Behavior Interventions and Best Practices

1. Behavior Interventions and Best Practices Exceptional Children�s Department Opening Day August 22, 2007

2. "There is a brilliant child locked inside every student." Marva Collins

3. Areas of Focus Types of Interventions Verbal Crisis Prevention Documentation Behavior Intervention Plans Tools Resources

4. Verbal Intervention Remain Calm Isolate Body Language Be Clear Reflecting Silence Paraverbals 7 Principles for Effective Verbal Intervention For workers in the human services field that deal/work with individuals who are or can be Belligerent Hostile Noncompliant Designed to help you intervene in the safest most effective way possible REMAIN CALM Easier said than done Verbally escalating person beginning to lose control Keep your cool even when Challenged Insulted Threatened ISOLATE THE INDIVIDUAL Onlookers fuel the fire Become cheerleaders More difficult for the person to back down � lose face in front of others More effective in one-on-one setting WATCH YOUR BODY LANGUAGE Will begin to pay more attention to your words and focus more on body language Be aware of Space Posture Gestures Make sure non-verbal message consistent with verbal message BE CLEAR Keep it simple Clear and direct message � Avoid jargon or complicated choices Complex messages will increase anxiety � less manageable REFLECTING Use reflective questioning Restate their statement in your own words to check if you understand what is meant Gives them the opportunity to clarify Also powerful way to let them know you care enough to listen to what they are saying 6. USE SILENCE Allows for clarification of thoughts and Clearer understanding of conflict PARAVERBALS Tone � Volume � Cadence (rate and rhythm) of speech Not necessarily what you say but how you say it7 Principles for Effective Verbal Intervention For workers in the human services field that deal/work with individuals who are or can be Belligerent Hostile Noncompliant Designed to help you intervene in the safest most effective way possible REMAIN CALM Easier said than done Verbally escalating person beginning to lose control Keep your cool even when Challenged Insulted Threatened ISOLATE THE INDIVIDUAL Onlookers fuel the fire Become cheerleaders More difficult for the person to back down � lose face in front of others More effective in one-on-one setting WATCH YOUR BODY LANGUAGE Will begin to pay more attention to your words and focus more on body language Be aware of Space Posture Gestures Make sure non-verbal message consistent with verbal message BE CLEAR Keep it simple Clear and direct message � Avoid jargon or complicated choices Complex messages will increase anxiety � less manageable REFLECTING Use reflective questioning Restate their statement in your own words to check if you understand what is meant Gives them the opportunity to clarify Also powerful way to let them know you care enough to listen to what they are saying 6. USE SILENCE Allows for clarification of thoughts and Clearer understanding of conflict PARAVERBALS Tone � Volume � Cadence (rate and rhythm) of speech Not necessarily what you say but how you say it

5. Tips for Crisis Prevention Be empathetic Clarify Messages Respect Personal Space Be aware of body position Ignore challenging questions Permit verbal venting when possible Set and enforce reasonable limits Keep your nonverbal cues non-threatening Avoid overreacting Use of physical contact 10 TIPS for Crisis Prevention BE EMPATHIC Pay attention to feelings Try not to judge or discount feelings whether agree with or not CLARIFY MESSAGES Listen for the real message Good time to use reflective questioning RESPECT PERSONAL SPACE � (Activity) 1 � to 3 feet from person Invading personal space increases anxiety BE AWARE OF YOUR BODY POSITION Eye to eye � toe to toe sends challenging message One leg length away and at angle off to the side � less likely to escalate IGNORE CHALLENGING QUESTIONS Challenging questions usually results in power struggle PERMIT VERBAL VENTING WHEN POSSIBLE Releases as much energy as possible If cannot do this � give directives and reasonable limits during lulls in venting process SET AND ENFORCE REASONABLE LIMITS Belligerent, defensive, disruptive � state limits and directives clearly and concisely Offer choices and consequences KEEP YOUR NONVERBAL CUES NONTHREATENING More loss of control � less listens to your words Pays more attention to your nonverbal communication Be aware of facial expressions, gestures, movements, and tone of voice. AVOID OVERREACTING Remain calm � rational � and professional Your response will directly affect the person�s behavior USE PHYSICAL TECHNIQUES ONLY AS A LAST RESORT Only when danger to self or others Only used by trained staff Any physical intervention may be dangerous10 TIPS for Crisis Prevention BE EMPATHIC Pay attention to feelings Try not to judge or discount feelings whether agree with or not CLARIFY MESSAGES Listen for the real message Good time to use reflective questioning RESPECT PERSONAL SPACE � (Activity) 1 � to 3 feet from person Invading personal space increases anxiety BE AWARE OF YOUR BODY POSITION Eye to eye � toe to toe sends challenging message One leg length away and at angle off to the side � less likely to escalate IGNORE CHALLENGING QUESTIONS Challenging questions usually results in power struggle PERMIT VERBAL VENTING WHEN POSSIBLE Releases as much energy as possible If cannot do this � give directives and reasonable limits during lulls in venting process SET AND ENFORCE REASONABLE LIMITS Belligerent, defensive, disruptive � state limits and directives clearly and concisely Offer choices and consequences KEEP YOUR NONVERBAL CUES NONTHREATENING More loss of control � less listens to your words Pays more attention to your nonverbal communication Be aware of facial expressions, gestures, movements, and tone of voice. AVOID OVERREACTING Remain calm � rational � and professional Your response will directly affect the person�s behavior USE PHYSICAL TECHNIQUES ONLY AS A LAST RESORT Only when danger to self or others Only used by trained staff Any physical intervention may be dangerous

6. Why Document??????? Concerns of lawsuits Good documentation provides detailed account of an incident so that Appropriate follow-up action is taken Patterns and trends are identified Policies and procedures can be assessed Steps can be taken to improve the safety of everyone Good documentation takes practice

7. Documentation Know what to document Avoid delay List basic facts in chronological order Be objective Be accurate, concise, clear Know what to document If you are not clear on what to document check policies and procedures ask principal � mentor � colleagues Know what requires full incident reports and What requires charting or logging of some kind Avoid delays Should always be written as soon as possible Time dims our memories � you may forget important information Other people�s input can cloud your memory Avoid conversations with others until all have written an incident report LIST THE BASIC FACTS OF THE INCIDENT CHRONOLOGICALLY Answer the questions Who When Where What How Why Include events leading up to incident Describe all attempts to intervene � verbally or physically BE OBJECTIVE Stick to the facts Avoid commentary or subjective opinions Make distinction between personal knowledge and what you have learned from others Do not try to blame or protect other people Avoid labeling a person�s mental or emotional state BE ACCURATE, CONCISE, AND CLEAR Be as brief as possible but include all necessary information Double check names, dates, times Check grammar, spelling, and punctuation Always do a rough draft review it and prepare your final report Documentation is a key part of postvention After a crisis � it is critical to assess what has taken place and To look for ways to prevent or minimize future occurrences Incident report is an important tool in this process and Way to improve everyone�s safetyKnow what to document If you are not clear on what to document check policies and procedures ask principal � mentor � colleagues Know what requires full incident reports and What requires charting or logging of some kind Avoid delays Should always be written as soon as possible Time dims our memories � you may forget important information Other people�s input can cloud your memory Avoid conversations with others until all have written an incident report LIST THE BASIC FACTS OF THE INCIDENT CHRONOLOGICALLY Answer the questions Who When Where What How Why Include events leading up to incident Describe all attempts to intervene � verbally or physically BE OBJECTIVE Stick to the facts Avoid commentary or subjective opinions Make distinction between personal knowledge and what you have learned from others Do not try to blame or protect other people Avoid labeling a person�s mental or emotional state BE ACCURATE, CONCISE, AND CLEAR Be as brief as possible but include all necessary information Double check names, dates, times Check grammar, spelling, and punctuation Always do a rough draft review it and prepare your final report Documentation is a key part of postvention After a crisis � it is critical to assess what has taken place and To look for ways to prevent or minimize future occurrences Incident report is an important tool in this process and Way to improve everyone�s safety

8. More Documentation Behavior Checklists Behaviors are listed and check marks used to show exhibited behavior or not Hash marks during a specific amount of time Charts Graphs

9. Resources for Behavior Checklists http://kids.lovetoknow.com/wiki/Free_Behavior_Charts http://lattitudes.org/behavioral-charts.html http://chartjungle.com/behavior.html Must join to access � but it is free! www.usuedu/teachall/text/behavior/LRBIpdfs/Data.pdf

10. Behavior Intervention Plans What is a Behavior Intervention Plan? When to complete a Behavior Intervention Plan Components Target Behavior Expected Outcomes Interventions and Frequency of Interventions Persons Responsible Progress and Date Reviewed

11. What is a Behavior Intervention Plan? Plan developed to help a student change a specific behavior Multiple interventions and strategies Not punishment but ways to acquire/teach new alternative skills

12. When to Complete a BIP When you notice a pattern of behavior Typically around Day 5 of Out of School Suspension

13. Target Behavior What is the behavior you are seeing? Examples Misinterpretation of normal social exchanges as threats

14. Expected Outcomes What behavior are you working toward? Example To accept constructive criticism To relate positively with peers

15. Interventions and Frequency of Interventions When target behavior is exhibited, what are YOU (school personnel) going to do? Examples Planned activity with peers supervised by adult (home, school, community) Communicate with parents to share information concerning student progress

16. Persons Responsible Who are the people responsible for carrying out the interventions and monitoring progress? Examples Teachers Administrators School staff Para-professionals Parents Student Coach Mentor Big Brother Uncle Church Member

17. Progress and Date Reviewed Is the student making progress toward the expected outcomes? Determined in the IEP meeting When you chart behavior When you complete IEP Progress Notes or regular intervals when you report progress to parents Example: Date _________ Progress: ____________ _______________________ ________________________

18. Tools Available at YOUR School The Tough Kid Tool Box The Pre-referral Intervention Manual The Behavior Intervention Manual

19. Resources - Web http://www.ncpublicschools.org/ec/supportprograms/resources/ http://www.ncpublicschools.org/ec/exceptionality/learning http://www.proteacher.com/ http://www.kidsource.com/kidsource/content2/behavior_disorders.html http://www.specialednews.com/educators/lessonplans/lessons.html http://www.teachervision.fen.com/classroom-management/resource/5776.html?detoured=1

20. http://www.disciplinehelp.com/ http://www.resiliencyinc.com/#Top http://www.nrcld.org/research/rti.shtml http://www.wested.org/nerrc/rti.htm http://www.interventionscentral.org http://www.w-w-c.org http://www.education-world.com/index.shtml http://www.behavioradvisor.com/

21. Resources - Print The Behavior Survival Guide for Kids by Tom McIntyre, ISBN 1-57542-132-1 Teaching with Love & Logic by Jim Fay & David Funk, ISBN 0-944634-48-6 Building a Positive Self-Concept 113 Activities for Adolescents by M. Jacobs, B. Turk, E. Horn � J. Weston Walsh, Publisher, Portland Maine Managing Children & Adolescents with Emotional & Behavioral Problems. Produced by Helpful Children Enterprises, Phoenix, Arizona