POSITIVE BEHAVIOR SUPPORT AND DE-ESCALATION STRATEGIES

Teresa Miller, LSSP Rebecca Morgan, BCBA Lyn Neisius, LSSP

ARCHETYPES FROM BREAKFAST CLUB

The Brain The Athlete The Basket Case The Princess The Criminal The Mean Administrator

MASLOW’S BASIC NEEDS

Give same care as to a small child:

 Hungry/thirsty  Safe?

 Belong?

 Esteem

ADAPTING FOR AT RISK STUDENTS

• • •

Social reinforcers and privileges are not just rewards, they are a critical piece of successful education for at risk children.

At risk students need additional opportunities and support to earn positives the way most students do easily.

It’s about who needs it rather than who deserves it.

• • •

REFERRALS

Office discipline referrals Behavior Consults Psychological referrals

REFERRALS

Identify what has been done with fidelity.

 Fidelity includes:

proper implementation + accurate progress monitoring + necessary adjustments

IS THE REFERRING TEACHER HELPING?

Classroom Organization Classroom Schedule Classroom Expectations Seating Arrangement/Proximity Control Verbal prompts and quiet precorrections Corrective feedback Positive language (Don’t DON’T)

WHO IS HELPING THE REFERRING TEACHER?

Classroom organization expectations communicated at the start of the school year?

Was the importance of positive behavioral supports emphasized in the classroom?

Were positive behavior supports modeled by an administrator or other campus leaders? Do your PLCs address classroom management?

Are training opportunities in classroom management promoted for staff?

UNDISPUTED FACTS Student behavior will not change until adult behavior changes.

ADULT BEHAVIOR MATTERS Behavior change is an instructional process.

INSTRUCTION MATTERS Scott, T. (2013). Managing Student Behavior in the Classroom. APBS Webinar

ADULT BEHAVIOR ASSOCIATED WITH EFFECTIVE CLASSROOMS Organization & Consistency

 Schedules; Thoughtful routines; Physical arrangements; Proximity

Explicit Instruction

 Clearly state objectives/rules; Explain/Model/Demonstrate; Prompts/reminders throughout

Engage Students

 Provide opps for students to respond; Facilitate responses; Guide practice

Frequent & Consistent Feedback

 Specific praise; Correction

LET’S TALK ABOUT FEEDBACK Home

 Reprimands, Thank yous, flowers, gestures

Community

 Citations, late fees, peer recognition, awards

School/Work

 Grades, marbles, public shame, ISS, detention

PUNISHMENT

The application of an aversive stimulus or removal of preferred stimulus resulting in a decrease in behavior.

THE DOWN SIDE Sometimes, what we think is “punishment”, is not punishing.

Does this look punishing?

WHAT HAPPENS WHEN WE RELY ON PUNISHMENT?

PUNISHMENT IS REACTIVE

POSITIVE REINFORCEMENT

•

The application of a preferred stimulus or removal of an aversive stimulus resulting in an increase in behavior.

•

The KEY to changing behavior is two fold:

1.

2.

Identify the FUNCTION of the behavior Identify a more appropriate ALTERNATIVE behavior to take it’s place.

DIFFERENTIAL REINFORCEMENT DR is when you provide BOTH

 Positive reinforcement for desired (replacement) behavior,  Extinction of undesired behavior –

Extinction occurs when you’re no longer providing reinforcement for behavior.

IDENTIFY A REPLACEMENT OR ALTERNATIVE BEHAVIOR

•

What do you want them to do instead?

– Is it within reason? – Will you have to teach it?

CONFLICT CYCLE

Event

Stress Others’ Reactions

Cycle 1

Behavior Feelings & Anxieties

Incident

Others’ Reactions Stress

Cycle 2

Behavior Feelings & Anxieties Others’ Reactions

Incident Expands

Stress

Cycle 3

Behavior Feelings & Anxieties

Office Referral Long, N.J., Wood, M.M., & Fecser, F.A. (2001)

Video (slide 101 2 nd video)

-Label Event and 4 parts of Cycle 1 -Label Incident and 4 parts of Cycle 2 parts -Label Incident Expands and 4 of Cycle 3 SCM CT DES MS high school .wmv

IRRATIONAL BELIEFS FUEL ESCALATION I’M STUPID ADULTS CAN’T BE TRUSTED

PSYCHIATRIC DIAGNOSES ALSO FACTOR INTO ESCALATION:

ADDRESSING INAPPROPRIATE BEHAVIOR Manage Learning

MANAGE YOURSELF

Soft voice tone Body language Safe proximity Slow rate of speech/pacing Corrective strategies Allow “cool-down” time Stay out of content

http://www.youtu

be.com/watch?fe

ature=player_det ailpage&v=TdU2l 0i2Wh0

MANAGE ENVIRONMENT

Major infraction of a school rule Are other students safe?

Use “Cool-Down” Time to praise on-task behavior/prompt alternative plan Utilize other staff

De-escalation Strategies

SPECIFIC PRAISE EMPATHY PROMPT SELF-CONTROL STRATEGY COUPLING STATEMENTS REALITY STATEMENTS

COUPLING STATEMENTS  Brief  Specific  One behavior at a time  Most overt behaviors first  Positive - don’t describe absence of behavior

REALITY STATEMENTS

Sets parameters Often a response to an expressed need Example: We can keep this conversation between you and me if you lower your voice.

ONGOING DIFFICULTIES

Behavior Tracking: freeprintablebehaviorcharts.com

Positive Behavioral Interventions and supports: Pbis.org

Behaviorally challenging kids: livesinthebalance.org

EMOTIONAL DISTURBANCE VS.

SOCIALLY MALADJUSTED