.interventioncentral.org
Defensiveness
• Warning signs: lashing out verbally, withdrawal
(emotional or physical), challenging authority,
refusal to comply, blaming
• Strategies to prevent or reduce
– Avoid “who is right” or “who is in charge” discussions
– Approach student privately, make eye contact, address
in a quiet, calm tone
– Use humor to defuse the conflict
– Provide ‘forced choice’ options (would you like to work at
your desk or in a quieter area)
»
Strategies for working with emotionally unpredictable students. Retrieved 12/30/06 from: www.interventioncentral.org
Aggression
• Warning signs: verbal threats, abusive language,
threatening posture, striking out
• Strategies to react to, or respond
– Remove other students
– Adopt a supportive stance (slightly to the side and at a
45 to 90 degree angle
– Respect ‘personal space’-a least a leg length away
– Maintain calm tone and body posture
– Do NOT block the door (if possible)
– Deliver clear statement of choices
Clear statement of
choices
• Two clear choices with consequence. Give ‘teacher
preferred’ choice last“John, you can refuse to participate and written up, or you can
start the assignment and not be written up.”
• If fails to comply within a reasonable amount of time,
clearly restate what you want the student to do (calmly).
Include a time limit and location.
“I want you to return to your desk now and begin your work.”
• If fails to comply again, enforce alternative consequences
as selected and discussed earlier.
»
Strategies for working with emotionally unpredictable students. Retrieved 12/30/06 from: www.interventioncentral.org
Self-monitoring
• Natural step toward independence
• Shift from external to internal locus of
control
• Behavioral or academic
• All ages and disabilities
• Select and define target behavior
• Record, analyze, set target goal,
strategies, evaluate, reinforce
»
»
»
Series on highly effective practices-self monitoring: Teaching students to self-monitor their academic &
behavioral performances. Darden College of Education retrieved 12/30/06 from http://education
.odu.edu/esse/research/series/monitor.shtml
Managing transitions
•
•
•
•
•
•
•
•
Using effective transitions help teachers to minimize disruptions
and behaviors
Most successful are rapid and have clear ends and beginnings
Clear routines for everyday tasks
Post and adhere to daily schedule
Provide visual or auditory signals or cues to notify students
transition is coming
Provide ‘wait time’ for those who struggle with change in routine or
transition activities
Use proximity, reinforcers, and/or incentives
Watch for signs of frustration, defensiveness, withdrawal, etc.
and address appropriately (diffuse)
» Successfully managing student transitions. Series on highly effective
practices-Transitions. Darden College of Education. Retrieved 12/20/06
» from http://education.odu.edu/esse/research/series/transitions.shtml
Teaching Social
Problem Solving
• “Students with disabilities and
behavior problems often have
difficulty dealing with interpersonal
problems, which further limit their
academic and social success at
school.”
» Successfully managing student transitions. Series on highly effective
practices-Transitions. Darden College of Education. Retrieved 12/20/06
» from http://education.odu.edu/esse/research/series/social.shtml
Teaching Social
Problem Solving
1.
2.
3.
4.
5.
6.
7.
8.
State the problem
Gather information from self and others
Think of possible solutions
Evaluate each solution
Choose the best, mutually acceptable solution
Try out the solution
Evaluate the solution
Decide what to do next time
Successfully managing student transitions. Series on highly effective practices-Transitions. Darden College of Education.
Retrieved 12/20/06 from http://education.odu.edu/esse/research/series/transitions.shtml
Social Skills
• Students with social skills deficits experience long term
consequences: cycles of failure, peer rejection, poor school
outcomes, and adjustment problems as adults (Successfully managing
student transitions. Series on highly effective practices-Transitions. Darden College of Education. Retrieved
12/20/06 from http://education.odu.edu/esse/research/series/transitions.shtml)
• Explicit instruction-social skills/strategies games tend to
be too subtle for some students
• Peer mentors - positive social interactions with facilitation
and practice opportunity
• School-wide/Class-wide
• Thoughts and feelings activities-understanding feelings of
self and others
Explicit Social
Skills training
•
•
•
•
•
•
•
Clearly introduce and define the skill
Model the skill and sequence of steps
Rehearse, role play, practice
Review in natural setting or created opportunity
Provide individual feedback
Promote, remind, reinforce
Teach students to ‘self talk’ –prompt, encourage,
and reinforce themselves
Planning
• Planning is a mental process by which the
individual determines, selects, applies, and
evaluates solutions to the problem.
–
–
–
–
–
Select relevant information in the task
Select relevant prior knowledge
Use a strategy to approach a task
Monitor progress
Develop new strategies when necessary
»
Naglieri, J.A. & Pickering, E.B. (2003). Helping children learn: Intervention handouts for use in school and at
home. Baltimore, MA: Brookes Publishing, p. 37.
Planning Example
This Week’s Spelling Words
Here are the words for Friday’s
test:
1.
found
2. ground
3. mouth
4. couch
5. ouch
6. count
7. round
8. out
9. shout
How will you learn the words?
1.
Start today
2.
Study 15 minutes per day
3.
Study with a friend
4.
Write each word 10 times
5.
Make flashcards
6.
Make a word search puzzle
7.
Make a copy to tape to your desk and
study during free time
What other ways to learn these words can you
think of? Write them down!
_______________________________
_______________________________
»
Naglieri, J.A. & Pickering, E.B. (2003). Helping
children learn: Intervention handouts for use
in school and at home. Baltimore, MA: Brookes
Publishing, p. 37.
Classroom problems
related to planning
• Disorganized completion of assignments
• Failure to switch strategies according to the demands of
the work
• Failure to correct misinterpretation of what is read
• Inconsistent application of spelling or math rules when
solving problems
• Failure to devise or use aids when completing work
• Lack of preparedness with materials needed to do work
• Uncertainty about how or where to start school work
»
Naglieri, J.A. & Pickering, E.B. (2003). Helping children learn: Intervention handouts for use in school and at home. Baltimore, MA: Brookes Publishing, p.
38..
Teaching planning skills
• Teach about plans and strategy use
• Discuss the importance and how it will
benefit them (organization, finishing on
time, being successful, etc.)
• Encourage development, use and evaluating
their own strategies
• Ask questions related to planning, such as:
Questions related
to planning
•
•
•
•
•
•
•
•
•
How did you do the task?
Did you make a plan before beginning?
What did you do last time? Did it work?
Why did you do it that way?
These are hard, how could we make them easier?
Is there a better way, or a different way to do this?
What strategy worked for you?
Do you think you will do it differently next time?
How can you check your work?
»
Naglieri, J.A. & Pickering, E.B. (2003). Helping children learn: Intervention handouts for use in school and at home. Baltimore, MA: Brookes Publishing, p.
37.