Transcript Aggressive and Violent Students

Behavior Basics:
The Classroom and School Climate
for Academic, Social, and Behavior
Success
2007 Education and Business Summit
June 27, 2007
Mike Paget, presenter
[email protected]
The impact on employment
• The post-school unemployment rate for
individuals with emotional and/or
behavioral challenges is 25%, vs. 2% for
non-disabled peers
• Individuals with significant mental health
issues may face unemployment rates as
high as 80%
Common Reasons for Dismissal:
7 out of 14 refer to behavior
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Misconduct
Absenteeism
Criminal Charges
Dishonesty
Intoxication
Incompetence and negligence
Disobedience
Verbal abuse or swearing
The Cost of Low Education
Earnings over a 40-year employment period
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No HS diploma: $852,577
HS diploma: $1,222,396
Vocational: $1,473,335
Associate’s degree: $1,524,703
Bachelor’s degree: $1,973,760
Master’s degree: $2,307,025
Doctorate: $2,862,914
Data from Doland, E. 2001. Give yourself the gift of a degree.
Employment Policy Foundation
17:1
“Six Degrees of Separation”
"I read somewhere that everybody on this planet
is separated by only six other people. Six
degrees of separation between us and everyone
else on this planet. The President of the United
States, a gondolier in Venice, just fill in the
names. I find that extremely comforting, that
we're so close, but I also find it like Chinese
water torture ..."
character Ouisa Kittredge
Risk Factors
from “Antisocial Behavior in School: Evidence Based Practices”
by Hill Walker, Elizabeth Ramsey, Frank Gresham
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Disability
Low intelligence
Difficult temperament
Insecure attachment
Poor social skills
Lack of empathy
Hyperactivity/impulsivity
More risk factors
from “Antisocial Behavior in School: Evidence Based Practices”
by Hill Walker, Elizabeth Ramsey, Frank Gresham
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Family violence, marital discord
Disorganization
Father absence
Long-term parental unemployment
Poor supervision of children
Harsh/inconsistent parenting style
Lack of warmth, low involvement
Socioeconomic disadvantage
Neighborhood violence
Media violence
Risk Factors at School
from “Antisocial Behavior in School: Evidence Based Practices”
by Hill Walker, Elizabeth Ramsey, Frank Gresham
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Failure at school
Deviant peer groups
Bullying tolerated
Peer rejection tolerated
Poor attachment to school
Inadequate behavior management
Risk Factors for SC
Data source: Kid’s Count
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Children in poverty: 23% (vs. 19% US)
41% of births are to single mothers
31% of children: single parent homes
Family violence: 31% of all assaults are between
family members
• 03-04: 5,976 confirmed cases of abuse and/or
neglect
• June 04: 5,210 children living in foster care
• Low birth weight: 10% (vs. 8% for US)
SC Special Education
• 108,756 total special education students
– Approximately 680,000 students in SC schools
– 16% of all students vs. 10% US
• Emotionally disabled: 5,045
– 5% of students in special education
– Less than 1% of SC students
• Learning disabled: 47,414
– 44% of students in special education
– About 7% of all students
– Studies show: 30% of high school ED were initially identified as LD
• Other health impaired: 7,252 (7%)
Children and Youth
mental health involvement
• “20/10/5”
• 135,000 students in SC experience mental health concerns
– 68,000 with periodic needs
– 34,000 with significant and ongoing issues
• 47,000 receive services (35%)
– 14,053 were served in school based mental health programs
• 88,000 need services, but do not get them
• 23% of dropouts have mental health issues
Involvement in Juvenile Justice
• 26,213 cases in 04-05
• #1 Most frequent offense: disturbing
schools
• Recidivism rate: 68%
• Random sample at DJJ:
– 72% met full criteria for at least one mental
health disorder
– 20% met criteria for a severe disorder
– 50% have substance abuse problems
What about zero-tolerance?
Research from Dr. Russell Skiba
• This practice moved from drugs, weapons, and
gangs to many less serious behaviors.
• There is no evidence to show that zerotolerance and suspensions and expulsions
change student behavior.
• The evidence is that schools using wide-ranging
zero-tolerance policies, and suspension and
expulsion, have poorer school climates, higher
dropout rates, and lower achievement.
Research Based Practices
• For all students
– Positive and preventive classroom management
– School-wide Positive Behavior Interventions and
Supports
– School Based Mental Health
– Researched de-escalation and physical support
practices (e.g., Crisis Prevention Institute)
• For a select few
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FBA/BIP
Life Space Crisis Intervention
Cognitive behavioral strategies
Multi-systemic Therapy (“MST”)
8 Elements of Successful
Classroom Management
Presented by Susan Barrett
Maryland PBIS Project
References: Wong & Wong; Coleman & Lazar
Revised by Mike Paget
SC Department of Education
What’s so magical about this?
The following 8 elements are all based on simple but
effective teacher decisions and behaviors:
• Prevent vs. react
• Teach what you want to get
• Reinforce more than punish
• Support each student at the level he/she requires:
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Some quickly “get it” and just do it
Some require lots of re-teaching
Some require lots of prompting and cuing
Some require frequent pre-correcting
ALL need positive feedback for doing things correctly!
More Positive to Negative
teacher to student interactions
• Smiles
• Positive adult-student interactions: “What did you do last
night?”
• Very difficult: At least a 5:1 ratio of positive
remarks/interactions to every negative remark/interaction
• Follow every correction for rule violations with a positive
reinforcer for rule following
• Use the “sandwich technique”: positive/negative/positive
(a visual technique)
• Do a 45-minute tape of your teaching, then review it to
see what you sound like to the students
Teach classroom rules and
expectations
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Teach directly and actively
Practice what you teach
Practice the rules where they apply
Do not assume that hearing it is enough!
Give lots of positive feedback
So little time, so many transitions
• 45% of the instructional day is spent in a
transition period getting ready to learn
• From the time the bell rings you have 3
minutes to get them on task or research
indicates it will get increasingly more
difficult
• So how do you teach “transition
behavior?”
Teach transition behavior
• Teach “signals” that all students will understand:
– To get attention/say “stop”/say “start”
• Teach the routine: what do you do when?
• Pre-correction for students who are challenged with
stopping/starting/changing
• Use the “behavioral momentum” technique: in the midst
of an easily occurring behavior, sneak in a “less likely to
comply” behavior
• Monitor continuously – scan, move about
• Positively reinforce what is done correctly
• Practice transition behaviors in the natural contexts
(class, playground, cafeteria, etc.)
Teach classroom routines directly:
Practice where you use the behavior, pre-correct/prompt for those who need it, positively
reinforce correct routine behaviors, model what you expect
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Turning in homework the right way
Lining up
How to get teacher attention the right way
When to sharpen pencils, use the bathroom, put
trash away
What to do when finished early
When is it ok to talk
How do you wait for the bus
Taking things home to sign and return
Establish an attention-getting
cue/rule for the entire school
• Teach it on the first day of school
• EVERY teacher uses it!
• Pick a cue that can be used in all settings:
– Example: hand up/fingers straight/slowly close the fingers into a
fist
• You may need both visual and auditory combinations
• Remind all staff to use the same agreed upon cue
consistently
• Do not cause “interference” with independent cues
• Positively reinforce when students respond
Actively supervise at all times!
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Move around the room continuously
Use lots of eye contact
Touch shoulders as you pass by
Use lots of the opportunities to make positive
comments/reinforce
• Get them to pay lots off attention to you:
– Example: “Today I will be touching my nose. Count how many
times I do this today, and the winners will receive a reward!”
• “Free time” is not free for the teacher…Less structured
time actually requires more supervision
Pre-correct for CHRONIC problem
behaviors
• Pre-correct: Cue/remind/redirect before the
undesired behavior occurs
• Set up routines so the more challenged students
will be successful; give them this “practicing
success” opportunity
• Be sure you have the attention of students
• Give lots of “mini lessons” to remind/re-teach the
desired behavior
• Watch for demonstration and reward
• All students must experience success!
Manage the minor (low
intensity/frequency) behaviors
positively and quickly
• Do not hammer a student for minor behavior violations in hopes that
it will prevent more intense behaviors (research shows otherwise!)
• We must follow through on rules violations
• Do it privately
• Demonstrate the behavior
• Continue the lesson but move in closer (caution: moving in too close
when a student is anxious may escalate things)
• Look at the student and tell her/him “remember”
• Point out the mistake
• Have the student state the correct response
• Have the student demonstrate the correct response
• Disengage quickly, early, and decisively
School-wide Positive Behavior
Interventions and Supports
• A nationally replicated school-wide
model, with a strong data base showing its
effectiveness
• www.pbis.org
School-wide PBIS
• A broad range of systemic &
individualized strategies for achieving
important social & learning outcomes
while preventing problem behavior
• a general approach to preventing
problem behavior
• It’s for all students
CONTINUUM OF
SCHOOL-WIDE
INSTRUCTIONAL &
POSITIVE BEHAVIOR
SUPPORT
~5%
~15%
Primary Prevention:
School-/ClassroomWide Systems for
All Students,
Staff, & Settings
~80% of Students
Tertiary Prevention:
Specialized
Individualized
Systems for Students
with High-Risk Behavior
Secondary Prevention:
Specialized Group
Systems for Students
with At-Risk Behavior
Respect
for fellow students, teachers,
administration, staff members,
and the school facilities
Teaching Matrix
Classroom
Lunchroom
Bus
Hallway
Playground
Respect
Others
Use inside
voice
Eat your
own food
Stay in your
seat
Stay to the
right
Wait your turn
Respect
Property
Recycle
paper
Return trays
Keep feet on
the floor
Put trash in
cans
At bell return
equipment
Respect
Yourself
Do your best
Wash your
hands
Be at stop
on time
Use your
words
Have a plan
PBIS related tools
• Functional Behavioral Assessment
– All behaviors are helping you get or avoid something
– Hunches are ok, but not enough – you need
“triangulation” to strengthen your hypothesis
• Behavior Intervention Plans
– Once you know the conditions that support or
eliminate a behavior, manipulate the conditions
– Teach a more effective or efficient replacement
behavior
– The BIP is not about punishment
SC PBIS
• Major initiatives have come through the
State Improvement Grant
• 03-04: 11 schools, 04-05: 46 schools,
05-06: 104 schools, 06-07: 145 schools
• 07-08: Approximately 40 new schools
currently in training
• SC PBIS Coach: Jane Shuler
– [email protected]
– 803.734.2743
The Impact of PBIS
• Office discipline referrals drop 20-60 %
• Academic achievement on state benchmarks
increases 20-60%
• Time spent in suspension/detention drops
significantly. This time can then be spent on
academics
Prevention through staff awareness
of mental health issues
• DSM described
temperaments/neurobiological conditions
• 20/10/5
• E.g.: Tourette’s, ADHD, CD, ODD,
Asperger’s Syndrome, and Bipolar
Disorder
School Based Mental Health
• 46% of schools currently have SBMH
• 96% of SBMH students/clients stay out of
legal trouble
• 99% of SBMH students/clients stay in
school
• 99% of SBMH students/clients live at
home
• 98% of school administrators support
SBMH
Supporting mental health in the
classroom
• A teacher who learns about mental
health issues
• A teacher who is willing to plan
appropriate accommodations for the
(predictable) range of temperaments
• Cognitive Behavioral strategies
• Life Space Clinical Intervention
Managing Crisis Events
• Behavior escalation happens in stages
• Adults need to respond based on where a
student is in the cycle of escalation
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Anxiety – support
Defensiveness – directive guidance
Acting out – safe (physical) management
Tension reduction – processing the event
• The emphasis is on calming the situation down
• Crisis Prevention Institute
School Protective Factors
from “Antisocial Behavior in School: Evidence Based Practices”
by Hill Walker, Elizabeth Ramsey, Frank Gresham
• Positive school climate
• Pro-social peer group
• Responsibility and required helpfulness
• Sense of belonging/bonding
• Opportunities for success and recognition
Our Shared Agenda
• Schools, families, and agencies share the
same goals
• It is more efficient and effective to
coordinate our efforts
• Avoid the “blame-game”
• www.sharedwork.org
• Do not wait for “top-down” – call someone
and get to know them
Research to Practice Summer
Sessions
• July 16-20
• Dorman High School, Spartanburg
• 30 sessions including classroom positive and preventive
instruction, CPI, FBA/BIP, research based instructional
practices, and more
• Online registration:
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www.ed.sc.gov
“offices”
“Office of Exceptional Children”
“calendar”
Link to online registration
Call Brenda Turner at 803-734-8211 if you need assistance
Institute Number Twenty-six
Title: Using a positive and proactive approach to
classroom management
Instructor: Linda Phillips, Educational Consultant
• This training will address the following components of effective
classroom management. The CHAMPs book by Dr. Randall Sprick
will be used as the framework for the workshop.
• Please note that these components are the same ones that are
present in PBIS schools which have implemented school-wide
positive behavior supports.
• Creating structure and order (organization)
• Building relationships with students (creating motivation to learn)
• Establishing and teaching behavioral expectations
• Understanding corrective procedures to address classroom
misbehavior
• Using pre-planned corrective responses to misbehavior
• Developing monitoring systems to assess the class and/or
individual students
• Participants will develop an implementation plan for their individual
work sites.
Using a positive and proactive approach to classroom management
(continued)
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Intended Audience: This 2-day workshop is appropriate for general
education and special education classrooms, grades K-8. Class size is
limited to 40 participants.
Session Length:
2 days, Monday and Tuesday, six hours per day
Three one-hour follow-up group phone conference review sessions will be
scheduled during the fall and winter of the 07-08 school term. Also, the
trainer will make site visits to the participants’ locations to provide individual
implementation consultation and support.
Dates: July 16 – 17, 2007
Dorman High School, Upstate Research to Practice Institute
Day 1: 8:30 – 4:30, with ½ hour for lunch, provided onsite
Day 2: 8:30 – 2:30, with ½ hour for lunch, provided onsite
Credit:
Course renewal credit: 18 points: 12 points for two days of
classroom instruction, plus three hours of follow-up phone conferences, plus
three hours of onsite individual follow-up.
Listing of all sessions for July 16-20 Research to
Practice Summer Institute
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Functional Behavior Assessments and Behavior Intervention Plans for
Individuals with Challenging Behaviors
Explicit Instruction in Reading
Curriculum Based Measurement for progress Monitoring Academic
Interventions
Adaptations and Modifications in Content Areas for Individuals with Mild
Disabilities
Explicit Math Instruction Helping Your Children with Reading at Home
Proactive Behavior Management Strategies for PreschoolCrisis Prevention
Institute training for Trainers
Positive Behavior Support in the Home
ED TERPIES V: Educational Interpreter Performance Assessment Offering
Best Practices for Inclusion of Children with Disabilities in Early Childhood
Classrooms
Dealing with Problem Behavior in the General Education Classroom
Special Education 101 for School Administrators
Administering Assessment, Evaluation Programming Systems for Infants
and Children
(sessions, continued)
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Planning Postsecondary Goals for Youth with Disabilities
Helping Your Preschooler with Disabilities
An Overview and In-depth look at Educational Interpreter Guidelines-What
all team members should know!
Journey to Excellence: SLPs' Contributions to Success for All Students
SLP Supervisors- SPED Directors Forum
English Language Learners Training
Writing a Meaningful Transition IEPSIM: Writing and Reading Strategies for
Success
SIM: Content Enhancement Routines for Level 1 Interventions through Rtl
Writing Measurable Goals Portfolios for Student Growth- A Guide to
transition for Students who are Deaf or Hard of Hearing Using a Positive
and Proactive Approach to Classroom Management
Excent Setup
Excent-Data Entry
Excent-Data Entry
Excent- Lead Teachers
Excent- Lead Teachers
ED TERPIES V: The Effective Interpreting Series
Boot Camp for Teachers of the Visually Impaired
Measuring Early Childhood Outcomes in South Carolina