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Intervening with Students with Problematic Behaviors

Intervening with Students with Problematic Behaviors. Lennox School District Kari A. Oyen, Ed.S . NCSP. Video. http://www.youtube.com/watch?v=lulUvYfRl_c. A Teacher’s Revelation. “I’ve come to the frightening conclusion that I am the decisive element in the classroom.

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Intervening with Students with Problematic Behaviors

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  1. Intervening with Students with Problematic Behaviors Lennox School District Kari A. Oyen, Ed.S. NCSP

  2. Video • http://www.youtube.com/watch?v=lulUvYfRl_c

  3. A Teacher’s Revelation “I’ve come to the frightening conclusion that I am the decisive element in the classroom. It’s my personal approach that creates the climate. It’s my daily mood that makes the weather. As a teacher I possess a tremendous power to make a child’s life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or humor, hurt or heal. In all situations, it is my response that decides whether a crisis will be escalated or de-escalated, and a child humanized or dehumanized.” Haim Ginott Child Psychologist

  4. What is behavior? • All behavior is a form of communication • To GET • To GET AWAY • From something… • The behavior will accomplish this!

  5. Traditional Responses to Problematic Behaviors • Reactive/Consequence Strategies • Office referral, detention, suspensions, etc. • Used to try to teach the “right way” • May actually reinforce the behavior of concern • Individual counseling and therapy • Restrictive and segregated settings • Implement packaged programs

  6. Traditional Discipline versus Positive Behavior Interventions and Supports • Positive Behavior Support: • Goal is to stop undesirable behavior by: • Replacing with a new behavior or skill • Altering environments • Teaching appropriate skills • Rewarding appropriate behavior • Traditional Discipline: • Goal is to stop undesirable behavior through the use of punishment • Focuses on the student’s problem behavior

  7. Applied Behavior Analysis Principles Behavior is shaped by experiences Learned Functional relationship between behavior & environmental events Antecedent events Behavior Consequence events

  8. Guiding Behavioral Principles Human behavior is lawful Human behavior is important, understandable, & predictable Human behavior is learned Human behavior is malleable & teachable Behavior does not occur in a vacuum…it is affected directly by environmental events

  9. Functions of Behavior GET ATTENTION TANGIBLE (objects & activities) SENSORY GET AWAY

  10. Video • http://www.youtube.com/watch?v=rWy9xjijaKE

  11. From Rudolf Dreikurs

  12. ABC’s of behavior • A = Antecedent (What happened right before, predictor of behavior) • B = Behavior (Specific behavior) • C= Consequence (What happens right after the behavior has occurred)

  13. Video • http://www.youtube.com/watch?v=cNkp4QF3we8 • What do you think the function of this behavior is????

  14. Ongoing Problem Behavior • Traditional: • Track # of times behavior occurs • Documentation to show: • Interventions have been tried • Cover teacher • Proof for suspension or expulsion • PBS: • Discover patterns so that we can change the behavior before it results in more severe behavior or consequences (Data Collection only) • Monitor consequences delivered to see if they are effective in modifying the behavior

  15. Fundamental Rule You should not propose to reduce a problem behavior without identifying the alternative, desired behaviors the person should perform instead of the problem behavior (O’Neill, pg. 71). Diana Browning Wright, 2010

  16. Define Alternative Behaviors Must meet same function as problem behavior Be in the individual’s repertoire or easily taught, & represent the beginning point for teaching desired behavior Have a good contextual fit with the setting & situation Must be able to do it as easily as problem behavior Diana Browning Wright, 2010

  17. Reinforcement Wisdom! “Knowing” or saying “know” does NOTmean “will do” Students “do more” when “doing works”…appropriate & inappropriate! Natural consequences are varied, unpredictable, undependable,…not always preventive

  18. Defining Guidelines Design antecedent strategies to make triggering antecedents ineffective. So they no longer serve as triggers Design behavior teaching strategies to make problem behaviors inefficient. So more acceptable behaviors are easier to do. Diana Browning Wright, 2010

  19. Consequence Strategies • Design consequence strategies to make maintaining consequences irrelevant. • So they no longer are present or • Are less reinforcing • Design setting event strategies to eliminate ore neutralize effects of setting events. • So they have less impact on routines and reinforcers Diana Browning Wright, 2010

  20. From Diana Browning Wright

  21. From Diana Browning Wright

  22. From Diana Browning Wright

  23. What should we do instead? From Diana Browning Wright

  24. Reinforcers should have: POWER

  25. Reinforcers should have: FREQUENCY & IMMEDIACY

  26. Reinforcers should have: VARIETY

  27. From Diana Browning Wright

  28. Reinforcement VS Bribe! • What’s the difference???

  29. Let’s talk about JUNK BEHAVIOR!!!!! Any age-typical behavior that may be annoying, but is not harmful to self, others, property, or animals. WHY???????? • To get you to respond or react. • To make you angry (get even). • To get you to give in to them. • To get you to comfort them. • To make you go away. • To get you to do it for them. • Because it is just a habit. • Because it is what kids do at this age.

  30. Adapted from “The making of a problem behavior” For further information, contact grmayer@aol.com

  31. Adapted from “The making of a problem behavior” For further information, contact grmayer@aol.com

  32. Adapted from “The making of a problem behavior” For further information, contact grmayer@aol.com

  33. Identifying Patterns of Behavior • What are the recurring behaviors? • When are the behaviors occurring? • What are the classroom interventions that have been used? • Are these interventions working or does something else need to be utilized? • Why is the behavior occurring?

  34. Patterns of Behavior • Once you have identified patterns of behavior: • Proactive (Environmental): try to prevent the behaviors from recurring; look at the antecedents and environment • Educative (Replacement Behaviors): teach/re-teach desired behavior; teach a replacement behavior • Reinforcement (Encourage appropriate behaviors and discourage problem behaviors): only reinforce those behaviors we desire, address the function of the behavior, make sure we are not reinforcing the undesired behavior

  35. Additional Supports • When a teacher has tracked a behavior repetitively without successfully modifying the behavior, it may require the assistance of a “Behavior Team.” • “Behavior Teams” can assist the teacher by: • Reviewing the tracking forms • Offering alternate solutions for modifying the behavior in the classroom

  36. Video • http://www.youtube.com/watch?v=Ahg6qcgoay4

  37. A context for Behavior Intervention Plans Behavior support is the redesign of environments, not the redesign of individuals It is about what WE can do differently!!! Diana Browning Wright, 2010

  38. Researched-Based Interventions • http://www.promisingpractices.net/ • http://www.colorado.edu/cspv/blueprints/index.html • http://www.ecu.edu/cs-cas/psyc/rileytillmant/EBI-network-homepage.cfm • http://www.findyouthinfo.gov/ • http://evidencebasedprograms.org/wordpress/ • http://www.challengingbehavior.org/ • http://ies.ed.gov/ncee/wwc/ • http://nrepp.samhsa.gov/ • http://www.interventioncentral.org/

  39. Behavioral Interventions • Prevention • Emphasis on teaching • Environmental redesign • Antecedent manipulations • Function-based support • Comprehensive interventions • Systems change Diana Browning Wright, 2010

  40. “Stay Close” You create a safe, positive environment & establish yourself as a source of caring, empathy, & reinforcement. Tools for Positive Behavioral Change Glenn Latham, 2008

  41. Staying Close Means…. • Showing you care. • Being attentive. • Listening. • “Just” talking. • Matching emotions. • Being near. • Touching. Does not mean…. • Lecturing. • Setting the record straight. • Moralizing. • Being judgmental. • Problem solving. Tools for Positive Behavioral Change Glenn Latham, 2008

  42. When to Stay Close • Routine times during the day. • Meal times, car rides. • Brief moments between other things. • Between school & an appointment, after the soccer game, before washing up for dinner. • Special times you are spending just with them. • Spending the day together shopping, fishing, or just talking. • When you are upset with them or someone else; after you have calmed down. Tools for Positive Behavioral Change Glenn Latham, 2008

  43. How to “Stay Close” 1. Get physically close. 2. Touch appropriately. 3. Match facial expressions. 4. Use the appropriate tone of voice. 5. Use relaxed body language. 6. Ask open-ended, positive questions. 7. Listen while the child speaks. 8. Use empathy statements. 9. Avoid reacting to junk behavior. 10. Stay cool throughout the process (No coercives).

  44. A Correction Strategy explained…

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