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E. d. P. r. Tier II: Self-management Strategies for Students at Risk of Problem Behavior. o. o. o. Presented By. Development. Break. Raffles. 9:30-9:45 11:30-12:30 2:15-2:30. Lunch. Break. TASL: 14 credit hours + 1 additional credit every 2 hours. Pre-Test. Materials.

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  1. E d P r Tier II: Self-management Strategies for Students at Risk of Problem Behavior o o o Presented By Development

  2. Break Raffles 9:30-9:45 11:30-12:30 2:15-2:30 Lunch Break TASL: 14 credit hours + 1 additional credit every 2 hours

  3. Pre-Test

  4. Materials PD Catalogue EdPro Brochure People First Language

  5. Interview Interview A B 1. Student A interviews Student B 2. Student B interviews Student A B A 3. Student A shares about Student B B A 4. Student B shares about Student A A B

  6. Activity Take one minute and think of a student with whom you work or a son/daughter you support. Write his/her name down on your handouts and picture the person in your mind. As we progress through the session, try to bring the information back to that person and how the content can benefit him/her. How will you use what you learned to support him/her?

  7. Activity The use of a procedure that enables the student to manage behaviors or environmental events previously not under his or her control (Litrownik,1982).

  8. Self Management is not Self Control Self Control:“Covert or private events” that an individual applies to situations which cause him or her trouble. Count to 10! Take deep breaths! What else can I do to maintain control??

  9. Teaches or Improves… ACADEMIC SKILLS SOCIAL SKILLS SELF HELP SKILLS VOCATIONAL SKILLS

  10. Again…. • Be thinking about the individual who’s name you wrote down earlier. What are his/her struggles? Does he/she struggle with academic, social, self-help, or vocational skills, or a combination? Given the areas in which he/she needs help… how will we use self-management to teach those skills?

  11. Self Management Strategies TWO MAJOR CLASSES 1. ANTECEDENT CUE REGULATION 2. SELF MONITORING

  12. ANTECEDENT CUE REGULATION One or more procedures that a student manipulates (typically, physically), BEFORE and/or DURING engaging in an activity or behavior, in order to control or manage his/her behavior or environmental events (e.g., distressful events, unpredictability, order of events, selection of activities, …)

  13. ANTECEDENT CUE REGULATION TYPES ~ PICTURE CHECKLISTS ~ SYMBOL CHECKLISTS ~ TASK CHECKLISTS ~AUDIO-TAPED LISTS ~ OBJECT CHECKLISTS ~ APPOINTMENT BOOKS

  14. MY TO DO List Done Date due Date due Date due Date due Date due Date due Date due Date due Date due

  15. Predictability What am I going to do now? What am I going to do next? How much work do I have to do? How long will it take? When do I get to take a break? How long do I have to wait? What do I get for working? When do I get it?

  16. Daily Oral Language (8:00-8:15) • Reading (8:15-9:30) • Math (9:30-10:30) • Art (10:30-11:15) • Bathroom and Wash Hands (11:15-11:25) • Lunch (11:25-11:55) • Recess (11:55-12:30) • Read Aloud (12:30-12:45) • Science (12:45-1:45) • Writing (1:45-2:00) • Read My Book (2:00-2:30) • Pack for Home (2:30-2:40) • Bus (2:40) Sarah’sSchedule

  17. 8:00-8:30 8:30-9:15 9:15-9:30 9:30-10:15 10:15-10:45 10:45-11:15 11:20-12:00 12:00-12:30 12:30-12:45 12:45-1:45 1:45-2:15 2:15-2:40 2:45-3:00 3:00 morning Jackie’s Schedule mid-day DONE! afternoon

  18. Sam’s Morning Routine Arrival and Self-Selected Reading

  19. Jason’s Schedule Please help Jason check off each line of his schedule as he completes it with his red marker.

  20. Hotel Room Checklist • Check clothes rack for 5 pants hangars and 5 shirt hangars. Replace as needed. • Check all drawers for missing items (e.g. phone book, Bible, blanket). • Empty all trash cans. Replace cans with new liners. • Remove all dirty linens. • Make bed with clean linens. • Dust all furniture in the room (e.g. tables, lamps, pictures, walls and mirrors). • Vacuum the entire room under tables and around bed. • Clean entire bathroom (sink, tub, toilet, and mirror). • Call front desk to let them know the room is clean. • Turn off all lights before leaving room.

  21. Pull down your pants 1. Pull down your underwear 2. 3. Stand at or sit on the toilet 4. If you sat on the toilet wipe with paper 5. Pull up your underwear Pull up your pants 6.

  22. 1 Clock in 2 Obtain cart 3 Check with supervisor 4 Load boxes onto cart MY U.P.S. JOB 5 Take cart to truck 6 Load boxes onto truck 7 Tell supervisor

  23. Example: Completing Sam’s Morning routine Auditory Prompting System 1. Get off bus. 2. Walk with 5th grader to 2nd grade classroom. Take off backpack. Take off coat and hang it up. Unpack backpack. a. give note to teacher if I have one. b. put lunch in cubicle. c. put reading book in desk. 6. Choose a book from the book basket. Choose a place to read- (at desk, in reading corner, in the big chair). 8. Read with desk mate until teacher calls us.

  24. Completing Sam’s Morning Routine(Auditory Prompting Example)

  25. Cleaning an office(Audio Prompting Example)

  26. Coming to Class with Needed Materials Name_________________________________ Week of__________________ Do I have Monday Tuesday Wednesday Thursday Friday my pencil my notebook my textbook paper to write on

  27. Ben’s Reading Helper 1. What would make sense? 2. Does ____ make sense? 3. Would ____ fit here? 4. Look at the picture? You said ______. Does that make sense? 5. Think about what is happening in the story. You said ______. Does that make? 6. What do you think it could be?

  28. Planets Mercury My Venus Very Earth Excellent Mars Mother Jupiter Just Saturn Sent Uranus Us Neptune Nine Pluto Pizzas My very excellent mother just sent us nine pizzas

  29. Pretty Please, My Dear Aunt Sally a r e n t h e s e s u l t i p l y u b t r a c t o w e r s i v i d e n d . . 2(4+7) x 8 - (22+4) 9 = ?????? Math(Order of Operations) 2

  30. Division Helper

  31. The Writing Process 1. Form Your Intentions 2. Composing and Drafting • Get your thoughts down on paper • Revise as you go Choose a topic Determine your audience Find out about, select and order your information Appropriate forms 3. Correcting and Publishing • Publish • Proofread 4. Outcomes • Share audience response

  32. PROBLEM??? & (THINK)

  33. STAYING OUT OF FIGHTS 2. 1. COUNT TO TEN Decide What The Problem Is & 4. I Could... 3. Act On Your Best Choice Think about Your Choices

  34. Responding to Teasing 1. 2. • THINK ABOUT YOUR CHOICES • Ignore It • In a Friendly Way; Say How You Feel • Give The Person a Reason To Stop & 5 Count Act on 3. Your Best Choice

  35. 2 THINK!!What just happened? 1STOP!Before you do anything.Take 2 deep breaths. 3 How do you feel? embarrassed angry frustrated relieved happy sad worried alone confused confident disgusted frightened enraged ashamed cautious smug depressed overwhelmed lonely jealous bored surprised anxious shy • What was going on? • What was said? • What was done? • Who said it? Who did it? • Were there any rules broken? • Which one(s)? • What were the expectations?

  36. 4 5 6 • Was what was said or done reasonable?? • Would I say/do the same thing if I were in ______ ‘s place? • How would I feel if he/she said or did that to me??? • Why do you feel what you are feeling? • Because …. • I failed • I was left out • I was accused of something I didn’t do. • Nobody likes me • Someone teased me • I’m not needed • I’m not smart • I was doing something I shouldn’t have • I looked stupid in front of my peers • OTHER • What could I do? • What are all my choices or options? • What are the pros and cons of each as it relates to how it affects peers, teachers, me • How do the choices affect other’s ability to do what they are supposed to do?

  37. 7 8 • What do I want to happen as a result of my choice? • please the teacher? • make the teacher mad? • get my job done? • be by myself? • get someone’s attention? • make a peer or friend mad? • please a peer or friend? • hurt someone? • make someone laugh? • tease someone? • other? Choose an Option! 9 • Evaluate your Choice • Was it successful? • Did it get the results you • wanted?

  38. 2 1 3 7 5 4 6

  39. Jessica’s Mad/Angry Cards 2 3 1 .. THINK!! .. How do you feel? MAD SCARED 2 deep breaths 1 2 3 4 5 6 7 8 9 HAPPY SAD 5 6 4 Great Job Jessica! What could I do? CHOOSE WHY? Say Please Talk Walk Away Wait Share

  40. 3 1 2 Say to myself, “ I want this, but I just can’t take it” Think about your choices: a. I could ask to borrow it. b. I could earn money to buy it. c. I could ask the person to trade. d. I could do something else. Say, “It belongs to ____.” 4 5 Act out your best choice. Say, “Good for me. I didn’t take it!”

  41. Coping Strategies 1. & (wait & cool off) 2. (go to another game) (share & take turns) 3. 4. (talk it out) 5. (make a deal) 6. (walk away) …. 7. to (tell them to stop) ...sorry 8. (apologize) 9. (ignore it)

  42. Before I Say it...

  43. Raise Your Hand to Speak Hand Up Mouth Closed Wait Until Teacher Acknowledges Speak Yes?

  44. Yes? Yes? Yes? Yes? Yes?

  45. Activity • Thinking of the student/person you identified earlier, think of a behavior he/she needs to learn (academic, social, vocational, self-help). What are the steps you or a typical person go through to do the same skill? • Based on the info I just shared with you, design an ACR Antecedent Cue Regulation Strategy for the student to teach him/her the skill. Refer back to examples if needed. What will it look like (format, design…) • Pair up and share with a partner. • Whole group share.

  46. Self Management Strategies self monitoring A PROCEDURE THAT HELPS A STUDENT IDENTIFY A SPECIFIC RESPONSE, DETECT WHETHER THE RESPONSE IN QUESTION HAS OCCURRED AND MAKE SOME RECORD OF THE RESPONSE.

  47. ANTECEDENT CUE REGULATION TYPES ~ Marking a card or a chart upon completing a task. ~Hitting a counter ~Recording the time it takes to complete a task(s) ~Combination

  48. Date______ Do I need… Take Home Checklist Math Social Studies 25 X80= 2000 notebook notebook textbook textbook protractor handout(s) compass workbook ruler handout(s) P.E. Spelling study guide spelling list Other stuff I might need Language Arts Assignment sheet textbook Crayons workbook Colored pencils handout(s) Science Loose leaf paper textbook EBS book workbook Note for Mom or Dad vocabulary book Permission slip notebook Report card handout(s)

  49. SELF MONITORING - SUBTRACTION BILLY: 1. I copied the problem correctly 2. I regrouped when I needed to (top number is bigger than bottom). 3. I borrowed correctly (number crossed out is one bigger) 4. I subtracted all the numbers 5. I subtracted correctly

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