Understanding challenging behavior
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Understanding Challenging Behavior. Amy Leishear, Elementary Behavior Specialist [email protected] Aimee Meyer, Elementary Behavior Specialist [email protected] Terri Bednarik, Elementary Low Incidence Specialist [email protected] Session 1.

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Understanding challenging behavior

Understanding Challenging Behavior

Amy Leishear, Elementary Behavior Specialist

[email protected]

Aimee Meyer, Elementary Behavior Specialist

[email protected]

Terri Bednarik, Elementary Low Incidence Specialist

[email protected]

Session 1


Aacps division of special education para educator training videos pre assessment
AACPS Division of Special EducationPara-educator Training VideosPre Assessment

  • Name:

  • School:

  • Date:

  • What do you think are the four levels of behavior that a student may have?

  • What impact will adult response have on a child's behavior?

  • Why would a student question an adult?

  • Why should the adult develop a therapeutic rapport with the student?

  • Why is it important to remain calm when a student is losing control?


The big picture
The Big Picture

  • Identify the four levels of student behavior and the corresponding staff attitudes and approaches that are most appropriate at each level.

  • Identify best practices for utilizing verbal intervention strategies to address challenging behavior.


An integrated experience
An Integrated Experience

The concept that the behaviors and attitudes of staff members have an impact on the behaviors and attitudes of students and vice versa….


Crisis development model
Crisis Development Model

Crisis Development/Behavior Levels Staff Attitudes/Approaches

  • Anxiety 1. Supportive

    • Proxemics (personal space)

    • Kinesics (body language)

    • Paraverbal Communication

      Definitions

  • Anxiety: a noticeable increase or change in behavior (pacing, wringing of the hands, finger drumming, etc…)

    Supportive: an empathic, nonjudgmental approach attempting to alleviate anxiety.


Crisis development model1
Crisis Development Model

Crisis Development/Behavior Levels Staff Attitudes/Approaches

  • Anxiety 1. Supportive

  • Defensive 2. Directive

    Definitions

  • Defensive: the beginning stage of loss of rationality. At this point an individual often becomes belligerent and challenges authority

    Directive: an approach in which staff members take control of potentially escalating situation by setting limits


Crisis development model2
Crisis Development Model

Crisis Development/Behavior Levels Staff Attitudes/Approaches

  • Anxiety 1. Supportive

  • Defensive 2. Directive

  • Acting-Out Person 3. Nonviolent Physical Crisis Intervention

    Definitions

  • Acting-Out Person: the total loss of control which often results in a physical acting-out episode.

    Nonviolent Physical Crisis Intervention: Safe, nonharmful control and restraint techniques used to control an individual until he can regain control of his behavior: Used only as a last resort, when an individual presents a danger to self or others.


Crisis development model3
Crisis Development Model

Crisis Development/Behavior Levels Staff Attitudes/Approaches

  • Anxiety 1. Supportive

  • Defensive 2. Directive

  • Acting-Out Person 3. Nonviolent Physical Crisis Intervention

  • Tension Reduction 4. Therapeutic Rapport

    Definitions

  • Tension Reduction: decrease in physical and emotional energy which occurs after a person has acted out, characterized by the regaining of rationality.

    Therapeutic Rapport: an attempt to re-establish communication with an individual who is experiencing Tension Reduction


Verbal Escalation Continuum

Defensive

1. Questioning

  • Questioning:

  • A. Information seeking

  • B. Challenging

  • Interventions

  • A. Rational response

  • B. Redirect/restate original direction (avoid a power struggle)


The CPI Verbal Escalation Continuum

2. Refusal

Defensive

1. Questioning

2. Refusal:

Slight loss of rationality/noncompliant

Interventions

*setting limits (choices and consequences) with follow through

* allow processing time


The CPI Verbal Escalation Continuum

3. Release

2. Refusal

Defensive

1. Questioning

3. Release:

Venting, letting off steam

Interventions

Allow them to vent and listen to what they have to say


The CPI Verbal Escalation Continuum

3. Release

4. Intimidation

2. Refusal

Defensive

1. Questioning

4. Intimidation:

Threatening self or others

Interventions

Take them seriously and seek assistance


The CPI Verbal Escalation Continuum

3. Release

4. Intimidation

2. Refusal

Defensive

5. Tension Reduction

1. Questioning

5. Tension Reduction:

Regained rationality; decrease in energy

Interventions

* Therapeutic rapport

* Document incident


Keys to setting limits
Keys to Setting Limits

  • Limits should be simple and clear

  • Limits should be reasonable

  • Limits should be enforceable


Verbal intervention tips and techniques
Verbal Intervention Tips and Techniques

Do

  • Stay calm

  • Be supportive

  • Monitor paraverbal

  • Give choices/consequences

  • Avoid power struggle

  • Redirect

  • Listen

  • Be aware of kinesics/proxemics

Don’t

  • Overreact

  • Threaten

  • Be judgmental

  • Use sarcasm

  • Invade personal space

  • Make false promises

  • Give too many choices


Precipitating Factors: Internal and external causes for acting out behavior that staff have little or no control over.

  • Loss of power

  • Displaced anger

  • Fear

  • Failure

  • Physiological factors (lack of sleep, hunger)

  • Psychological factors (mental illness, medication)


Rational Detachment: Staff maintains control of his or her own behavior. Don’t take acting-out behavior personally.

* hobby

* someone to talk to

* exercise

* self-care

* social life


The big picture1
The Big Picture

  • Identify the four levels of student behavior and the corresponding staff attitudes and approaches that are most appropriate at each level.

  • Identify best practices for utilizing verbal intervention strategies to address challenging behavior.


Aacps division of special education para educator training videos post assessment
AACPS Division of Special EducationPara-educator Training VideosPost Assessment

  • Name:

  • School:

  • Date:

  • Define the integrated experience.

  • List at leaste three behaviors that you may observe in a student when they are becoming anxious.

  • What is the Crisis Development Model?

  • Communication when responding to challenging questions should be ________________________________________________________________________________________________________________

  • Define Rational Detachment.


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