instructional consequences vs. punitive consequences… give

Instructional Consequences vs. Punitive Consequences… Give Me Practical Strategies for That

Student!

Kathy Morris, Stetson & Associates, Inc.

Give Me Practical Strategies for that Student!

Kathy Morris Stetson & Associates, Inc.

Objectives 1. Discriminate between

instructional consequences and punitive consequences

2. List at least 3 strategies that can be considered instructional consequences

3. Share with a colleague why an instructional consequence is far more effective in changing behavior than a punitive consequence

ü  Objectives/Schedule ü  Video of Meltdown ü  Stages of a Meltdown ü  Prevention, Intervention

and Post-vention (Instructional Consequences)

ü  More Instructional Consequences

ü  Adios!

Instructional Consequences vs. Punitive Consequences: Give me practical strategies for that student!

©2016, Stetson & Associates, Inc. Page 1

Using an agenda of the day’s lesson makes learning more relevant to students and takes the mystery out of what is going to happen that day.

NOTE: This research applies to

neuro-typical individuals.

Postvention Strategies

Become prevention strategies

Intervention Strategies

May work if practiced during

the calm

Prevention Strategies

85-90% of the time meltdowns

can be prevented

Postvention Strategies

Intervention Strategies

Prevention Strategies



1 2

3

4

5 6

7

1. Pacing back and forth in circles 2. Increasing self-stimulatory behaviors (flapping

hands, self-talking) 3. Perseverating on one topic 4. Repeating words over and over 5. Difficulty answering questions (cognitive breakdowns)

6. Stuttering or showing pressured speech or mute

7. Extreme resistance to disengaging from a ritual or routine

(Excerpted from Managing Meltdowns: Using the S.C.A.R.E.D. Calming Technique with Children and Adults with Autism, Lipsky & Richards, 2009)

  Involuntary reaction to overwhelming stressors, be they a sensory response or a cognitive response to overload

  Willful manipulation of behavior to get a desired result   Requires cognitive functioning



The Brain Pruning

Examinations revealed…

  the cell minicolumns of individuals with autism are significantly smaller, but there are many more of them.

  larger brains resulting in more columns per brain and thus more processing units and increased complexity.

ü  Autistic individuals suffer a chronic state of overarousal.

ü  They portray abnormal behaviors to diminish the arousal.

ü  The lack of lateral inhibitors, contained in the cortex, would affect an individual's ability to discriminate between competing sensory information.



Surprise!

There are changes or surprises in my day.

And that is OK!

When someone gives me this card…



“There are those who would admonish their pupils ‘to behave’ rather than teach them how to

relate positively to each other. Seldom would we admonish a pupil to read in place of teaching the

necessary skills.” Morse, Teaching Exceptional Children (1982)

1. Physical Structure

2. Security Items

3. Addressing

Sensory Needs

4.Routines & Schedules

5. Visual Strategies

INSTEAD OF…

 Time-out  Sending student home  Corporal punishment  Sending student to principal’s office

TEACH HOW TO…

 Social Story, Power Card or Video Model of expected behavior  Breathe

Instructional Consequences



when you’re drowning!

It’s too late to teach

swimming…

“Meet the need and the behavior extinguishes itself.“ ~Rudolf Dreikurs

1. Physical Structure

2. Security Items

3. Addressing Sensory Needs

4.Routines & Schedules

5. Visual Strategies



Look at me, look at me!!

Sketch to describe how the hero solves the problem. Recap how the student can use the same strategy to solve a similar problem.



Kid is looking at me from across room Matt Making fun of me

During science class He doesn’t like me; he thinks I’m stupid.

Ignore him Tell him hello Whassup? Call him a (name) and tell him to stop looking at me

He may stop Might make a friend Might make a friend Might start a fight

Whassup?

Role play Video tape

x

My Friend Mario



 Teachers can call on other students even if you know the answer. In fact, it is her job to call on a variety of students.

 It is ok if someone else gives a wrong answer. I will not correct other students’ answers. That is the teacher’s job.



INSTRUCTIONAL CONSEQUENCES VS. PUNITIVE CONSEQUENCES

Give Me Pract ica l Strateg ies for that Student !

Kathy Morris, Stetson and Associates, Inc.

www.stetsonassociates.com

Access tools online: http://tinyurl.com/h3rbk6f

Instructional Consequences vs. Punitive Consequences: Give Me Practical Strategies for that Student! Kathy Morris, Stetson & Associates, Inc. | TCASE July 2016

©2016, Stetson and Associates, Inc. Page 1 Downloads: http://tinyurl.com/h3rbk6f

Objectives

1. Discriminate between instructional consequences and punitive consequences 2. List at least 3 strategies that can be considered instructional consequences 3. Share with a colleague why an instructional consequence is far more effective in changing behavior than a

punitive consequence Written/Picture Schedule: What does research say? � Using an agenda of the day’s lesson makes learning more relevant to students and

takes the mystery out of what is going to happen that day. NOTE: This research applies to neuro-‐typical individuals.

� Studies have documented that schedules and routines influence children's emotional, cognitive, and social development.

� Predictable and consistent schedules in classrooms help children/adolescents feel secure and comfortable.

� Schedules and routines help students understand the expectations of the environment and reduce the frequency of behavior problems, such as tantrums and acts of aggression.

AU Supplement � (2) Daily schedules that reflect minimal unstructured time and active engagement in learning activities � (4) Positive behavior support strategies based on relevant information � (5) Future planning for integrated living, work, community, and educational environments that considers skills

necessary to function in current and post-‐secondary environments The FULL MELTDOWN: What to do!

Postvention Strategies: Postvention Strategies then become Prevention Strategies Intervention Strategies: Strategies may work if practiced during the calm Prevention Strategies: 85-95% of the time meltdowns CAN be prevented The Meltdown Cycle

1.

2.

3.

4.

5.

6.

7.



Warnings of an Eruption 1. Pacing back and forth in circles 2. Increasing self-‐stimulatory behaviors (flapping hands,

self-‐talking) 3. Perseverating on one topic 4. Repeating words over and over

5. Difficulty answering questions (cognitive breakdowns) 6. Stuttering or showing pressured speech or mute 7. Extreme resistance to disengaging from a ritual or

routine

(Excerpted from Managing Meltdowns: Using the S.C.A.R.E.D. Calming Technique with Children and Adults with Autism, Lipsky & Richards, 2009) Differentiating Between Meltdown and Tantrum

Meltdown Tantrum

Research: The Brain…Pruning

Findings � Examinations revealed that the cell mini-‐columns of individuals with autism are significantly

smaller, but there are many more of them. � Examination also revealed larger brains resulting in more columns per brain and thus more

processing units and increased complexity.

Implications � This would be consistent with an existing theory that autistic individuals suffer a chronic state of over-‐arousal, and

portray abnormal behaviors to diminish the arousal. The lack of lateral inhibitors, contained in the cortex, would affect an individual's ability to discriminate between competing sensory information

Anticipating Change: It helps to respond to change! ~Lisa Rogers

Change = Stress

Chronic state of over-arousal + change = ______________

Key: Minimizing the effects of change through structure Instructional Consequences: Putting It All Together!

� Response Inhibition � Emotional Control � Adaptability



Instead of Punitive… Teach “how to…” Instructional

Time-out Breathe Sending him home Social Story, Power Card or Video Model of expected behavior Corporal punishment Use last sheet Sending him to principal’s office Use last sheet

TEACH! All visual strategies must be taught during the calm so they are effective during the storms.

Video Modeling A procedure in which a learner is shown a videotape of a model performing a target behavior or completing a desired task. (Sigafoos, O’Reilly, & de la Cruz, 2007)

Most Effective Models Include Individuals: � Close to the observer’s age � Who have similar characteristics (gender, personality, race and mood) � Are functioning only slightly above the observer

Live vs. Video Modeling: � Video modeling more effective than live modeling � Video modeling led to better generalization of skills

Why it Works in Autism: � Preference for visual stimuli (Kinney et al., 2003) � Offers a way to learn through social models without initial face-‐to face interactions � Benefit from visually cued instruction � Show strengths in processing visual rather than verbal information

From “Video Modeling: Why does it work for children with autism?” by Corbett & Abdullah, 2005

Power Cards 1. A brief scenario or character sketch describing how the hero solves the problem.

2. Recaps how the student can use the same strategy to solve a similar problem.

Examples:

� � � �



Addressing Sensory Needs May be the strongest link between neurotypical brains and brains with autism.

� When I am overwhelmed I:

� When I get anxious I:



Adapted from the work of Roosa, J.B. (1995). Men on the move: Competence and cooperation “Conflict Resolution and Beyond.” Kansas City, MO: Author.

SOCCSS WORKSHEET Situation Options Consequences Choices Strategies Simulation

Situation: Who: What:

When: Why:

Options Consequences Choice

Strategy:

Simulation Type: Simulation Objective:

Follow Up:



T-CHARTS My T-Chart to Help me Learn

Appropriate Inappropriate

Yes, Yes, Yes no, no, no

Keychain Rules Rule #7 Teachers can call on other students even if you

know the answer. In fact, it is her job to call on a variety of students.

Rule #9 It is ok if someone else gives a wrong answer. I will not correct other students’ answers. That is the teacher’s job.

instructional consequences vs. punitive consequences… give

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