ed p r o o o development tier ii: self-management strategies for students at risk of problem...

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Tier II: Self-management

Strategies for Students at Risk of Problem Behavior

Presented By

TASL: 14 credit hours + 1

additional credit every 2 hours

9:30-9:45

11:30-12:30

2:15-2:30

People First LanguageP

D C

ata

log

ue

Ed

Pro

Bro

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ure

1. Student A interviews Student B

Interview

A

A

A

A

B

B

B

B

2. Student B interviews Student A

3. Student A shares about Student B

4. Student B shares about Student A

Interview

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?

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).

Activity

Self Management is not Self Control

Self ControlSelf 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??

Teaches or Improves…Teaches or Improves…

VOCATIONAL SKILLS

ACADEMIC SKILLS

SOCIAL SKILLS

SELF HELP SKILLS

Again….Again….• Be thinking about the individual Be thinking about the individual

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

1. ANTECEDENT CUE 1. ANTECEDENT CUE REGULATIONREGULATION

2. SELF MONITORING2. SELF MONITORING

TWO MAJOR CLASSES

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,

…)

ANTECEDENT CUE REGULATIONANTECEDENT CUE REGULATION

ANTECEDENT ANTECEDENT CUE CUE REGULATIONREGULATION

TYPES~ PICTURE CHECKLISTS ~ SYMBOL CHECKLISTS ~ TASK CHECKLISTS ~AUDIO-TAPED LISTS ~ OBJECT CHECKLISTS ~ APPOINTMENT BOOKS

MY

TO DO List

Date due

Date due

Date due

Date due

Date due

Date due

Date due

Date due

Date due

Done

How much work do I have to do?

What am I going to do now?

What am I going to do next?

When do I get to take a break?How long do I have to wait?

What do I get for working?

How long will it take?

When do I get it?

Predictability

Sarah’s Schedule Daily Oral LanguageDaily Oral Language (8:00-8:15)(8:00-8:15)

ReadingReading (8:15-9:30)(8:15-9:30)

MathMath (9:30-10:30)(9:30-10:30)

ArtArt (10:30-11:15)(10:30-11:15)

Bathroom and Wash HandsBathroom and Wash Hands (11:15-11:25)(11:15-11:25)

LunchLunch (11:25-11:55)(11:25-11:55)

RecessRecess (11:55-12:30)(11:55-12:30)

Read AloudRead Aloud (12:30-12:45)(12:30-12:45)

ScienceScience (12:45-1:45)(12:45-1:45)

WritingWriting (1:45-2:00)(1:45-2:00)

Read My BookRead My Book (2:00-2:30)(2:00-2:30)

Pack for HomePack for Home (2:30-2:40)(2:30-2:40)

BusBus (2:40)(2:40)

Jackie’s Schedule

morning

mid-day

afternoon

8:00-8:30 8:30-9:15 9:15-9:30 9:30-10:15 10:15-10:45

10:45-11:1511:20-12:0012:00-12:30 12:30-12:45 12:45-1:45

1:45-2:15 2:15-2:40 2:45-3:00 3:00 DONE!

Sam’s Sam’s Morning Morning RoutineRoutine

Arrival and Arrival and Self-Selected Self-Selected

ReadingReading

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

Jason’s Schedule

Hotel Room ChecklistHotel Room Checklist Check clothes rack for 5 pants hangars and 5 shirt hangars. Check clothes rack for 5 pants hangars and 5 shirt hangars.

Replace as needed.Replace as needed.

Check all drawers for missing items (e.g. phone book, Bible, Check all drawers for missing items (e.g. phone book, Bible, blanket).blanket).

Empty all trash cans. Replace cans with new liners.Empty all trash cans. Replace cans with new liners.

Remove all dirty linens.Remove all dirty linens.

Make bed with clean linens.Make bed with clean linens.

Dust all furniture in the room (e.g. tables, lamps, pictures, walls Dust all furniture in the room (e.g. tables, lamps, pictures, walls

and mirrors).and mirrors).

Vacuum the entire room under tables and around bed. Vacuum the entire room under tables and around bed.

Clean entire bathroom (sink, tub, toilet, and mirror).Clean entire bathroom (sink, tub, toilet, and mirror).

Call front desk to let them know the room is clean.Call front desk to let them know the room is clean.

Turn off all lights before leaving room.Turn off all lights before leaving room.

Pull down your pants1.

Pull down your underwear2.

Stand at or sit on the toilet3.

If you sat on the toilet wipe with paper

4.

Pull up your underwear5.

Pull up your pants6.

MY U.P.S. JOB

Load boxes onto cart

Take cart to truck

Load boxes onto truck

Clock in

Obtain cart

Check with supervisor

1

2

3

4

5

6

Tell supervisor

7

Auditory PromptingAuditory Prompting

System System

1.1. Get off bus.Get off bus.

2.2. Walk with 5Walk with 5thth grader to 2 grader to 2ndnd grade classroom. grade classroom.

3.3. Take off backpack.Take off backpack.

4.4. Take off coat and hang it up.Take off coat and hang it up.

5.5. Unpack backpack.Unpack backpack.

a.a. give note to teacher if I have one.give note to teacher if I have one.

b.b. put lunch in cubicle.put lunch in cubicle.

c.c. put reading book in desk. put reading book in desk.

6.6. Choose a book from the book basket.Choose a book from the book basket.

7.7. Choose a place to read- (at desk, in reading corner, in the big Choose a place to read- (at desk, in reading corner, in the big chair).chair).

8.8. Read with desk mate until teacher calls us.Read with desk mate until teacher calls us.

ExampleExample::Completing Sam’s Morning routineCompleting Sam’s Morning routine

Completing Sam’s Morning RoutineCompleting Sam’s Morning Routine(Auditory Prompting Example)(Auditory Prompting Example)

PromptPrompt Wait time

Good morning Sam! Are you ready to get off the bus and go Good morning Sam! Are you ready to get off the bus and go to your class? Let’s go.to your class? Let’s go.

15 15 secondsseconds

Walk down aisle of the bus and down stairs.Walk down aisle of the bus and down stairs. 30 30 secondsseconds

Now, locate your 5Now, locate your 5thth grade buddy and tell him “good grade buddy and tell him “good morning.”morning.”


Walk with 5Walk with 5thth grade buddy to your 2 grade buddy to your 2ndnd grade classroom. grade classroom. 120 120 secondsseconds

Enter room and take off your backpack and lay it on the floor Enter room and take off your backpack and lay it on the floor in front of your cubicle.in front of your cubicle.


Now, take off your coat and hang it in your cubicle.Now, take off your coat and hang it in your cubicle. 15 15 secondsseconds

Unzip your backpack and unpack it. You may need to give a Unzip your backpack and unpack it. You may need to give a note to your teacher, a book to put in your desk and/or put note to your teacher, a book to put in your desk and/or put your lunch in your cubicle.your lunch in your cubicle.


Now, go to the book basket and choose a book you would like Now, go to the book basket and choose a book you would like to read.to read.


Choose as place to read- at your desk, in the reading corner Choose as place to read- at your desk, in the reading corner or in the big chair.or in the big chair.


Read with your desk mate until the teacher calls you.Read with your desk mate until the teacher calls you. 5 minutes5 minutes

Great job Sam! You are really learning your morning routine!Great job Sam! You are really learning your morning routine!

Cleaning an officeCleaning an office(Audio Prompting Example)(Audio Prompting Example)

PromptPrompt Wait time

Hi _________. Are you ready to work? Then get the trash bag and bring it Hi _________. Are you ready to work? Then get the trash bag and bring it to station #1.to station #1.

45 seconds

Remove the chairs from the station.Remove the chairs from the station. 30 seconds30 seconds

Great, now remove garbage bag from first trash can.Great, now remove garbage bag from first trash can. 60 seconds60 seconds

Now, remove garbage bag from second trash canNow, remove garbage bag from second trash can 60 seconds60 seconds

Good, now get a new trash bag.Good, now get a new trash bag. 20 seconds20 seconds

Open the trash bag.Open the trash bag. 30 seconds30 seconds

Put bag in trashcan.Put bag in trashcan. 15 seconds15 seconds

Great, now get another bag and open it.Great, now get another bag and open it. 30 seconds30 seconds

Put bag on second trashcan.Put bag on second trashcan. 15 seconds15 seconds

Now, put the cans on top of the desk.Now, put the cans on top of the desk. 20 seconds20 seconds

Ok, now get the vacuum from the office.Ok, now get the vacuum from the office. 60 seconds60 seconds

Uncoil the cord.Uncoil the cord. 120 seconds120 seconds

Plug the cord into an outlet.Plug the cord into an outlet. 30 seconds30 seconds

Turn on the vacuum and you are ready to vacuum.Turn on the vacuum and you are ready to vacuum. 15 seconds15 seconds

Vacuum under the table.Vacuum under the table. 120 seconds120 seconds

Be sure to vacuum all the way to the wall.Be sure to vacuum all the way to the wall. 60 seconds60 seconds

You are doing a great job.You are doing a great job. 60 seconds60 seconds

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

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?

Ben’s Reading HelperBen’s Reading Helper

PlanetsPlanetsMercury My

Venus Very

Earth Excellent

Mars Mother

Jupiter Just

Saturn Sent

Uranus Us

Neptune Nine

Pluto PizzasMy very excellent mother just sent us nine pizzas

Math(Order of Operations)

Pretty Please, My Dear Aunt Sallyowers

arentheses

ultiply

ivide

nd

ubtract

2

2(4+7) x 8 - (22+4) .. 9 = ??????

Division Helper

G o back to step #3

Y es

G o back an d ch eck y o u r an sw er .Q u o tien t X d iv i so r + r em ain d er = d iv id en d .

I f y o u w er e r ig h t, G R E A T !I f n o t, g o back to step #1.

N o

I s th er e an o th er n u m ber to b r in g d o w n ?

8. T ak e th at an sw er an d p lace i t abo v e th el in e abo v e th e n u m ber y o u ju st b r o u g h t d o w n .

(R em em b er , ev en i f i t i s a 0, y o u sti l l h av eto w r i te i t o n th e l i n e abo v e th e d iv id en d ).

7. D iv id e th at en ti r e n u m ber by th e d iv i so r .

6. B r in g d o w n th e n ext n u m ber ind iv id en d so th at i t i s d i r ectl y

n ex t to th e an sw er o f th e su b tr actio np r o b lem .

5. Su b tr act th o se tw o n u m ber s an d w r i teth e an sw er belo w th em .(E v en i f th e an sw er i s 0)

4. C ar r y th at an sw er d o w n an dw r i te i t d i r ectl y belo w th e 1st n u m ber

in th e d iv id en d .

3. M u l tip ly th e n u m b er y o u w r o teo n th e l i n e by th e d iv i so r .

2. T ak e th at an sw er an d w r i tei t o n th e l i n e d i r ectly abo v e

th e n u m ber y o u w er e d iv id in g in to .

1. H o w m an y tim es w i l l i tg o in to th at n u m ber ?

Y es

G o to step #2.

H o w m an y tim es w i l l th e d iv i so r g o in to th eth e 1st tw o n u m ber s o f th e d iv id en d ?

N o

C an y o u d iv id e th e 1st n u m ber in th ed iv id en d by th e d iv i so r ?

L ook at th e d iv ision p rob lem

• Choose a topic• Determine your audience• Find out about, select and order your

information• Appropriate forms

1.1. Form Your IntentionsForm Your Intentions

2.2. Composing and DraftingComposing and Drafting• Get your thoughts down on paper• Revise as you go

3.3. Correcting and PublishingCorrecting and Publishing• Publish• Proofread

4.4. OutcomesOutcomes• Share audience response

The Writing ProcessThe Writing Process

PROBLEM???

&

(THINK)

STAYING OUT OF FIGHTS1.

&COUNT

TO

TEN

2. DecideWhatThe ProblemIs

3. I Could...

Think about Your Choices

4. Act On

Your Best Choice

Responding to Teasing

THINK ABOUT YOUR CHOICES

• Ignore It• In a Friendly

Way; Say How You Feel

• Give The Person a Reason To Stop

&

Count5

1. 2.

3. Act on

Your Best Choice

1

STOP!Before you do

anything.Take 2 deep breaths.

2

THINK!!What just happened?

• 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?

3

How do you feel?

embarrassedangryfrustratedrelievedhappysadworriedaloneconfusedconfidentdisgustedfrightened

enragedashamedcautioussmugdepressedoverwhelmedlonelyjealousboredsurprisedanxiousshy

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

4 5

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???

6

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?

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?

7

8

Choose an Option!

9

Evaluate your Choice

• Was it successful?• Did it get the results

you wanted?

1 2 3

4 5 6 7

Jessica’s Jessica’s Mad/Angry CardsMad/Angry Cards

Jessica’s Jessica’s Mad/Angry CardsMad/Angry Cards 1

2 deep breaths1 2 3 4 5 6 7 8 9

2

THINK!!

3

How do you feel?

HAPPY

MAD

SAD

SCARED

4

WHY?

5

What could I do?

Wait Share

TalkSay

PleaseWalkAway

....

6

CHOOSE

Great Job Great Job Jessica!Jessica!

Say to myself,

“ I want this, but I just

can’t take it”

1

Say, “It belongs to ____.”

2Think 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.

3

Act out your best choice.4

Say, “Good for me. I didn’t take it!”

5

&1.

2.

3.

4.

5.

6. ….

7. to

8....sorry

9.

(wait & cool off)

(go to another game)

(share & take turns)

(talk it out)

(make a deal)

(walk away)

(tell them to stop)

(apologize)

(ignore it)

Coping Strategies

Before I Say it..

.

Before I Say it..

.

G ood job!

Say i t.

Y es

G ood job!

T ak e a d eep breath .K eep i t to m y sel f.

N o

I s i t som eth in g I w ou ld l ik esom eon e to say to m e?

T h ink

Hand Up

Mouth Closed

Wait Until Teacher Acknowledges

Speak

Yes?

Raise Your Hand to SpeakRaise Your Hand to Speak

Yes?Yes?Yes?Yes?Yes?

• 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.

Activity

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.

self monitoring

ANTECEDENT CUE ANTECEDENT CUE REGULATIONREGULATION 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

Take Home ChecklistDo I need…

Mathnotebooktextbook

compassruler

protractor

handout(s)

Spellingspelling list

Language Arts

textbookworkbook

Sciencetextbookworkbook

handout(s)

vocabulary booknotebookhandout(s)

Social Studies

notebooktextbook

handout(s)workbook

P.E.study guide

Other stuff I might needAssignment sheet

CrayonsColored pencilsLoose leaf paper

Date______

EBS book

Note for Mom or Dad

Permission slip

Report card

25 X 80= 2000

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

Casey:1. I underlined all the top numbers that were smaller than the bottom.

2. I crossed out only the number next to the underlined number and made it one less.

3. I put a “1” beside the underlined number.

4. All the numbers on the top are bigger than the numbers on the bottom.

Writing a ParagraphWriting a Paragraph1.Did I indent at the beginning?

2.Did I write at least three sentences?

3.Do the subject and the verb agree in each of my sentences?

4.Does my paragraph have a main idea?

5.Do the other sentences support the main idea?

6.Did I capitalize at the beginning of each new sentence?

7.Did I use correct punctuation?

Start here Great job!

Keep it up Doing good

Good start

Halfway there

Almost there

Happy Worried Focused

Disappointed Confused Sad

Frustrated Angry Scared

How Do I Feel Today?

Date ________________

(check one)

Lunch Box ReminderLunch Box ReminderMonday Tuesday Wednesday Thursday Friday

Did I bring my lunch box to Ms. Johnson’s class?

Total # of times I remembered my lunch.____









Ms Johnson’s and JR’s agreement about him bringing lunch:__________________________________________________________________________________________________________________________________________________________________________________Ms Johnson’s and JR’s agreement about him bringing lunch:__________________________________________________________________________________________________________________________________________________________________________________

Implementing Implementing Self Management StrategiesSelf Management Strategies

Implementing Implementing Self Management StrategiesSelf Management Strategies

1. Operationally define target behavior(s)

2. Identify functional and individualized reinforcers

3. Design self management method

4. TEACH the student to use the self management method

A. TEACH the student to recognize the target

behavior(s) B. TEACH the student the self

management method C. REINFORCE the target

behavior AND successful self management

D. Teach in one context

self monitoring• Pair up with someone with whom

you have not paired up with before.• Between the two of you, identify a

skill/behavior you need to teach someone with whom you work/support.

• Again, think about the steps or process you or a some other person (age similar) go through to so the skill you want to teach.

• Based on that, in your pairs, design a self-monitoring strategy for the person to teach him or her to engage in a behavior OR decrease a behavior.

• Pairs share with another pair.• Whole group share.

Questions, Thoughts, or Questions, Thoughts, or ConcernsConcerns

Feedback:Feedback:On an a piece of paper write On an a piece of paper write down 2 things you liked and down 2 things you liked and 1 thing we could do to 1 thing we could do to improve the session and 1 improve the session and 1 thing you will implement thing you will implement when you go back to school when you go back to school this week. this week.

ed p r o o o development tier ii: self-management strategies for students at risk of problem...

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