Behavior Management
Supporting Students’ SocialEmotional Health Across the
Continuum of Services
Summer 2014
Welcome!
Position
School or
Worksite
Name
A Unique
Fact about
You
“I am only one; but I am still one.
I cannot do everything,
but still I can do something.”
- Helen Keller
Helen Keller Video
• http://www.youtube.com/wat
ch?v=OZPSa4xSO4g
Behavior
Management
Agenda:
Norms and Purpose
Student with Affective Needs in
DPS
Behavior Foundations
Behavior Plans
Behavior and Culture
Behavior Analysis and Goal
Setting
Behavior Management
Instructional Strategies
Setting Norms
• Norm One
• Norm Two
• Norm Three
What does this
look like to you?
Behavior
Management Goals
Utilize the notecatcher to
organize your
thoughts and
remember your
questions!
Goal One: Special education teachers
will be able to explain their role in
providing services to all students with
social emotional needs along the
continuum of services as well as
understand the district vision in
supporting students with social
emotional needs.
Goal Two: Special education teachers
will be able to explain the function of
behavior and the role and function of
culture in understanding behavior.
Goal Three: Special education
teachers will understand how to
collect data, interpret the data and use
this to develop specially designed
instruction for students with social
emotional needs.
Goal Four: Special education teachers
will be able to implement effective
classroom behavior management
strategies within their unique
classroom environment.
Success
Our essential goal is that by the end of the day you will
have additional knowledge and tools that will enable you
to develop and implement the supports necessary to meet
the behavioral needs of students with disabilities.
MTSS: Behavior/Social-Emotional
Instruction
• 16 Proactive Classroom Management
Components Diana Browning Wright, M.S.,
L.E.P.
• Read the Article and highlight strategies that you
are already using and then mark the ones that
you would like to incorporate in your
classrooms.
Behavior
Management
Agenda:
Norms and Purpose
Student with Affective Needs
in DPS
Behavior Foundations
Behavior Plans
Behavior and Culture
Behavior Analysis and Goal
Setting
Behavior Management
Instructional Strategies
Students with Social Emotional Needs
in DPS
Objective
Participants will review national trends of needs
of students typically found in public schools.
Participants will be well versed in the DPS vision
for identification and support for students with
behavior related issues.
You do know what you will get in your classroom
Sensory Integration
16%
ADHD 10%
Other Health Impaired 2.2%
Speech and Language Impaired
Specific Learning Disabilities
Hard of Hearing
20.5%
20%
1.3%
Intellectual Disabilities 11.6%
90.2% of your classroom
Laura A. Riffel, Ph.D. ©2013
Our Students
Think of one student your team
worked with this year to support
behavior:
• What disability(ies) did he/she
have?
• What was your role as case
manager?
• What interventions worked well?
Why? What interventions did not
work well? Why?
• What support would you have
liked to obtain as the case
manager?
DPS Vision: Continuum of Supports
General
Education
and
Intervention
Special
Education
Services in
Home School
Special
Education
Services from
a Center
Continuum of Supports
DPS Vision: Denver Plan 2014
DPS Vision: LEAP
DPS Vision: Supported by Standards
DPS Vision: MTSS
Multi-tiered
System of
Supports
(MTSS)
Academic
Continuum
Integrated
Continuum
Adapted from the OSEP TA Center for PBIS
Adapted from the OSEP TA Center for PBIS
Behavior
Continuum
DPS Vision: Problem Solving Process
Problem solving teams are looking at the body
of evidence to determine need. A problem
solving team can be a data team, student
intervention team, a special team that was
created to address a unique need or and IEP
team
Problem solving teams design a plan to
address the problem.
The plan is implemented by the
designated personnel.
The problem solving teams
determines if the plan was
effective.
If the plan was not effective,
attempts to adjust the plan
accordingly should be made and
re-implemented.
DPS Vision: AN Center Based Supports
-Research and choose
an evidence based
model for AN
-Started with Middle
School AN Centers
-Disproportionality of
students in AN Centers
-Lack of exit criteria
-Lackluster performance
on classroom, school and
state assessments
-High number of referrals
to out of district placement
-Criteria for an AN center
placement
-Self-Contained setting with
structures and plans for
release to general education
-Behavior and Academics IEP
Goals
-Exit Criteria
DPS Vision: AN Center Based Supports
Annual AN Program
Exits
10-11
AN
Students Exits
11-12
%
12-13
AN
Students Exits
Elem
201
23 11.4%
162
Middle
103
95
High
81
18 17.5%
22.2
18
%
59
2
Total
385
59 15.3%
316
Valdez
24
3 12.5%
22
%
20 12.3%
20.0
19
%
AN
Students Exits
13-14
%
AN
Students Exits
%
149
15 10.1%
155
107
5
4.7%
106
0.0%
10.4
11
%
71
9 12.7%
64
0.0%
41 13.0%
327
29 8.9%
325
1
18
2
3.4%
4.5%
11.1%
14
11
3.4%
0.0%
GOAL: to increase the number of students exiting from AN Center
ready to rejoin their community in their neighborhood or school of
choice.
DPS Vision: Commitment to Support
Special Education Teachers
…may have
previously been in
a self-contained
setting such as AN
…have an
identified
disability and a
current IEP
…may have
previously been in
a self-contained
setting such as AN
…may have a
FBA/BIP
and/or
behavior goals
…may need a
FBA/BIP
and/or
behavior goals
As a special education teacher you will provide supports for
students who …
DPS Vision: Solid LRE Decision
What does LRE mean to you ?
• LRE 1; LRE 2; LRE 3
What does access to general curriculum mean to you?
Why is this important?
• How can you, as a special education teacher ensure
this access?
What does LRE have to do with behavior and
discipline?
What does LRE have to do with your role as a Special
Education Teacher?
How can we ensure that students who struggle
behaviorally still have access to LRE 1 and 2?
Colorado Department of Education
Program/Placem AU Rate
ent
State Target
State
Performance
% of students with
disabilities in
regular class at
least 80% of the
time
72.6%
>71.3% 72.3%
% of students with
disabilities in
regular class less
than 40% of the
time
10.6%
<7.3%
7.2%
Percent of students
with disabilities in
separate
schools/facilities,
homebound or
hospital
2.2%
<3.6%
3.1%
Key Points: DPS Vision for Social
Emotional Needs
DPS is
committed
to
addressing
these
needs.
DPS Vision for Students with
Social Emotional Needs
The
students we
service are
diverse and
have social
emotional
needs.
DPS Vision for Students with
Social Emotional Needs
DPS Vision for Students with
Social Emotional Needs
• Summary
As a special
educator,
you are
critical in
supporting
social
emotional
needs.
Behavior
Management
Agenda:
Norms and Purpose
Student with Affective Needs in
DPS
Behavior Foundations
Behavior Plans
Behavior and Culture
Behavior Analysis and Goal
Setting
Behavior Management
Instructional Strategies
Behavior Foundations
Objective
Participants will be able to identify functions of
behavior.
Participants will understand the multiple
variables that impact the function of behavior.
Key
What is Behavior?
General Behavior Facts
Behavior is learned and
serves a specific purpose
(Bandura)
Behavior is related to the
context within which it
occurs (Bambara &
Knoster)
For every year a behavior
has been in place, we need
to expect one month of
consistent and
appropriate intervention
to see a change (Atchison)
We can improve behavior
by 80% just by pointing
out what one person is
doing correctly (Shores,
Gunter, Jack)
Laura A. Riffel, Ph.D. ©2013
General Behavior Facts
We use positive
behavior specific praise
about 6.25% of the time
(Haydon, et al.)
When we want
compliance in our
students we should
whisper in their right
ear (Live Science)
All behavior has
function and falls into
two categories: To gain
access to or to Escape
from (Alberto &
Troutman)
Your reaction
determines whether a
behavior will occur
again. We have to
change our behavior
(Alberto & Troutman).
Laura A. Riffel, Ph.D. ©2013
2 Functions of Behavior
• Work/Tasks/chores
• People
• Adults
• Peers (Think bullying)
• Pain
(Emotional/Physical)
• Sensory (Overload)
Avoid
Laura A. Riffel, Ph.D. ©2013
• Attention:
(Peers/Adults)
• Access to preferred
items or environmental
controls
• Sensory Integration
(Input)
Gain
Different Functions of Behavior
Attention
Sensory Needs
Tangible
Reinforcement
Escape/Avoidance
Communication of
needs, wants,
feelings
Power Control
Result of Lack of
Understanding
Mental Health
Needs
Adapted from Otten and Tuttle, 2011
Understanding causes of behavior
• Cognitive
Processing
• Lack of
Instruction
Academic
• Social
Emotional
• Executive
Functioning
Mental
Health
Role of Disabilities and Behavior
When students with disabilities struggle academically and/or with
communication they may also struggle behaviorally.
• Why do you think this is?
• How can we support these students?
• What role does the general education classroom play in these struggles?
How can a child’s disabilities impact his/her behavior?
Helen Keller
• How did Helen’s disability impact her behavior when she was a child?
• What/Who made a difference for Helen?
• What can you take away from Helen’s story that you can implement as a
teacher?
• What are the implications for your students?
In order to change undesirable behavior…
Important Facts about Behavior Change
4-6
weeks to
change
If you make it fun and
interesting, behavior change
is more likely to occur
Fun Theory-Behavior Management Training
Your Role in Behavior Planning
Strengths and Challenges
What is your role in your building regarding
Behavior Interventions and FBA’s?
What do you see as strengths in the team
and challenges?
Misunderstood Minds- What would you do?
http://www.pbs.org/wgbh/misunderstoodminds/intro.html
Follow the link and read the introduction
Complete one of the tasks on the navigation bar on the left
•
•
•
•
Attention
Reading
Writing
Mathematics
How did you feel?
Perception of Behavior
View this Video Effect of
Perception on Behavior
• What are the implications for
your work with students?
• What is one or two things that
you will do differently as a
result of the information we
have discussed during this
section?
Common Mental Health Issues in
School-Ages Children and Youth
An estimated 21% of school-aged
children (1 in 5) have a
diagnosable mental health
disorder. For one in 10 the
problem is at a clinical level.
(NIMH, 2013)
Over half of the chronic mental
illness identified in the U.S.
begins by age 14. (Kessler et al.,
2005)
Suicide is the third leading cause
of death in youth ages 15-24 –
over 90% of youth who died from
suicide are thought to suffer
from one or more mental health
disorders. (American Association
of Suicidology, 2012)
( Van Acker, R., 2014)
The picture worsens when one
expands the focus beyond the limited
perspective on diagnosable mental
disorders to encompass the number
of young people experiencing
psychosocial problems rooted in the
restricted opportunities and difficult
living conditions associated with
poverty.
Trauma
• Jeff Duncan Andrade
All children face some mental health problems
Drug
including:
Alcohol
use
Facing
Tough
Decision
Stress
Related to
Discrimination
Unhealthy
Peer
Pressure
School
Phobia
Death or
Divorce
NASP GPR/HCI
The reality is that the
problems of most
youngsters are not
rooted in internal
pathology, and many
troubling symptoms
would not develop if
environmental
circumstances were
appropriately different.
This may be good news –
as most teachers express
That they feel less
capable of making a
difference if the main
cause of the student’s
problem lies within the
child himself (internal
pathology).
WHAT WE DO AS EDUCTORS CAN AND DOES
MAKE A DIFFERENCE!
6 Guiding Questions
Is behavior a result of
another disability
other than emotional
disability? (i.e.,
reading disability,
communication,
Autism, Deaf and
Hard of Hearing
disability, TBI)
Is there an
underlying mental
health problem that
needs to be
addressed? Who do I
contact for support?
Are there appropriate
accommodations and
modifications being
used, including
assistive technology?
Are the goals and
objectives
appropriate?
Is the level and type of
services meeting the
student’s needs?
Is there an underlying
academic problem or
communication
disability?
Are there any
cultural/linguistic
factors that may be
impacting the
behavior?
Key Points: Behavior Foundations
Multiple
variables
impact
behavior
Behavior Foundations
2 Functions
of behavior:
Avoid and
Gain
Behavior Foundations
Behavior Foundations
• Summary
Before
behavior
can be
changed,
one must
understand
the
function
Behavior
Management
Agenda:
Norms and Purpose
Student with Affective Needs in
DPS
Behavior Foundations
Behavior Plans
Behavior and Culture
Behavior Analysis and Goal
Setting
Behavior Management
Instructional Strategies
Behavior Plans
Objectives
Participants will explore their role in the
development of a behavior intervention plan and
determine their teams strengths and needs.
Participants will recognize that the inquiry cycle
fits well into behavior planning.
Participants will learn to prioritize behaviors to be
addressed based on the functions of behavior.
Participants will understand the multiple factors
to consider when developing plans.
Steps
Identify and Prioritize Target
Behaviors
Identifying function of
behavior(s) by gathering data
Develop intervention plan to
decrease/extinguish behavior
and progress monitor
Teach Skills/Replacement
Behaviors
Evaluate
Adjust
Behavior Change: Simple as 1,2,3
• Behavior Modification
• Interventions and teaching skills
• Fun
Fun Theory
• https://www.youtube.com/results?search_quer
y=fun+theory+bottle+bank
Scaffolding: Positive Behavior Supports
( Behavior Modification)
ZPD: Behavior Modification
should start at the least
restrictive intervention
Positive
Reinforcement
best intervention
Fading: Goal is for student to perform desired
behavior independently; a fading plan needs
to be developed for any behavior intervention
Smith, K. 1995
Behavior Modification
“Behavior modification aims to change
the antecedents and consequences of
behavior to increase the likelihood of
appropriate behavior and decrease
inappropriate behavior”
Smith, K. , 1995
Maintenance
“The ultimate goal of behavior modification
is that changes in behavior persist after the
intervention is terminated and that
behavior change occurs outside of the
environment within which behavior
modification interventions are being
carried out “
Smith, K., 1995).
Generalization
“Generalization is the degree to which a
change in behavior will transfer to another
setting or situation or the degree to which a
behavior change program influences
behaviors other than the target behavior.”
Smith, K. 1995
Function of Behavior
Setting
Antecedent
Target
Behavior
Function
Reinforcer
6 Guiding Questions
Is there an
underlying mental
health problem that
needs to be
addressed? Who do I
contact for support?
Are there appropriate
accommodations and
modifications being
used, including
assistive technology?
Are the goals and
objectives
appropriate?
Is the level and type
of services meeting
the student’s needs?
Is behavior a result of
another disability other
than emotional
disability? (i.e., reading
disability,
communication, Autism,
Deaf and Hard of
Hearing disability, TBI)
Are there any
cultural/linguistic
factors that may be
impacting the
behavior?
Case Study #1
Competing Pathways Flow Chart
Riffle, L. 2007
• Go to wiki Page and Open the Competing
Pathways Flow Chart
• Let’s Discuss Zoe
• Complete the other two cases
Case Study #2
• Review the FBA
• Choose one behavior and
complete the Competing
Pathway
Prioritizing Behaviors
What do you do when there are a number of
behaviors?
Choose according to frequency,
safety, chance of success
Other?
Next Step Action: FBA-BIP
Given what you learned, list at least two actions that you
can achieve to support your team with FBAs and BIPs
Key Points: Behavior Plans
Many times
behaviors
must be
prioritized
based on
the function
of the
behavior
Behavior Plans
Can be
complex
and require
team effort
Behavior Plans
Behavior Plans
• Summary
Multiple
factors must
be
considered
when
developing
a behavior
plan
Behavior
Management
Agenda:
Norms and Purpose
Student with Affective Needs in
DPS
Behavior Foundations
Behavior Plans
Behavior and Culture
Behavior Analysis and Goal
Setting
Behavior Management
Instructional Strategies
Behavior and Culture
Objectives
Participants will explore how behavior and
perceptions of behavior is influenced by culture.
Participants will understand strategies to become
more culturally responsive when dealing with
behavior.
What is the role of culture?
Agreements of Discussion
•
•
•
•
•
Confidentiality
Speak your truth
Stay engaged
Experience discomfort
Expect and accept non-closure
Singleton & Linton, 2006
Cultural Quiz
Judie Haynes, Content Editor, everythingESL.net Feb. 2002
http://www.everythingESL.net
Culture Responsiveness
Cultural Responsiveness: “refers to the ability to
learn from and relate respectfully to people from
your own and other cultures”
See things from
others’ view points
Affirm language and
cultural styles of
children of
color/difference
Zion, S., Kozleski, E., Fulton, M.L., 2005
Consciously monitor
your own deficit
thinking and bias
Sampson, D. 2012
Equity
“Equity, in Education: is raising the
achievement of all students while
narrowing the gaps between the
highest and lowest performing
students; and eliminating the racial
predictability and disproportionality
of which student groups occupy the
highest and lowest achievement
categories.”
Singleton and Linton, 2006
from Courageous Conversations in DPS Equity website
Why Important?
Consequences of Lack of Cultural Responsiveness
Diminished
self-worth
Teacher
turnover
Increased
criminalization
Low
graduation
rates
Educational
disconnect
Achievement
gap
Sampson, D. 2012
Emotional/Behavioral
Challenges
Disproportionate
Discipline and Referrals
Current AN Program:
Summary Student Data and Outcomes
ISS- In
school
suspension
OSS- Out of
school
suspension
Dramatically higher ISS and
OSS rates compared to all
others ; with at least one ISS
32% vs Others 2.6%
Twice as likely to dropout;
lowest graduation rates
Dramatically higher ISS and
OSS rates compared to all
others ; with at least one OSS
16.2% vs Others 2.5%
Overall attendance 10% lower
vs. all others sub groups;
lowest at the middle school
level.
Disproportionate enrollment
TCAP Proficiency rates of
of African-Americans (2.5x as 10% and growth percentiles in
likely to be in a AN program)
just the mid-30’s
Develop cultural selfawareness
Appreciate the value
of diverse views
Avoid imposing your
own values
Build on student
strengths
Examine your own
teaching for bias
Resist Stereotyping
Activity
Purpose:
• To increase awareness of own and others’
culture and how it influences beliefs
Diversity Wheel
Our Values,
Beliefs, SelfConcept
Marilyn Loden (1996)
Diversity Wheel Activity:
• Choose one identity and at your tables discuss:
(each person will have 2 minutes-please allow
time for everyone to share their answer)
• Why is it important?
• How does it influence your view of education
and special education?
• How does it affect your views, beliefs about
behavior and discipline?
Key Points: Behavior and Culture
Disproportionality is
present in
our AN
centers
Behavior and Culture
Culture and
language
has an
impact on
behavior
Behavior and Culture
Behavior and Culture
• Summary
Adults can
take steps
to be
culturally
responsive
Behavior
Management
Agenda:
Norms and Purpose
Student with Affective Needs in
DPS
Behavior Foundations
Behavior Plans
Behavior and Culture
Behavior Analysis and Goal
Setting
Behavior Management
Instructional Strategies
Behavior Data
Objectives
Participants will be able to choose data collection
tools and look at a body of evidence to determine
specially designed instruction.
Types of Data
• Qualitative
▫
▫
▫
▫
Review of Records
Observations
Interviews
Root cause analysis
• Quantitative
▫
▫
▫
▫
Data collection tools and purposes
Classroom-wide data
Discipline data
Attendance data
Where to start…
1. Establish a problem solving
team
2. Create baselines of data
3. Determine a hypothesis
1. Implement a plan based on
your hypothesis
1. Continue to collect data
points after intervention
has begun
2. Graph and analyze results
to determine if an
adjustment is needed
Compare individual data to…
The
classroom
Typical
peers
The school
The
district
Data Collection Decision
When should
behavioral data
collection
begin?
What does
the student
need to
learn?
Who should
collect the
data?
How should
data be
collected?
What are the
uses of data?
Date Collection…
Data Website Activity
• Go to Wiki Page
• Go to Screener Links
• Explore Links and Forms
Peer Comparison
• Is the student’s behavior more significant than peers
from the same cultural group?
http://denver.co.schoolwebpages.com/education/page/download.php?fileinfo=UGVlcl9jb21wYXJpc29uX09i
c2VydmF0aW9uX0Zvcm0ucGRmOjo6L3d3dzcvc2Nob29scy9jby9kZW52ZXIvaW1hZ2VzL2RvY21nci8xMTB
maWxlNDAwMi5wZGY=&sectiondetailid=2045
Activity
• Get into groups of 3-4 people
• In your group read through the information
about Malcolm
• Discuss and record answers to questions
Case Study
Malcolm is a 7 yr. old second grader who attends a DPS Innovation
school in the Far-Northeast. He lives with his mother, grandmother,
and two younger sisters. Malcolm had been enrolled in four
previous schools prior to this school. He has a history of
inconsistent attendance. Malcolm’s mother is currently pregnant
with another child and is attempting to regain custody of both
Malcolm and his sisters. Malcolm did not attend Headstart, ECE or
Kindergarten. He has not been in any educational setting long
enough to access the curriculum or develop grade level academic
proficiency. Malcolm’s classroom behavior is characterized by
frequent work refusal, leaving his seat, and telling his teachers they
are “stupid,” “whack,” and “boring.” He has been diagnosed with PTSD.
Antidotal Information
Malcolm started school in October 2012. He was
referred to the Special Education Staffing Team in
October, and they wanted to place him immediately in an
Affective Needs Center program because of behavioral
outbursts, aggression toward peers and self. Behaviors
of concern were: yelling and humming, putting objects
in his mouth, hiding, laying on the floor, head banging,
throwing objects, talking and singing, name calling and
running out of the room. He threatened to kill himself
multiple times while hitting himself or throwing objects
and yelling at staff. His attendance was good.
Cognitive Assessments
Malcolm’s WISC-IV scores are as follows:
Verbal Comprehension
Index
Perceptual Reasoning
Working Memory
Processing Speed
Full Scale
77
Borderline
86
62
83
77
Low Average
Extremely Low
Below Average
Borderline
This is believed to be an underestimate of his potential because
his behavior interfered with his performance on this measure.
Academic Assessments
Current Classroom
Performance
Malcolm’s current
reading, writing and
math scores are all within
the pre-primer level.
Formal Testing
Malcolm was given the
WIAT-3 and KeyMath.
Results showed Malcolm
to be functioning on
average within the 5-yr.
old range at the beginning
Kdg. Level.
Social Emotional Assessment
3 responders teacher, librarian and Grandmother.
BASC-2 Clinically Significant
BASC-2 At Risk
▫ Externalizing Behaviors:
Hyperactivity, Aggression, Conduct
Problems
▫ Internalizing Behaviors: Anxiety,
Somatization, Atypicality,
Withdrawal
▫ Behavior Problems: Attention and
Adaptability
▫ Additional Concerns: Learning
Problems, School Problems
• Depression
Questions
What data collection tools would you use with Malcolm?
What data would you be looking to identify?
From an equity/culturally responsive lens, what do we
need to consider?
What are the next steps?
Key Points: Behavior Analysis
A variety of
tools can be
used to
collect
baselines
and
progress
monitor
Behavior Analysis
A body of
evidence
includes both
quantitative
and
qualitative
data
Behavior Analysis
Behavior Analysis
• Summary
The
analysis
drives
instruction
Behavior
Management
Agenda:
Norms and Purpose
Student with Affective Needs in
DPS
Behavior Foundations
Behavior Plans
Behavior and Culture
Behavior Analysis and Goal
Setting
Behavior Management
Instructional Strategies
Behavior Management and
Instructional Strategies
Objectives
Participants will leave with a wealth of
instructional strategies that focus on classroom
management, classroom design, specialized
instruction and prevention/management of crisis.
Classroom Management
Classroom
expectations
Routines/schedules
Teacher Directions
Classroom Positive
Reinforcement Systems
Classroom Rules-Expectations
• Keep the number of rules to a minimum
• Keep the wording of rules simple
• Have the rules logically represent your
basic expectations for behavior
• Keep the wording positive when
possible
• Make your rules specific
• Make your rules (describe behavior that
is observable)
• Publicly post the rules in a prominent
place
Sharon Dacus, Ed.S., LSSP, NCSP
Activity
Non-Examples
Good Examples
•
•
•
•
•
•
•
• Turn in completed
assignments on time
• Bring paper, pencil, and books
to class
• Sit in your seat unless you
have permission to leave it
• Do what your teacher asks
right away
• Raise your hand and wait for
permission to speak
• Unless you have permission to
speak, talk only about work
•
•
•
•
•
Be responsible
Be a good citizen
Pay attention
Be ready to learn
Demonstrate respect for others
Respect others’ rights
Treat school property
appropriately
Do your best
Take care of your materials
Maintain appropriate behavior
in classroom
Be kind to others
Be Polite
More Examples
• Follow directions the first time given
• Keep hands, feet, and objects to yourself
• Bring books, notebooks, pens, and pencils to
class
• Be in your seat when the bell rings
• Be in the classroom when the bell rings
• Walk, don’t run, when moving around the
classroom
Example of Rules Posters
Sharon Dacus, Ed.S., LSSP, NCSP
5 Steps to TEACH classroom rules…
1. Read the
posted rule.
2. Discuss why the
rule is important.
3. Role play
the rule.
4. Explain what will happen
if the rule is followed
5. Explain what will happen
if the rule is not followed.
Sharon Dacus, Ed.S., LSSP, NCSP
Positive Reinforcement and Consequences
• Positive Reinforcement
POSITIVE REINFORCEMENT: THE BASICS
• Giving something valued or desired to the
student after he or she has done the
desired behavior that you are focusing on
improving.
• Replacement behavior occurs, Reinforcement is
provided
Sharon Dacus, Ed.S., LSSP, NCSP
Selecting Positive Reinforcement
Methods of selecting:
How to select reinforcement:
• Reinforcer survey or interest
inventory
• Spending time with the
student
• Watch and listen
• Select age-appropriate
reinforcement
• Use natural (and FREE!)
reinforcement whenever it is
effective
• Think of the student as a
“customer”
• Use reinforcement appropriate
to the student’s level of
functioning
• Avoid partial praise statements
• Do not confuse reinforcement
with a student’s basic rights
Sharon Dacus, Ed.S., LSSP, NCSP
Sample Student Interest Questionnaire
Sharon Dacus, Ed.S., LSSP, NCSP
Using Positive Reinforcement
D
Be
I : Reinforce
Make a
irect
Reference to the
behavior
ENTHUSIASTIC!
IMMEDIATELY!
I : Reinforce
FREQUENTLY!
E
Make
YE
CONTACT!
ANTICIPATION + VARIETY = extra long-lasting
success
Sharon Dacus, Ed.S., LSSP, NCSP
Precision Request- Activity
• “The Magic
Formula”
Sharon Dacus, Ed.S., LSSP, NCSP
CHAMPS
Conversation: Can students converse during this activity? About what? With
whom? For how long?
Help: How do students get your attention for help? How do students get
questions answered? What should they do while they wait for you?
Activity: What is the expected end product of this activity? What is the task
or objective?
Movement: For what reasons can students get out of their seats during this
activity? Do they need permission to do so?
Participation: What behavior shows that students are participating or not
participating?
Success: There are no questions for this one. When CHAMPs expectations
are met, students will be successful.
Activity
• CHAMPS
• Learning centers offer supplemental
practice in the classroom for any skill or
theme from the curriculum.
• Learning centers allow the students to
explore on their own for an interactive
learning experience.
• They typically consist of hands-on
activities that focus on one or two
concepts.
• Examples of learning center activities
include file folder games, puzzles,
manipulatives, review games, art,
computer games, building projects and
dramatic play.
• The particular activities vary based on
the age of the students and the
resources available.
• Learning centers can be used to
reinforce skills already taught, or to
provide enrichment activities.
• Establish your general rules and
guidelines for the use of learning centers
in the classroom.
• Determine when they are used, how
students are assigned to the centers and
how long center time lasts each day.
• You may provide students with a list of
“Must-dos” and “Can-dos” that they
need to accomplish within a certain time
period, e.g. by the end of the morning;
by the end of the class period.
• Identify the concept or learning goal for
each learning center activity.
• Create a hands-on activity that
reinforces the identified concept.
• Choose an activity that is appropriate
for the age group.
• Try to use the activity to present a skill
in a new way.
• For example, instead of the traditional
method of adding fractions, the learning
center might provide cardboard pies cut
into pieces to illustrate the operation
with fractions.
• Gather the materials needed for the
activity.
• Place all of the materials in a container
that closes, such as a zip-top bag or a
plastic tote box.
• Or you can set up the center
permanently at a table, area or cubicle.
(Using plastic boxes of the same size
allows you to stack the learning centers
neatly in one location.)
• Create a clearly written instruction sheet
for the activity.
• Place it with the materials so the
students can refer to it later.
• Present each learning center to the
students, giving a brief description of it.
• Show the students all of the materials
provided.
• Review the instructions for completing
the learning center activity.
• Reinforce the rules for using the center.
Read more: How to Design Learning
Centers | eHow.com
http://www.ehow.com/how_5618752_desi
gn-learning-centers.html#ixzz1aUk6rbBK
MUST DOs:
1) ________________________
2) ________________________
3) ________________________
CAN DOs:
1) ________________________
2) ________________________
Small Group Instruction
Chill Out
Math Center
Independent Work
Literacy
Center
Art and Games Center
Classroom Rules-Expectation ChecklistActivity
Specially Designed Instruction:
Accommodations and Interventions
Accommodations: Social Emotional Needs
Chunked
Assignments
Self Paced
Instruction
Van Acker 2014
Realistic
Scheduling
Regular
Check Ins
Accommodations: Social Emotional Needs
Frequent
Breaks
Frequent
Movement
Van Acker 2014
Decreased
Distractions
Provide
FREE time
Interesting
Instruction
Accommodations: Social Emotional Needs
Visual
Schedules
Visual
Calendar
Van Acker 2014
Visual Math
Supports
Visual
statement of
directions
Accommodations: Social Emotional Needs
Teach Goal
Setting
Teach how to
use a Planner
Van Acker 2014
Teach “To Do
Lists”
Prepare them
for change…
Teach to be
prepared for
the
unexpected
Goal Setting Stands Alone
It leads to academic and job success
It moves kids forward
It links to successful behavior
First set easy goals, second set improvement
goals and third set stretch goals
Goal Setting Activity
Set a goal that you can achieve within the next week.
Write that goal here:
I will_____________________________________________.
Check to make sure that your goal follows these rules:
1.
2.
3.
4.
Is your goal something you can do easily?______
Do you want to do this?________________________
Is the goal written in a positive way?____________
Can you count that you did your
goal?_____________
*************************************************************
How can you use positive self talk to help you achieve
your goal?
I can say _______________________________________
to myself.
*************************************************************
How did I do on this goal?
Not that great____
Okay_______
Did a good job_____
Super job_____
My new goal
is:___________________________________________________________
My Plan for Success
Goals I selected to work on: (from one strength/one weakness)
1)______________________
2)______________________
My “stretch goal” (a goal I have to really work at!)
Date of completion:_______________________
People who will help
me:____________________________________________________
______________________________________
Other things I will need (information, skills, practice)
______________________________________________________
_________________________________
Character traits I will practice
______________________________________________________
____________________________________________
Positive self talk I will
use:____________________________________________________
______________________________________________________
______________________________________
Ways to get feedback on
progress:_______________________________________________
______________________________________________________
_______________________________________
Two people who will sign off on your plan and support your success:
Person 1___________________________________________
Person 2_________________________________________________________________
Specially Designed Instruction for Behavior
Social/Emotional Wellness
Character Education/Core Values
Empathy
Social Skills Training
Self-regulation Skills:
Anger Management, Coping Skills, Mood
Management, Attention and Focus, Stress
Management
Executive Functioning Skills: Initiation, Mental
Flexibility, Self-monitoring, Working Memory,
Planning and Organization
Trauma: Cognitive/Behavioral interventions
Specialized Social Skills Instruction
• Components of good Social Skill instruction:
• Identify social skills deficit through Data Inquiry
Cycle
• Identify replacement skills needed
• Match method of addressing replacement skill
with
research-based program
• Provide treatment over minimum of 8 sessions
• Use Modeling, Role-plays, Reinforcement
• Practice in real-life settings with positive
reinforcement and feedback (generalization)
• Self monitoring and goal setting
• Feedback loop with general education and/or
community
SELF-REGULATION
• Build emotions vocabulary
• Identify emotional states
• Anger Cycle
• Utilize Anger-o-meter or other
technique to identify intensity of
emotional state
• Identify cues and triggers
• Identify techniques for self-calming
and coping with stress
EXECUTIVE FUNCTIONING
•
•
•
•
Inhibition (Self Control)
Shift (Mental Flexibility)
Emotional Control (Self-Regulation)
Initiation (Getting Started)
Inhibition (Self-Control)
• Inhibitory control difficulties:
▫ Require external environmental structures
 Clear rules and expectations
 Posted and reviewed regularly
 Limits on distractions (visual, auditory,
movement)
 Careful classroom placement
 Frequent redirection, limit-setting
 Proximity to teacher, well-controlled peers
 Low teacher-to-student ratio
 Reduced homework requirements
Inhibition (Self-Control) Con’t
• Student-based Interventions:
▫ Response-delay techniques (counting to
5, taking breaths)
▫ “Stop and Think” methods
▫ Verbalize a plan before starting to work
▫ Express more than one plan and choose
the best one
▫ Frequent breaks
▫ Goal setting for accuracy/neatness
▫ Focus on antecedents (anticipate)
▫ Positive reinforcement (immediacy)
▫ Role plays for social interactions
▫ Guided observations of peers’
interactions
▫ Limit time in unstructured settings
Activity 1
Inhibition (Self-Control)
• Pick 1 Student interventions
• Discuss how you would set up a role play for an
intervention in your classroom
• Share out one intervention
Shift (Mental Flexibility)
• Shifting requires:
▫ External Structuring:
 Systematic, consistent teaching
 Dependable, predictable environment
 Introduce changes incrementally and
gradually
 Visual organizers (calendars,
schedules, pictures)
 Review daily schedule in beginning of
day (The Gathering)
 Facilitate feelings of security
Shift (Mental Flexibility)Con’t.
• Student-based interventions:
▫ Develop positive routines along with alternative
routines
▫ Practice alternative routines (different ways to go to
school, etc.)
▫ Break down routines into times of day, subroutines
▫ Focus on one task at a time
▫ Limit choices to one or two
▫ Teach shifting attention by rotating 2 – 3 familiar
tasks
▫ Use multi-sensory external prompting (bells, signs,
lights, music)
▫ Advance notice, “2-minute warning”
▫ Set time limits (timer)
▫ Develop “routine for when routine changes”
▫ Peer modeling
Activity 2
Shift (Mental Flexibility)
• Discuss Introducing Change and Facilitating
Feelings of Security
• Identify 3 strategies for each
• Share out one strategy
Emotional Control (Self-Regulation)
• Emotional control requires:
▫ External Structuring:
 Focus on antecedents (prevention)
 Model appropriate modulation (role plays,
talk out loud through situations)
 Return to mastery tasks or success levels to
adjust work demands
 Clear expectations and rules for behavior
and emotional modulation
 Predictability
Emotional Control (Self-Regulation)
Con’t.
• Student-based interventions:
▫ Discuss situations that provoke emotional outbursts
in advance
▫ Process emotional outbursts in non-threatening
manner
▫ Adult/peer modeling, role plays
▫ Response delay techniques (counting to 5,deep
breathing)
▫ Practice alternative responses
▫ Anger-o-meter, emotions vocabulary
▫ Peer counseling/feedback
▫ Self-monitoring techniques
▫ “Cool-off” time and space
▫ Relaxation techniques (MELT)
Activity 3 Emotional Control (SelfRegulation)
• Discuss a student with a behavioral issue
• Identify triggers that can be removed to decrease
incidents
• Role play one strategy with your elbow partner
• One group will role play for the group
Initiation (Getting Started)
• External structuring:
▫ Routinize tasks to build automaticity (use lists, steps, visual
cues)
▫ External prompting:
 Completed examples to follow
reinforcement)
 Demonstrations
 Use of multi-sensory cues (bells, color card,
lights, timers, music)
 Peer partners, small groups
 Set time limits
 Break tasks into small increments
 Frequent breaks with motor activity
 Support independent task initiation (positive
reinforcement)
Initiation (Getting Started) Con’t.
• Student-based Interventions:
 Teach idea-generation strategies
 Provide “to-do” lists, “cookbooks,” steps to task
completion (pictorial)
 Metacognition (teach student about initiation
difficulties, help student develop own strategies)
 Provide kinesthetic “hands-on” learning activities as
much as possible
 Use high interest topics
 Use computer aided instruction
Activity 4 Initiation (Getting Started)
▫ Discuss student based interventions
▫ Identify one strategy to teach initiation skills
▫ Share out with the class
A Classic Social Emotional Learning
“Meta-Cognitive” Model
• STOP, CALM DOWN, & THINK before
you act
• Say the PROBLEM and how you FEEL
• Set a POSITIVE GOAL
• Think of lots of SOLUTIONS
• Think ahead to the CONSEQUENCES
• GO ahead and TRY the BEST PLAN
THE MELT
What: A two-minute relaxation activity that
helps children focus and get ready to learn
Why:
Because many children come to school
with issues that create barriers to learning.
How:
1.
2.
3.
4.
5.
The
M
E
L
T
Students sit up in their chairs
Start with three 3-part breaths
Add two shoulder raises
Students go into the Hook-Up position
Breathe normally for the two minutes
acronym stands for – (our kids did this_
Mellow out
Empty out the negatives
Laid Back
Tranquillity
101 Ways to teach Social Skills-Activity
• Go to Wiki Page
• Under Classroom Instruction and management
section
• Go To link for 101 Ways to teach….
• Each Group: Choose one lesson to teach the
larger group
Framework for Student Success: SEL
Instruction
Recognizing one’s emotions and
values as well as one’s strengths
and limitations
Managing
emotions and
behaviors to
achieve
one’s goals
Self-awareness
Selfmanagement
social &
emotional
learning
Social
awareness
Showing understanding
and empathy for others
Responsible
decisionmaking
Making ethical,
constructive
choices about personal
and social behavior
Relationship
Skills
Forming positive relationships,
working in teams, dealing
effectively with conflict
Understanding The Importance Of Our
Work
• Every Child Needs a Champion
▫ TED Talk- Rita Pierson
REFERENCES
•
•
•
•
Diana Browning Wright
Darlene Sampson
William Jenson
Van Acker