behavior management supporting students’ social- emotional health across the continuum of services...

Behavior Management

Supporting Students’ Social-Emotional Health Across the Continuum of Services

Summer 2014

Welcome!

Name

School or Worksite

Position

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

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t Norms and Purpose Student with Affective Needs in DPS Behavior Foundations Behavior Plans Behavior and CultureBehavior 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

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.

Utilize the note-catcher to organize

your thoughts and

remember your

questions!

Frantum-Allen, Robert

see the goals in the notes- can we just add the goals to a note catchers and print them off? this way they don't have to write them

SuccessOur 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.

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t Norms and Purpose Student with Affective Needs in DPS Behavior FoundationsBehavior Plans Behavior and CultureBehavior 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

Laura A. Riffel, Ph.D. ©2013

Sensory Integration 16%

ADHD 10%

Other Health Impaired 2.2%

Speech and Language Impaired 20.5%

Specific Learning Disabilities 20%

Hard of Hearing 1.3%

Intellectual Disabilities 11.6%

90.2% of your classroom

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

EducationOf

The Whole Child

DPS Vision: LEAP

DPS Vision: Supported by Standards

Multi-tiered System of Supports (MTSS)

Integrated ContinuumAcademic

ContinuumBehavior

ContinuumAdapted from the OSEP TA Center for PBISAdapted from the OSEP TA Center for PBIS

DPS Vision: MTSS

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: Problem Solving Process

DPS Vision: AN Center Based Supports -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

-Research and choose an evidence based model for AN-Started with Middle School AN Centers

-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 11-12 12-13 13-14AN

StudentsExit

s %AN

StudentsExit

s %AN

StudentsExit

s %AN

StudentsExit

s %

Elem 201 2311.4% 162 20

12.3% 149 15

10.1% 155 0.0%

Middle 103 1817.5% 95 19

20.0% 107 5 4.7% 106 11

10.4%

High 81 1822.2% 59 2 3.4% 71 9

12.7% 64 0.0%

Total 385 5915.3% 316 41

13.0% 327 29 8.9% 325 11 3.4%

Valdez 24 312.5% 22 1 4.5% 18 2

11.1% 14 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

As a special education teacher you will provide supports for students who …

…have an identified

disability and a current IEP

…may have previously been

in a self-contained

setting such as AN

…may have previously been

in a facility setting

…may have a FBA/BIP and/or

behavior goals

…may need a FBA/BIP and/or

behavior goals

DPS Vision: Solid LRE Decision

• LRE 1; LRE 2; LRE 3

What does LRE mean to you ?

How can you, as a special education teacher ensure access to General Education?

What does LRE have to do with behavior and discipline?

Colorado Department of EducationProgram/Placement

AU Rate 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

•Summary

DP

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s The students we service are diverse and have social emotional needs.

DP

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PS

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s As a special educator, you are critical in supporting social emotional needs.

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Behavior Foundations

Objective

Participants will be able to identify functions of behavior.

Participants will understand the multiple variables that impact the function of

behavior.

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)


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).

Understanding Behavior

Understanding causes of behavior

• Cognitive Processing

• Lack of Instruction

Academic

• Social Emotional

• Executive FunctioningMental

Health

Important Facts about Behavior Change

Fun Theory-Behavior Management Training

4-6 weeks

to change

If you make it fun and interesting, behavior

change is more likely to occur

http://www.funtheory.com/

Misunderstood Minds- What would you do?

http://www.pbs.org/wgbh/misunderstoodminds/intro.html

Follow the link and read the introduction

• Attention• Reading• Writing• Mathematics

Complete one of the tasks on the navigation bar on the left

How did you feel?



Common Mental Health Issues in School-Ages Children and Youth

( Van Acker, R., 2014)

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)

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

https://www.youtube.com/watch?v=2CwS60ykM8s

NASP GPR/HCI

All children face some mental health problems including:

Anxiety about school

perform

ance

•Problems dealing with

•parents & teachers

Unhealthy Peer Pressure

Common Developmental

Adjustment Problems

Stress Related to Discrimination

Fears about

startingSchool

School Phobia

Death or Divorce

DrugAlcoholuse

Depression

Overwhelm

Suicidal

Ideation

Worry About Sexuality

Facing Tough Decision

Consider Dropping

Out

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 there an underlying academic problem or communication disability?

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?

Are there any cultural/linguistic factors that may be impacting the behavior?

Key Points: Behavior Foundations

•Summary

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s2 Functions of behavior: Avoid and Gain

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sMultiple variables impact behavior

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sBefore behavior can be changed, one must understand the function

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Behavior Plans ObjectivesParticipants 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.

In order to change undesirable behavior…

…you first need

to know the function

of the behavior.


2 Functions of Behavior

• Work/Tasks/chores • People • Adults • Peers (Think

bullying) • Pain

(Emotional/Physical) • Sensory (Overload)

Avoid

• Attention: (Peers/Adults)

• Access to preferred items or environmental controls

• Sensory Integration (Input)

Gain

Different Functions of Behavior

Adapted from Otten and Tuttle, 2011

Attention Tangible Reinforcement

Escape/Avoidance

Sensory Needs Power Control

Communication of needs, wants,

feelings

Result of Lack of Understanding

Mental Health Needs

Behavior Change: Simple as 1,2,3•Behavior Modification•Interventions and teaching skills•Fun

Fun Theory

•https://www.youtube.com/results?search_query=fun+theory+bottle+bank

https://www.youtube.com/results?search_query=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

Smith, K. 1995

“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.”

Function of Behavior

Setting

Antecedent

Target Behavio

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Function Reinforc

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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?

Are there any cultural/linguistic factors that may be impacting the behavior?

Case Study #1

Competing Pathways Flow ChartRiffle, 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

•Summary

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complex and require team effort

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factors must be considered when developing a behavior plan

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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 QuizJudie Haynes, Content Editor, everythingESL.net Feb. 2002

http://www.everythingESL.net

http://www.everythingesl.net/

Culture ResponsivenessCultural Responsiveness: “refers to the

ability to learn from and relate respectfully to people from your own and other

cultures”

Zion, S., Kozleski, E., Fulton, M.L., 2005 Sampson, D. 2012

See things from others’ view points

Affirm language and cultural styles of children of color/difference

Consciously monitor your own deficit thinking and bias

Equity

Singleton and Linton, 2006 from Courageous Conversations in DPS Equity website

“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.”

Why Important?

Consequences of Lack of Cultural Responsiveness

Sampson, D. 2012

Achievement gap

Educational disconnect

Teacher turnover

Diminished self-worth

Increased criminalizati

on

Low graduation

rates

Emotional/Behavioral

ChallengesDisproportionate

Discipline and Referrals

Current AN Program: Summary Student Data and Outcomes

Disproportionate enrollment of African-Americans (2.5x as likely to be in a AN program)

TCAP Proficiency rates of 10% and growth percentiles in just the mid-30’s

Twice as likely to dropout; lowest graduation rates

Overall attendance 10% lower vs. all others sub groups; lowest at the middle school level.

Dramatically higher ISS and OSS rates compared to all others ; with at least one ISS 32% vs Others 2.6%

Dramatically higher ISS and OSS rates compared to all others ; with at least one OSS 16.2% vs Others 2.5%

ISS- In school

suspension

OSS- Out of school suspensio

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Develop cultural self-awareness

Appreciate the value of diverse views

Avoid imposing your own values

Resist Stereotyping

Examine your own teaching for bias

Build on student strengths

Activity

Purpose:•To increase awareness of own and others’

culture and how it influences beliefs

Diversity Wheel

Our Values, Beliefs,

Self-Concept

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

•Summary

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Culture and language has an impact on behavior

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Adults can take steps to be culturally responsive

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Behavior Data Objectives

Participants will be able to choose data collection tools and look at a body of

evidence to determine specially designed instruction.

•Qualitative▫Review of Records▫Observations▫Interviews▫Root cause analysis

•Quantitative▫Data collection tools and purposes▫Classroom-wide data▫Discipline data▫Attendance data

Types of Data

Compare individual data to…

Typical peers

The classroo

m

The school

The district

Data Collection Decision

When should behavioral data collection begin?

Who should collect the data?

How should data be collected?

What are the uses of data?What does

the student need to learn?

Date Collection…

Peer Comparison

-SED and ADHD(OHI)

Frequency-Bar Graphs

Latency-Noncompliance

ABC-triggers and payoffs

Duration-Meltdowns

Scatter Plot

-Time of day/setting

Motivation-Student buy in

Data Website Activity

•Go to Wiki Page

•Go to Screener Links

•Explore Links and Forms

• Is the student’s behavior more significant than peers from the same cultural group?

http://denver.co.schoolwebpages.com/education/page/download.php?fileinfo=UGVlcl9jb21wYXJpc29uX09ic2VydmF0aW9uX0Zvcm0ucGRmOjo6L3d3dzcvc2Nob29scy9jby9kZW52ZXIvaW1hZ2VzL2RvY21nci8xMTBmaWxlNDAwMi5wZGY=&sectiondetailid=2045

Peer Comparison




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

77 Borderline

Perceptual Reasoning

86 Low Average

Working Memory 62 Extremely Low

Processing Speed 83 Below Average

Full Scale 77 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

Formal Testing

Malcolm’s current reading, writing and math scores are all within the pre-primer level.

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

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

3 responders teacher, librarian and Grandmother.

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?

http://www.masterfile.com/stock-photography/image/873-06441247/Portrait-of-Boy-Crying

Key Points: Behavior Analysis

•Summary

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evidence includes both quantitative and qualitative data

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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.

Goal Setting Stands Alone

It leads to academic and job successIt moves kids forwardIt links to successful behaviorFirst 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. Is your goal something you can do easily?______ 2. Do you want to do this?________________________ 3. Is the goal written in a positive way?____________ 4. 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 Self I mprovement Form

Now, write at least five ways that you need to improve. 1)__________________________________________ 2)__________________________________________ 3)______________________________________ ____ 4)__________________________________________ 5)__________________________________________ Then select the one most important strength and the one most important weakness that you would like to work on fi rst. Write these here: Strength__________________________________________ Weakness_________________________________________ I ndependent Practice: Set a goal f or building your strength and building your weakness: Use this goal setting sheet to accomplish this:

My Plan f or Success Goals I selected to work on: (f rom 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 f eedback on progress:____________________________________________________________________________________________________________________________________________ Two people who will sign off on your plan and support your success: Person 1___________________________________________ Person 2_________________________________________________________________

Social/Emotional WellnessCharacter Education/Core ValuesEmpathySocial Skills TrainingSelf-regulation Skills:

Anger Management, Coping Skills, Mood Management, Attention and Focus, Stress ManagementExecutive Functioning Skills: Initiation, Mental

Flexibility, Self-monitoring, Working Memory, Planning and Organization

Trauma: Cognitive/Behavioral interventions

Specially Designed Instruction for Behavior

• 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

Specialized Social Skills Instruction

•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

SELF-REGULATION

•Inhibition (Self Control)•Shift (Mental Flexibility)•Emotional Control (Self-Regulation)•Initiation (Getting Started)

EXECUTIVE FUNCTIONING

• 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)

•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

Inhibition (Self-Control) Con’t

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

•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)

• 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

Shift (Mental Flexibility)Con’t.

Activity 2 Shift (Mental Flexibility)

•Discuss Introducing Change and Facilitating Feelings of Security

•Identify 3 strategies for each•Share out one strategy

• 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)

• 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)

Emotional Control (Self-Regulation) Con’t.

Activity 3 Emotional Control (Self-Regulation)•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 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)

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

• 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

A Classic Social Emotional Learning “Meta-Cognitive” Model

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. Students sit up in their chairs 2. Start with three 3-part breaths 3. Add two shoulder raises 4. Students go into the Hook-Up position 5. Breathe normally for the two minutes

The acronym stands for – (our kids did this_ M Mellow out E Empty out the negatives L Laid Back T 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

Classroom Management

Routines/schedules

Classroom expectations Teacher Directions

Classroom Positive Reinforcement Systems

Positive Reinforcement and Consequences

• Positive Reinforcement

https://www.youtube.com/watch?v=JA96Fba-WHk

https://www.youtube.com/watch?v=JA96Fba-WHk

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 ReinforcementMethods 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


Sample Student Interest Questionnaire


Using Positive ReinforcementI FEED

Bonus Formula: A + V = XANTICIPATION + VARIETY = extra long-lasting success

I : Reinforce

IMMEDIATELY!

I : Reinforce

FREQUENTLY!

Be

ENTHUSIASTIC!

Make EYE CONTACT!

Make aDirect Reference to the behavior


Collaborative Activity • Rules-Expectations:

Slides 101-106• Delivery of

Instruction: Slides 111-113

• Learning Centers: Slides 114-121

• Accommodations and Modifications: Slides 123-127

• Pent Classroom Assessment: On the Wiki Page

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


ActivityNon-Examples

• 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

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

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


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

followed5. Explain what will happen if the rule is not

followed.

Precision Request- Activity

•“The Magic

Formula”


CHAMPSConversation: 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

http://www.dailyteachingtools.com/champs-classroom-management.html

WHAT ARE LEARNING CENTERS?

WHY USE THEM?

• 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.

• 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.

• 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.

• 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_design-learning-centers.html#ixzz1aUk6rbBK

http://www.ehow.com/how_5618752_design-learning-centers.html





MUST DOs:

1) ________________________

2) ________________________

3) ________________________

CAN DOs:

4) ________________________

5) ________________________

Math Center

Literacy Center

Art and Games Center

Independent Work

Small Group Instruction Chill Out

Classroom Rules-Expectation Checklist-Activity

Specially Designed Instruction: Accommodations and Interventions

Page 65

Accommodations: Social Emotional Needs

Van Acker 2014

Self Paced Instruction

Chunked Assignment

s Realistic Scheduling

Regular Check Ins


Van Acker 2014

Frequent Movement

Frequent Breaks

Decreased Distraction

s

Interesting Instruction

Provide FREE time


Van Acker 2014

Visual Calendar

Visual Schedules

Visual Math

Supports

Visual statement

of directions

You can never overUse pictures


Van Acker 2014

Teach how to use a Planner

Teach Goal Setting

Teach “To Do Lists”

Teach to be prepared for the

unexpected

Support Executive Functions

Prepare them for change…

Understanding The Importance Of Our Work

•Every Child Needs a Champion▫TED Talk- Rita Pierson

https://www.youtube.com/watch?v=SFnMTHhKdkw

REFERENCES

•Diana Browning Wright•Darlene Sampson•William Jenson•Van Acker

behavior management supporting students’ social- emotional health across the continuum of services...

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